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A TEACHER'S ESSENTIAL SKILLS TO STRENGTHEN CAMARADERIE IN THE

WORKPLACE OF DUMALINAO DISTRICT: EFFECTIVE

EXPRESSION OF TEACHING COMPETENCY

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A Thesis

Presented to the

Faculty of the Graduate School

SOUTHERN MINDANAO COLLEGES

Pagadian City

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In Partial fulfillment

Of the requirements for the degree

MASTER OF ARTS IN EDUCATION

Major in Educational Management

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BY

FELIX ANDREU P. LOPEZ

ARJUN PANTALLANO
ALFIE LAPERA
NEIL ORACION
MARK NIÑO O. ASILO

AUGUST 2023
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The skill or ability to work effectively through and

with other people is defined as “human relation”. In all aspect

of life, you will deal with other people. No matter what you do

for a living or how well you do it, your relationship with

others is the key to your success or failure.

As stated in the website http://www.health-sexuality-

money.com/Human-relations.html, human relations are social

relations the way people interact and behave. Mastering human

relations is very important because it will lead you to success

and happiness.

(According to Dede,2010) The 21st-century skill set is

generally understood to encompass a range of competencies,

including critical thinking, problem solving, creativity, meta-

cognition, communication, digital and technological literacy,

civic responsibility, and global awareness for a review of

frameworks the development of such competencies more important

than in developing country contexts, where substantial lack of

improvements in learning outcomes has suggested that the task of

improving instructional quality is urgent. According to(Seidman

et al., 2018) A challenge in bringing about the desired

improvements lies in the lack of context-specific understanding

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of teaching practices as well as meaningful ways of supporting

teachers in their professional development.

According to Highland (2007, p.1) as posted in the

website http://www.encyclopedia.com, owners and managers of

profit and nonprofit organizations define human relations as

fitting people into work situations so as to motivate them to

work together harmoniously. The process of fitting together

should achieve higher levels of productivity for the

organization, while also bringing employees economic,

psychological, and social satisfaction. Human relations covers

all types of interactions among people—their conflicts,

cooperative efforts, and group relationships. It is the study of

why our beliefs, attitudes and behaviors sometimes cause

interpersonal conflict in our personal lives and in work-related

situations.

We all belong to human society as stressed by

http://library.unescoiicba.org/English/Better_Schools/Better

%20Schools/MODULE2/module2_unit4.htm. In everyday life we live

and work with people: they may be our family members or

neighbors or friends or other relatives, or they may be people

we work with in our places of employment. Whoever they are, we

recognize their presence and relate to them through various

means of communication.

In Dumalinao District, school administrators have done

their best to establish good relationship with the teachers in

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order to achieve the desired goals and objectives. It is true

that school administrators could find it hard to influence their

subordinates when individual does not conform to the attitude

manifested by their superiors.

As mention in the website http://en.wikipedia.org

/wiki/ Dumalinao,_Zamboanga_del_Sur. Dumalinao is a fourth class

municipality in the province of Zamboanga del Sur, Philippines.

According to the 2020 census, it has a population of 32,928

.people. In 1956, the barrios of Dumalinao Proper, Bigong,

Tigbao, Ticwas, Bulongating, Baguitan, Pantad, Napulan, Tagulo,

Camanga, Margang, Sibucao, Tina, Guling, Miculong, Baga,

Rebucon, and Mambilik were separated from Pagadian and

constituted into Dumalinao through House Bill No. 5000, which

later became Republic Act No. 1593 and approved on June 16,

1956. The person responsible for sponsoring the bill was

Congressman Alberto Q. Ubay of Zamboanga del Norte since during

that time, Zamboanga del Sur had no congressman; Rep. Roseller

T. Lim that time had been elected to the Senate in the 1955

special election.

As mention in the website http://en.wikipedia.org /wiki/

Dumalinao,_Zamboanga_del_Sur. Martin D. Raluto was first

appointed municipal mayor with Guillermo Talaid as his vice

mayor. The new town then had four councilors: Vicente T.

Labrado, Severino Ramas, Fulgencio Lauglaug, and Eniiego Gemina,

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although the latter did not serve. Raluto held the position of

municipal mayor until his death on June 11, 1969

Dumalinao is fast becoming one of the most improved

towns of Zamboanga del Sur’s second district. Among its tourist

attractions is the beautiful beach resort and highland view.

Agriculture is the main economic activity as well as the number

one source of livelihood of the people, although Dumalinao is a

coastal town. The town is one of the major rice granaries of

Zamboanga del Sur as 5,998 hectares of the land area is devoted

to agricultural production. An estimated value of Php 51 million

comes from the annual production of corn.

One of the most significant developments in recent

years has been the increased importance of interpersonal skills

in almost every type of work setting. For many employers,

interpersonal skills represent an important category of

transferable skills a worker is expected to bring to the job.

Technical ability only is usually not enough to achieve career

success. Studies indicate that many people who have difficulty

in obtaining or holding a job possess the needed technical

competence but lack interpersonal competence.

According to De Paola, M., & Lombardo, S. (2017)

Communication skills: Effective communication is crucial for a

teacher as it helps in establishing a positive and respectful

classroom environment. Teachers should be able to clearly and

concisely convey information to students, colleagues, and

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parents. They should also be excellent listeners and be able to

respond to students' individual needs.

Certain attitudes, policies and practices cause

friction between teachers and school administrator. Foremost is

the abuser of administration to maximize profitability of school

operation at the neglect of the welfare of the teachers. With

the same attitude, administration is also liable to look at

teachers as an expense instead of part of school resources.

Sometimes because of profit motives, school administrators exert

efforts to reduce expense and one of the items often sacrificed

is the compensation of teacher.

According to Evertson, C. M., Emmer, E. T., & Worsham,

M. E. (2006). Classroom management the ability to manage a

classroom and maintain discipline is essential for effective

teaching. Teachers must create a well-structured and organized

environment that promotes learning and engagement. They should

have strategies to manage student behavior, deal with conflicts,

and establish routines and expectations.

According to Calderon (2000, p.129) good human relations is

getting along well with other people. The basis of good human

relations is good character. One must possess important divine

values as well as socially accepted human values to enable him

to live well with others.

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Teachers become productive when their school

administrators practiced the substantial skills of teacher to

strengthen workplaces camaraderie, keep interpersonal relations

pleasant, provide encouragement and support, stimulate self-

direction, and increase interdependence among members.

In Dumalinao District, school administrators and

teachers are adhering to the changes for development in order to

extend their cooperation to make good result on the academic

performance to obtain better outcome on the achievement test

given to the pupils. In addition, problems in terms of poverty,

unconducive learning environment, peace and order are

contributory to the low mean percentage score on the National

Achievement Test (NAT) result of the pupils as revealed for the

year 2015-2016 of 49.54%, 43.67% for 2016-2017, and 62.84% for

2017-2018 with an overall average weighted mean score of 52.01%.

In totality, it has an overall average of 52.01% which is below

the target rate of 75% mastery set by the Department of

Education.

For this reason, the researcher was prompted to conduct

a study on substantial indicators on substantial skills of

teacher to strengthen workplaces camaraderie in Dumalinao

District, effective expression of teaching competency.

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EESENTIAL SKILLS OF TEACHER TO STRENGTHEN

WORKPLACES CAMARADERIE IN DUMALINAO
DISTRICT

Essential Skills of Responses

Teacher
4 – Always Practiced
(AP)
1. Adaptability
3 – Almost Always
2. Interpersonal skills Practiced (AAP)

3. Communication 2– Sometimes Practiced

(SP)
4. Learning
1 – Never Practiced
(NP)

EFFECTIVE EXPRESSION OF TEACHING COMPETENCY

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Figure 1 – The Schematic Diagram of the Study.

Conceptual Framework

In developing the habit of keeping one's temper under

control, the thing to bear in mind is the fact that non among us

is perfect, and that everyone makes mistakes. The next time

someone makes a mistake and we are tempted to lose our temper,

we have but to remind ourselves that we, too, do commit mistakes

every now and then, and this self-reminder helps in enabling us

to control ourselves.

Https://workology.com/most-important-human-skills-in-

todays-workplace/ pointed out the four consequential human

skills considered to be the most important skills in today’s

world as it relates to the workplace and life in general. These

are the following:

Adaptability: This is probably the most important skill

someone can have in and out of the workplace. Being able to

adapt to any situation will not only allow you to be a better

co-worker, but will help you fit into the company culture which

helps you be more successful and productive than those hired

simply because they fit a job description.

Interpersonal Skills. Every human being has a soul and

a feeling of importance. Regardless of educations or social

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status, every person deserves the respect of his fellow men.

Being able to get along with everyone in the workplace and

interactive with them on a daily basis is another top ranked

human skill. Showing to the people the respect due to them, and

by making them, feel important, you would earn their respect and

cooperation in return, and may succeed in getting them to do

what you want them to do.

Communication. At the root of most human relations

problems is the improper use of words. Since public relations

involves the ability to transmit messages and ideas to certain

selected publics, the use of words as important factor in

achieving PR success can never be overemphasized.

Learning. The ability to learn quickly and efficiently

is something that most people would kill for. Some people pick

up new material a lot faster than others and being able to learn

is just as important in today’s workplace as everything is

changing.

Effective expression of teaching competency is the end

result of the study. Having substantial skills of teacher in

dealing with the subordinates could be the key in the strengthen

workplaces camaraderie which could result for the success of

school operation. Despite the foreign authority as posted in

this website, https://workology.com/most-important-human-skills-

in-todays-workplace/, of the variables being used in the study

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the items was localized as it is tendered in the Filipino means

with that subject was local it was also adversely adjusted.

Statement of the Problem

This study attempted to find out the essential skills

of teacher to strengthen workplaces camaraderie in Dumalinao

District, effective expression of teaching competency.

Specifically, this study answers the following sub-

problems raised:

1. What are the substantial skills of teacher to

strengthen workplaces camaraderie practiced by the school

administrators to promote motivation in terms of:

1.1. Adaptability;

1.2. Interpersonal skills;

1.3. Communication; and

1.4. Learning?

2. How often are these substantial skills of teacher to

strengthen workplaces camaraderie practiced by the school

administrators?

3. What is the extent of comparability between the

responses of the school administrators and teachers along with

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the four variables on substantial skills of teacher to

strengthen workplaces camaraderie?

4. Is there a significant difference between the

responses of the school administrators and teachers along with

the four variables on substantial skills of teacher to

strengthen workplaces camaraderie?

Null Hypothesis

There is no significant difference between the

responses of the school administrators and teachers along with

the four variables on substantial skills of teacher to

strengthen workplaces camaraderie.

Scope and Delimitation of the Study

This study covered 10 school administrators and 150 out

of 200 teachers who are presently assigned in different

secondary schools in the District of Dumalinao, Zamboanga del

Sur. The teachers who have rendered three years or more in

service were considered as the respondents of this investigation

while those teachers who have less than three years in service

were not included since they were not able to observe the

substantial skills of teacher to strengthen workplaces

camaraderie in Dumalinao District. These teachers and school

administrators were coming from Dumalinao National High School,

Tina National High School, Mecolong National High School,

Rebokon Agricultural and Vocational High School, Bibilik

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National High School, Maria Clara Lobregat National High School,

Locuban National High School, Camalig National High School.

This study delimited to the essential skills of teacher

to strengthen workplaces camaraderie in terms of; adaptability,

interpersonal skills, communication and learning

This study is conducted during the second semester this

school year 2020-2021.

Importance of the Study

It is in this point that the school administrators need

to develop fully the essential skills of teacher because these

are the vital in administering the school since they are not

isolated, but they are dealing with different types of people.

At the heart of human relationship, is people, they are the most

important persons in the organization hence this study is

conducted because the researcher believed that the result of

this study could give benefits to the following:

The school administrator, as head of the school he/she

must know how to deal with his/her subordinates properly.

Respect the dignity of every individual and avoid using hurtful

words in order not to offend someone. Be sincere to his/her

employees and every individual in the community since he/she

assumes the responsibility of the school thus he/she must show

good human relationship to his/her people and show the image of

a good leader.
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The teachers, they must show empathy to their superior

and to their co-teachers in order to maintain a smooth

relationship. They must cooperate in the programs of the school

and participate what is the best for the school and the

learners. Teachers should forget their own self-interest

in dealing with problems but instead, share it to their superior

and co-teachers.

The learners, as the heart of learning this study will

help them know how to respect especially to their teachers,

parents, elders, and to their peers. They will know how to

established harmonious relationship in getting along with others

since they were being taught by their teachers.

The community, this study will help them know that they

also play a vital part in the school system since they are the

parent of the children. They must show concern to their children

by visiting them in their respective classroom, attend homeroom

and PTCA meetings in order for the pupils to be motivated in

learning.
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DEFINITION OF TERMS USED

In order to have a clearer understanding on the words

which are operationally used in this study, some major terms

were hereby defined:

Adaptability. This term refers to consequential human

skills where the school administrators are able to adapt to any

situation will not only allow you to be a better co-worker, but

will help you fit into the company culture which helps you be

more successful and productive than those hired simply because

they fit a job description.

Communication. This term refers to the proper

transmission of message as well as the proper use of words in

dealing with the other people in order not to offend them to

maintain a harmonious relationship.

Degrees of Freedom. This refers to the number of

values in the final calculation of a statistical treatment that

are free to vary. It is the number of independent ways by which

a dynamic system can move, without violating any constraint

imposed on it.
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Effective Expression of Teaching Competency. In this

study, it refers to the output how the substantial skills of

teacher could influence the effective educational functioning of

the school in order to strengthen workplaces camaraderie.

Dumalinao District. This refers to the venue of the

study which involved the school administrators and teachers as

respondents of the study in the different elementary schools and

it is located in the municipality of Dumalinao, Zamboanga del

Sur.

Interpersonal skills. This refers to the act of having

the highest account of every individual regardless of age, race,

nationality and being able to get along with everyone in the

workplace and interactive with them on a daily basis is another

top ranked human skill.

Learning. It refers to the ability to learn quickly and

efficiently and being able to learn new processes or ways of

doing things is important in a competitive workplace.

Level of Significance. This refers to the margin of

error set by the researcher as basis in extracting the tabular

value which will also be the basis in the decision of the null

hypothesis.

Null Hypothesis. A statistical hypothesis to be tested

and accepted or rejected in favor of the alternative

specifically the hypothesis that an observed difference as

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between the means of two samples is due to chance alone and not

due to a systematic cause.

Practiced. This refers to the actualization of the

substantial skills of teacher to strengthen workplaces

camaraderie in Dumalinao District in order to have an effective

expression of teaching competency.

1Students. This refers to the learners who are

officially

enrolled in Dumalinao district from grade 7 to grade 12.

School Administrator. This term refers to the head of

the elementary school such as principal, head teacher, teacher

in-charge responsible in carrying the programs of the school

system in the different elementary schools of Dumalinao

district.

Substantial Skills of Teacher. The term refers to the

important pointers to human relations which could promote

effective educational functioning to the teachers in order to

develop interpersonal competence.

Tabular value. The term refers to the value extracted

from the table of t-probability as basis in the rejection or

acceptance of the null hypothesis considering the level of

significance and the degrees of freedom.

Teacher. This term refers to any individual who is

engage in the field of teaching and they are currently assigned

in the different elementary schools of Dumalinao District.

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To Strengthen Workplaces Camaraderie. The term refers

to the purpose of the study regarding substantial skills of

teacher that could redound to effective expression of teaching

competency.

t-test. This term refers to the highly statistical

treatment utilized by the researcher in determining the

significant difference between the responses of the two groups

of respondents along with the variables on substantial skills of

teacher to strengthen workplaces camaraderie.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

and studies that positively have bearings with the current

study. The discussion of clinchers relates the borrowed

literature and studies to the present investigation. Clincher is

used to connect the idea of the authority to the present study.

RELATED LITERATURE

Most Important Human Skills in Today’s Workplace

Here is a list of what I consider to be the most

important skills in today’s world as posted in

https://workology.com/most-important-human-skills-in-todays-

workplace/ as it relates to the workplace and life in general:

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1. Adaptability: This is probably the most important

skill someone can have in and out of the workplace. Working with

people whom you might not have similar interests can be a

difficult task. Being able to adapt to any situation will not

only allow you to be a better co-worker, but will help you fit

into the company culture which helps you be more successful and

productive than those hired simply because they fit a job

description.

2. Interpersonal Skills: Being able to get along with

everyone in the workplace and interactive with them on a daily

basis is another top ranked human skill. Being able to form

relationships with co-workers creates better cohesion and team

dynamics. Having characteristics like empathy, cooperativeness,

respect, and show significance in relationships is one of the

major things employers look for when hiring. All of these are

forms of interpersonal skills that are necessary for day-to-day

operations to work smoothly and efficiently.

3. Communication: Communication is essential for

effective functioning in every part of an organization. There

are multiple forms of communication that go on daily in an

organization and being able to use each properly is critical.

Some things can be addressed via email, some in person, and

others over the phone. Learning the proper way to communicate

will create a dynamic work environment that will stand the test
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of time. Breakdown in communication is bound to happen, but it’s

how you act and resolve the issue.

4. Learning: Most people don’t understand that the

ability to learn is a fantastic human skill to have. The ability

to learn quickly and efficiently is something that most people

would kill for. Some people pick up new material a lot faster

than others and being able to learn is just as important in

today’s workplace as everything is changing. Technology is

outdated every month, if not sooner, so being able to learn new

processes or ways of doing things is important in a competitive

workplace.

Adaptability, interpersonal skills, communication, and

learning are all-important skills in today’s workplace and could

keep a candidate from getting a job if they don’t possess

certain skills. Having some of these skills will sometimes get

you farther then experience will. Recruiters are constantly

looking for candidates who fit in well with their corporate

culture. That is what will get you the job.

The borrowed literature is considered the springboard

of the present study since this is the main source of variables

used in the study at hand.

Basic Teaching Skills

As posted in the website http://www1.ic.ac.uk/

resources/D75EBC61-625E-4865-88AF-BE45D9E96236/, the following

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are the basic teaching skills manifested by the teachers in the

classroom.

Setting the scene. The importance of starting off on

the right foot cannot be overestimated. The learners are most

likely to learn in a relaxed and friendly environment. Teachers

have a reputation for being friendly and approachable. While

part of this is no doubt related to the way in which we approach

our clinical work, some of it is consciously developed to put

learners at their ease. In the same way that we arrange the

seating for patients to help communication, we can help teaching

by arranging the learner’s chairs in a circle and putting any

visual aids (flip charts etc.) so that they can be easily seen.

Assessing prior knowledge. Finding out what learners

know already is very important. Remember that even if they know

it already, time spent rehearsing the information is not wasted

– by calling it up, they will be preparing themselves for

learning. You will find that pupils often have relevant

knowledge in another field entirely which is nonetheless useful.

For example, when talking about anxiety ask the pupils about

their exams. How did they feel? How does this relate to the

feelings that people experience in anxiety? Once the learner’s

prior knowledge has been explored you can then start to build

new knowledge on to it, with no risk of teaching pupils

something they already know.

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Getting learners to participate. Learners are most

likely to learn when they are actively involved with the

learning. This seems particularly obvious when you are learning

a skill. It is equally important for learners to use new bits of

knowledge they have learned. This will help them ‘fit them in’

to their memories and use them when needed. You will have to

devise situations in which pupils can actively discuss what they

have learned and test that they understand new concepts. Pupils

are likely to learn when you use a variety of teaching methods

in the session. This keeps pupils interested. Thus you could

have a discussion, some practical work, get the pupils to think

through a case and look at a model all in one session.

Using visual aids. This is another way of keeping

pupils interested. The aphorism “a picture tells a thousand

words” is true. Pupils can interact with diagrammatic

information easily. Common tools are diagrams (from books, CD

ROMs etc), flip charts and overhead projectors. It is important

to think about why you are using a visual aid and take some time

over selecting the correct one. If you are using an overhead

projector keep the writing large and legible and only summarize

the key points in the discussion. Flip charts are useful to note

down key points in the discussion, organize disconnected bit of

information, and provide an aide memoire for pupils (for example

key questions to ask in the history, with the flip chart visible

over the patient’s shoulder). Pupils find handouts at the end of

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a session very useful as it allows them to participate fully in

the discussion without taking notes.

Checking understanding. During a session it is worth

monitoring the progress of the pupils. Check that they

understand the points you have just covered and make sure they

have no questions before you move onto the next topic. By

checking you will be able to manage the pace of the session

(this means the speed at which information is delivered) and

make sure that the information is delivered at the right level

or pitch.

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

Skills Needed for Teachers

As posted in the website of http://www.skillsyouneed.

com/learn/teaching-skills.html, there are some other, more

general qualities that teachers need.

As a teacher, you should:

1. Enjoy communicating your understanding to others.

There is definitely a performance element to most

teaching. Our section on interpersonal skills, including

effective speaking, covers this in more detail, and there is a

great deal of overlap with presentation skills.

2. Have confidence.
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You will need the confidence to look calm and

professional even when tired and stressed. See our page:

Building Confidence for more information.

3. Have great organizational skills.

Have you prepared for the session and done any marking

in time? Have you kept what is needed for anyone in the group

who was away? If you are part of a teaching organization, have

you fed back results to any interested colleagues? You may find

our page: Organizing Skills useful.

4. Work effectively in groups.

In a school or college, you may be part of a group that

teach at your level or within your subject. If so, you will have

to agree between you what is to be taught and how to deal with

any difficulties. See our page: Groups and Teams for an

introduction to effective team working skills.

5. Be able to deal with conflict.

There may be students who need to be told to work

harder, or a disagreement between students that you need to help

to sort out. Our page on Conflict Resolution provides some

advice on how to do this.

6. Motivate your students to do their best.

This may require encouragement and/ or criticism, and

probably a bit of both at different times. Our page on

Motivation Skills provides more information.

7. Empathies’ with your Students.

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If you can see that your students are exhausted, there

may be no point in trying to teach a very complicated topic. You

need to create a feeling that you are all working together

towards the same goal. This means building up trust and rapport.

See our pages on Empathy and Building Rapport for more.

8. Give feedback.

Whether this takes the form of comments on performance

or marking written work, it needs to be constructive. Offer

praise as well as criticism whenever possible and tell your

students how they can improve. Find more at:

The information taken from the website gives

significant contribution to the present research, thus it is

vital to include.

Essential Skills for New Teachers

According to H. Jerome Freiberg, as posted in the

website, http://www.ascd.org/publications/educational-leadership

/mar02/vol59/num06/Essential-Skills-for-New-Teachers.aspx,

without access to the pedagogical skills of veteran teachers,

many new teachers are unprepared to face the challenges of the

classroom.

New teachers are often limited in their repertoire of

instructional strategies. Many teachers enter the teaching field

directly from university teacher preparation programs, where

they mastered minimal pedagogical knowledge or skills. Often,

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they are not taught how to establish the positive, organized

learning environment necessary for them to teach and for

students to learn. Some teachers enter the field with almost no

formal teacher training, through alternative certificate

programs. For example, under the 2001 “Teach for Georgia” plan,

college graduates with a 2.5 or higher grade point average may

be certified to teach in 30 days (Coburn, 2001).

Through trial and error, new teachers develop a

repertoire of teaching strategies. This haphazard process of

strategy development may take several years—by which time many

struggling, unprepared new teachers have already left the

classroom. In addition, most of the national curriculum

standards expect teachers to create active learning environments

that stimulate higher-level student thinking—yet few teachers

have experienced instruction in such settings. Without high-

quality preparation to ready them for the challenges of the

classroom, new teachers will either teach as they have been

taught, or, given current teacher attrition trends, they won't

teach at all. If we are to keep quality teachers, those newest

to the profession must be given the support system of

pedagogical knowledge that they need to succeed in the

classroom.

The idea presented in the website provides additional

support to enlighten the readers of the present study, thus, the

inclusion is necessary.
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Human Relations Management Theory

According to Audra Bianca, an eHow Contributor as posted

in the website http://www.ehow.com/info_8197637_human-relations-

management-theory.html, it is important to distinguish human

relations management theory from the broader concept of human

resource management. The latter term is difficult to explain

because it means something different in every context in which

it is used. On the other hand, the theory of human relations

focuses specifically on the quality of relationships between

managers and subordinates in an organization.

Changing Style of Management

Human relations management theory comprises important

proof of the changing style of management in today's business

organizations. In the 21st century, employees who are not

managers occupy important roles. They have more authority than

line workers and non-managers of the past and make decisions

without consulting managers, in part because the number of

managerial layers in an organization has decreased in this new

century and also because machines and computers perform many

tasks that workers used to perform.

Management Theory

This theory is also a theory of management in itself. It

is a focus on the human dimension of employees rather than just

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their benefits as human capital, or assets, to an organization.

Managers value their relationships to their direct reports, and

they place a high value on how employees feel about their

membership in the organizational culture. Employees make a

commitment to achievement, and managers concern themselves with

achieving a high level of worker morale.

Investment

Human relations management involves investment in

employees. Workers don't just enjoy a high degree of involvement

in decision-making, empowerment and strong worker morale, they

also get to improve as professionals and increase their value to

the organization. An employer makes considerable financial

investments in employee training and professional development,

preparing employees to assume larger roles -- such as managerial

and technical expert roles -- in the future.

Stakeholders

Every employee is viewed as an important stakeholder of

the firm. Managers focus on getting employees to buy into the

success of the firm because it benefits them as individuals and

the organization as a whole. Every change that will affect

employees is studied for its impact on human relations.

Therefore, managers will work through employees, getting their

support, in order to implement changes. Employees must become a

part of every change for the organization in order for it to

experience success.
 28

The work of Audra Bianca provides great contribution to

the present study since it deals on the human relations

management theory which is essential to develop interpersonal

competence.

HR Discipline Policies

According to Ruth Mayhew as posted in the website

http://www.ehow.com/info_7751992_hr-discipline-policies.html an

important component of an organization's performance management

system is its employee discipline policy. Employee discipline

policies provide structure and guidelines for maintaining a

productive work environment. There are several ways to approach

employee discipline; however, two of the most common types of

policies are progressive discipline and positive discipline.

Whether your company practices progressive or positive

discipline, employee behavior and productivity depend on your

organization's coaching philosophy and performance management

goals.

Definition of Employee Discipline

One of the most important workplace goals for an

employer is maintaining a workforce that's fully engaged in the

work, satisfied with job duties and responsibilities and, most

of all, productive. Employee productivity is key to the

company's profitability; however, job satisfaction is key to

employee productivity. Employees who fail to meet their job

 29

expectations and employer guidelines concerning behavior and

workplace interaction are subject to discipline. The purpose of

employee discipline is to improve workplace behavior that

impedes satisfaction, productivity and morale.

Progressive Discipline

Some employers have a traditional view about corrective

action, referred to as a progressive discipline policy. A

progressive discipline policy generally has several steps

designed to improve employee performance. Sample progressive

steps include an informal conference, verbal warning, two to

three written warnings and suspension. The culminating final

step in a progressive discipline policy is termination.

Progressive discipline policies are common in collective

bargaining agreements for workers who belong to a labor union.

Positive Discipline

Positive discipline is a workplace trend that uses a

less punitive approach to improving employee performance. Many

employers consider using this gentler coaching philosophy to

encourage employee involvement in addressing unacceptable work

performance and focus on positive reinforcement for acceptable

performance. A positive discipline policy requires input from

the employee and manager in identifying skills, behavior and

practices that prevent the employee from reaching full

potential.
 30

Theoretical Differences

A basic theoretical difference between progressive and

positive discipline policies is the definition of the employer-

employee relationship. Human resources experts who examine

elements of discipline policies claim that employers who

implement progressive discipline perpetuate a parent-child

relationship with employees. Employers who enforce progressive

discipline might encounter resistance from employees who want to

be treated as workplace equals. Positive discipline policies

often receive higher approval rates because resolving

performance problems requires employee involvement to achieve

success and might therefore be more effective.

Discipline Policy Documentation

Documentation is critical for both types of discipline

policies. Documentation is important for tracking employee

progress and development, as well as justifying employment

actions such as suspensions, promotions and terminations.

Complete and accurate documentation of employee performance also

minimizes potential liability pertaining to formal complaints or

litigation based on allegations of discriminatory employment

practices.

The idea of the author bears significant contribution to

expand the discussion of the present study since it deals about

substantial skills of teacher to strengthen workplaces

camaraderie which is important in the organization.

 31

Human Relations Movement

& Motivation Theories

As cited by Katlyn Joy an eHow Contributor on her

website http://www.ehow.com/about_6398185_human-relations-

movement-motivation-theories.html, the human relations movement

and motivation theories deal with how people are persuaded to do

things they might not otherwise do. The application is generally

in the field of occupational studies or human resources, in

dealing with how to motivate workers. Motivation theory deals

in-depth with processes that explain how human behavior is

activated, and why. Motivation theory is considered a crucial

area of focus in the field of organizational behavioral.

History

The human relations movement is considered to have had

its start with Elton Mayo, whose 20-year study of workers at a

Western Electric Plant in Cicero, Illinois beginning in 1927

yielded a significant theory called the Hawthorne Effect. This

theory is used today in nearly every field of study. Motivation

theory history includes many theories, but none more influential

than Abraham Maslow's Hierarchy of Needs, which he began working

on in 1951.

Mayo

Mayo's Hawthorne Effect was discovered through a series

of three experiments and can be summarized as worker

productivity increased by 112 percent when workers believed they

 32

were being watched and studied. The three experiments were the

illumination experiments was originally intended to determine

what level of lighting was optimal, however it was discovered

that productivity remained the same no matter the illumination

level, what mattered was that the workers knew they were being

observed.

In the relay assembly room study, workers were taken off

the assembly and placed in a special room, given special

privileges and reduced work load. The expected results were

lowered productivity but the opposite occurred, again noted as

the Hawthorne Effect. In the third study, the bank wiring room

study, workers were paid according to how many transactions they

performed. Expectations were that the workers productivity would

increase, but instead it remained static as other workers put

informal pressure on each other to not outperform one another.

The informal work relationships were more important than money.

Mayo surmised that the most important factor in productivity is

that the organization cares about the individual.

Maslow

Maslow's Hierarchy of Needs basically states that people

are motivated to do things to meet their own needs. There are

five levels starting at the primitive level of physiological

needs of food, water, clothing, shelter and sleep or other body

needs. The second level is for safety and involves both physical

and emotional needs. The third level is the need for love and
 33

the fourth is for esteem needs like self-worth, respect and

admiration. The fifth level is self-actualization, the highest

level and one that can never be fully realized or fulfilled.

Maslow's hierarchy indicates the lower level needs must be met

before higher ones can be. The lowest level unmet is the

greatest motivator.

Herzberg

Frederick Herzberg's theory builds on Maslow's and

states that the lower-level needs (hygiene) merely keep workers

from being unsatisfied, but true motivation comes out of the

higher-level needs. In the workplace, a lack of dissatisfaction

is not the same thing as satisfaction.

Alderfer's ERG Theory

Alderfer's ERG Theory also builds on Maslow's, only he

put the needs into three categories rather than five. Alderfer's

categories are needs for existence, relatedness and growth.

Existence encompasses Maslow's physiological and safety needs.

Relatedness is the interpersonal needs, or Maslow's esteem and

love needs. Growth is related to Maslow's esteem and self-

actualization needs. The ERG Theory is different in that the

lower needs don't have to be met before the higher ones. In fact

if higher level needs are repeatedly unmet, then the worker will

regress and be motivated mostly by the lower level needs.

 34

The idea presented by the author gives significant

contribution to enlighten the discussion of the present

investigation thus the inclusion is necessary.

Human Relations in Schools

Andres (1992, p.220) stressed that the job of a school

administrator is to be constantly concerned with teaching

performance and proficiency.

One factor has to do with the school administrator's

ability to motivate his teachers. Motivation multiples the

efficiency of individual effort. Motivation builds cohesive

groups committed to an objective.

A school teacher usually has five basic needs to which a

school administrator responds. They are the following:

Crying needs of Teachers

1. Information. The teachers need information and

understanding of the school's goals, policies, rules and

regulations

2. Opportunity. The teacher ask for an opportunity and

solidarity in the service of the school. Imagination, ingenuity

and creativity in the solution of school problems are needed by

the teachers.

3. Help, if deficient. Most often than not, teachers may

be deficient either in the proper knowledge, attitude, skills or

habits related to the job. Thus they need help in these areas.
 35

4. Measurement/Criteria/Standards of performance. The

teachers need to be shown the objective criteria or standard of

performance required of them, they must be informed the solely

on the basis of these criteria will they be evaluated.

5. Rewards. The teachers expect proper rewards or

remuneration for the tasks that they do perfectly. If these

expectations of rewards for good work done is frustrated, they

may be demoralized.

Administrative Tasks

1. Communicate. The school administrator should inform

them about the organizational goals, policies, and procedures,

rules and regulations, impressing upon them their importance and

the school's urgent need of exercise self-direction and self-

control if motivated forward their goals.

2. Challenge. The school administrator should challenge

the teachers into rallying for the school's objectives. He

should look upon the teacher as imaginative and a potential

force for the promotion of the school's well-being. He should

challenge, rather than push the teachers into achieving the

educational objectives.

3. Care. The school administrator should ascertain the

teacher's training needs and solicit their views. He must have

plans for training to become fully functional in their teaching.

4. Control. The school administrator should devise a

control system with adequate performance standards. He must

 36

objectively and uniformly implement and apply this standard for

performance among all the teachers.

5. Compensate. Commitment is a function of rewards

associated with achievement. The school administrator should

think of a system.

The School Administrators Skills

For the school administrator to fulfill his tasks as

developer and motivator of his people, he must possess three

kinds of skills: technical, human and conceptual. Technical

skills is the ability to use knowledge, methods, techniques and

equipment necessary for the performance of specific tasks

required from experience, education and training. Human

relations skills is the ability to work with and through people,

including an understanding of motivation and application of

effective leadership. Conceptual skills is the ability to

understand the complexities of the overall educational

organization and where one's own operation fits into the

organization and according to the objectiveness of the school.

The school administrator needs these three skills to

develop productive work relationship among parents, students,

teachers, and government officials. A teachers teaching

efficiency and effectiveness it not only a product of his skills

but also of the school environment he is in. When the atmosphere

is provide with low morale, district, one - up man ship, and so

on, it is very difficult for school teachers to teach

 37

effectively. The school administrator must create an

organizational climate of trust, mutual confidence, open

communication and harmonization of management values and

employee values. The phenomenon of rising expectations on the

part of the teachers versus decaying school organization and

obsolete compensation system is a fact.

Barriers to Human Relations

Certain attitudes, policies and practice cause friction

between teachers and school administrator. Foremost is the

desire of administration to maximize profitability of schools

operation at the neglect of the welfare of the teachers, with

the same attitude, administration is also liable to look at

teachers as an expense instead of part of school resources.

Sometimes because of profit motives, school administrators exert

efforts to reduce expense and one of the items often sacrificed

is the compensation of teachers. Other causes of administration-

teachers disputes are the following:

1. Administrators in difference and arbitrariness in

dealing with teachers.

2. Ineffective supervision and malpractice of

discrimination and favoritism.

3. Abusive and defiant attitudes toward school

administrators by some teachers.

4. Inadequate wages or salaries, unfair company

personnel policy, poor working conditions, and luck of job

 38

security stability of employment.

5. Lack of opportunity for advancement and self-

improvement, recognition of worker.

Teachers and administrators oftentimes do not meet each

other mainly due to poor understanding of their respective

problems. This is due to communication gap and credibility gap.

The idea presented by the author provides significant

contribution to expand the discussion of the present study since

it focused on the substantial skills of teacher to strengthen

workplaces camaraderie.

Principles of Human Relations

The basic principle of human relations is that the

teachers and school administrators should share the

responsibility of establishing and maintaining harmonious

relationship. Both should ask what is best for the school and

the students. Both need to forget their own self-interest in

dealing with problems. The school administrator should practice

empathy which is the ability to see and understand something

from another person's point of view. He should cooperate with

others, and in turn gets cooperation. He should share

information, knowledge, credit, decision and problems, when he

shares information, he tells others why they need to do

something is a particular way, when he shares credited, he gives

praise to others why have done a good job in helping him meet
 39

educational goals, when he shares decisions, he gets support for

those decisions he makes, and when he shares problems, he

sometimes gets solution from others.

According to Avelino (1996, p.117) human relations is

the art of knowing people, relating with them, and maintaining a

keeping their friendship. Human relations is differentiated from

public relations in the sense that public relations means

dealing with people, while human relations deals with

individuals as individuals and as members of a group; it deals

more closely with each individual.

Human Relations Influences

A - Family

The family is the smallest unit of society. It is the

microcosm which is enlarged into a national community or

government. The parents are the managers and the children are

the employees as in a company. Each member plays his role for

the smooth functioning of the family system. Multifaceted

responsibilities are assumed by the burden of the managers of

the family, the parents. Such responsibilities are financial

management, household duties such as marketing, and tidying of

the house, and looking after the children as well as planning

for family investment.

B - Friends

Good friends are our treasures and investment. We invest

in friendships when we offer and render them our thoughtfulness,

 40

ideas, love, care, and concern. Friends tend to reciprocate the

good things done to them. This process makes friendship among

people lasting.

C - Community

The community is the place where we spend the rest of

our working hours outside the place of work. Heterogeneous

residents dominate in modern sub-divisions where people came

from divergent social and cultural backgrounds. Involvement in

the affairs of the community projects. Good attitude and

enthusiasm are contagious and can contaminate people in the

community. "Enthusiasm reflects confidence, spreads good cheer,

raises morale, inspires associates, arouses loyalty and laughs

at adversity. It is beyond price". Enthusiasm therefore can help

us eliminate jealousy, envy, rivalry, and intrigues.

D - Business and Industry

Management deals directly with business resources such

as personnel, materials, machines, money, facilities, and

equipment, thus keeping them in indefinite relations to one

another. Man power resources are the most complex and the most

challenging of all resources.

The Kepner - Trudger approach is one of the latest where

the team spirit is employed. This improves the quality of work

life by providing people with the tools to capitalize on their

experience, further developing the thinking skills of plant

employees, allowing the management to focus on the problem to be

 41

solved rather than the personalities involved, and increasing

commitment by giving troubleshooters greater control over their

areas of responsibilities.

The following are ways to achieve good human relations:

1. When there is nothing good to say, better stay

silent;

2. Keep promises;

3. Always say kind words to others;

4. Be interested in others;

5. Be cheerful;

6. Be open-minded;

7. Let your virtues speak for themselves;

8. Don't hurt other's feelings;

9. Keep your disposition sweet;

10. Have humor.

The idea of the authors provided better insights to

support the discussion of the present investigation as it is

anchored on the principles of human relations.

Developing Collaborative Relationship

Between Administrators and Teachers

Andres (1992, p.207) stressed that collaborative

relationship is the synchronization of efforts to provide proper

timing, planning, and organizing of activities toward the

realization of objective. One of the Filipino values that can

play a big role in establishing collaborative relationship is

 42

"malasakit". For to one who has "malasakit" the sacrifice that

nay go with it is secondary. Beyond a simple willingness to

accept discomfort is the primary unconditional interest in the

object of "malasakit". Thus, when administrators and teachers

treat the school's assets in their custody with care, in a

manner as if it were their own, it becomes the overriding

influence, whatever additional effort or inconvenience it may

entail. It may also be expressed as an interest in a person, a

thing or an organization in a manner that could closely arrive

to the owner's interest in it.

Here are some ways of developing collaborative

relationship among them through the practice for malasakit:

1. The teachers must feel that the school administrators

has malasakit for them. Filipino teachers have great capacity

for malasakit, although they may not always express or exhibit

it. One reason for the reluctance may be the result of some bad

experience they have had in the educational organization.

Usually, teachers show a lot of malasakit at the early stage in

their carrier, only to feel later on that the school

administrator does not take their interest at heart.

2. There must be an atmosphere of fairness in how the

school administrator treats the teachers. The closest that a

Filipino teacher could expect fairness can be expressed in:

"wala ditong palakasan". Teachers feel there is palakasan. When

the school administrator makes "pansin" of the others but not of

 43

them. He has to know the factors, standards and measure used in

judging his performance and promotion ability. Otherwise again,

when he is kept in the dark as to the factors that spell success

in the school organization, he begins feeling inadequate and

concludes that there must be "palakasan" only for those who are

"malakas". The sense of fairness is lost, leading to the death

of teacher's malasakit.

3. The underlying culture of the school must encourage

being personal. Filipino society is personalistic. And the

Filipino is inherently personal in his approaches. It does not

really matter much whether the atmosphere is authoritarian or

participative. What is important is that his person hood is

recognized. Many school administrators today insist on western

professionalism. Almost by force of western training dies he

feel obligated to be professional. Those are the pre-requisite

condition so that collaborative relationship between teaches and

administrators through Filipino value of "malasakit" be kept

alive. They are necessary but still not efficient. Having them

will not get guarantee that collaborative relationship through

"malasakit" will be exercised as a full value.

There are five (5) major variables which interplay on

the process. They are: The school's malasakit to its teachers;

the teacher's malasakit to the school; the teachers malasakit to

the administrator; the administrators malasakit to the school

and the administrator's malasakit to the teachers.

 44

The school administrator must have personal commitment

to excellence and quality and communicate to their teacher’s

high personal standard. They must show a strong personal

commitment and persistence to approve the performance of work

group by giving their teachers a clear understanding to their

duties and responsibilities. They most encourage imaginator and

creativity among their teachers in their ways of accomplishing

the objectives of their job. Their malasakit to the school and

to their teachers must be behaviorally manifested as sincere.

The school administrator must keep their teacher

determine and achieve their realistic career objectives. The

written performance appraisal must include all factors relevant

to performance of the job and be consistent with day-to-day

feedback given to their teachers. They must take time to discuss

and explain various aspects of employment to their teachers.

They must give sincere positive strokes and praise them, giving

them recognition by expressing their personal satisfaction for

their teacher's excellent performance. They must make all effort

to be fair and just with regards to the salaries and benefits

received by their teachers. They must show a personal gestures

of appreciation when teachers have put in extra time and effort

and relate rewards such as salary increases, recognition, and

promotion to excellence job performance rather than to other

factors as personal gifts or insulated personal favor.

The present study is guided with the relevance or such

 45

some information which is very helpful in the formulation of

ideas while conducting the research.

Five More Commandments for Good Human Relations

Here are five more commandments of human relations that

will work for you as presented by http://www.creators.

com/lifestylefeatures/inspiration/classic-zig-ziglar/five-more-

commandments-for-good-human-relations.html:

First, be the right kind of person with the right

attitudes and skills to get along well with others. It starts

with the attitude, and once that has been accomplished, you can

acquire the skills that follow.

Second, have a manner of genuine interest in other

people. Admittedly, in some cases that will be difficult to do,

but amazing things happen when you set specific objectives. Show

your interest by learning as much as you can about them and by

your attention to them when you're together. Ask those family-

friendly questions that will encourage them to talk.

Third, call people by name. Certainly it requires a

little effort to remember names. As you know, in a "group"

conversation you might not be listening unless someone calls

your name, and then you're "all ears." Message: Other people

feel about their name the same way you do about yours — they

love it.
 46

Fourth, be friendly and helpful. If you meet somebody

with a chip on his or her shoulder, the best way to get it off

is to let him or her take a bow. When people are rude to you,

remember it is not because they want to offend or hurt you, but

rather because they are hurting.

Fifth, speak and act as if everything you do is a

genuine pleasure. Obviously, everything is not fun, but when you

act as if you enjoy it, your enjoyment will increase. Your

effectiveness in doing the job will also increase. All of us

feel good when we accomplish things that are tough to do. Being

happy in the process is doubly rewarding. Take that approach,

and I'll see you at the top!

The above literature mentioned by the authority is more

on substantial skills of teacher to strengthen workplaces

camaraderie in which are much related to the present study.

Filipinizing Teachers and the

School Management Relations

Andres (1992, p.225) further stressed teachers and

school management relations have changed drastically in the post

years. There are lesser dictatorial school mangers and passive

teachers. School managers too are more sensitive about the new

changes and trends to be able to enhance teaching and learning

effectively and eventually human productivity. Different styles

and approaches of school managerial leadership crop up to cope

with the different situations and predicaments of educational

 47

management.

The awareness of whether a school manager is

knowledgeable in the values of his teachers or not may make him

often some aspects of school management practice being utilized.

For a clearer idea on what we are saying, let us look at the

values Grid for school managerial effectiveness.

Teachers-school management relations is a dynamic field.

A school manager must not remain perpetually in one style of

management. He must shift from style to style depending on the

positiveness or negativeness of the attitudes of the teachers.

School managers can use the values Grid to see how he supervises

in everyday work.

Everyone will surely agree that equal concern for

production and people is good practice, a school manager is

utilizing the value Grid should consider the following:

1. Primarily, the Filipino teachers will readily welcome

the Filipino Values Grid. The reason for this is the phrase

"marunong mag-asikaso sa kapwa" which capture the essence of the

Filipino concern for people. Thus, when teachers feel and see

that the school manager is sincerely concerned with their

welfare, then they are easier to work with and better motivated.

2. "Pakikisama" or to go along with is another their

powerful norm in Filipino culture. When subordinates feel that

their supervisors have or practice "pakikisama", the report and

integration between them is more cohesive. It implies trust,

 48

confidence, loyalty and camaraderie.

3. Closely related to this is the concept of "bayanihan

or reciprocal labor - the collective efforts to achieve tasks or

projects without expected compensation.

4. Emotional norms have great learning on our cultures.

"Hiya and amor propio" play a vital role in our day to day

interactions. It is uncommon in our culture to be frank or

blunt. There is greater tendency to use indirect communications.

5. "Galang" (respect) and "pakikisama" (interpersonal

relations) have their effect in teacher school management

relations. Clashes, conflicts or disrespect with other persons

of authority are frowned upon by Filipinos.

To get teaches to work hard, a school manger can utilize

the value of "hiya" or "utang na loob". If the teachers have

been treated well by their school administrator, then they feel

or should feel ashamed if they do not come up with their own

contribution in their teaching performance. Otherwise, their

sense of gratitude will prevail and cause them to work well to

please their superiors. This cycle - teachers performing well

because they have been treated well by their school manager

usually produces loyalty. Sometimes the pay may not be lucrative

but if the school managers treat them well they can be assured

of productivity and loyalty.

While it does not follow that the school manager in the

Philippine setting disregards the aspects of work, he has to be

 49

more people oriented to meet the educational targets. The main

reason for this is on consideration of the values and norms of

our Filipino culture. He most always promote harmony and good

will continue to go well in the work station, He must emphasize

the importance of communications and good relations, for if the

teachers are happy, feel contented, fell a sense of worth and

warmth and acceptance.

The ideas presented by Andres provide additional

insights to enlighten the readers on the significance of the

present study.

The Importance of Human Relations in the Workplace

Relationships between employees and management are of

substantial value in any workplace. Human relations is the

process of training employees, addressing their needs, fostering

a workplace culture and resolving conflicts between different

employees or between employees and management as stated by

http://smallbusiness.chron.com/importance-human-relations-

workplace-23061.html. Understanding some of the ways that human

relations can impact the costs, competitiveness and long-term

economic sustainability of a business helps to underscore their

importance.

Human relations in the workplace are a major part of

what makes a business work. Employees must frequently work

together on projects, communicate ideas and provide motivation

 50

to get things done. Without a stable and inviting workplace

culture, difficult challenges can arise both in the logistics of

managing employees and in the bottom line. Businesses with

engaging workplaces and a well-trained workforce are more likely

to retain and attract qualified employees, foster loyalty with

customers and more quickly adapt to meet the needs of a changing

marketplace.

Improving Retention

The quality of workplace relations is critical to

employee retention. Employee retention may seem trivial --

especially in a workplace that is used to a high turnover -- but

managers must remember that turnover is financially very costly.

Every new employee requires a substantial investment of time and

energy in their recruitment and training. In addition, severing

ties with old employees can sometimes be challenging, especially

if the circumstances are not particularly amicable. Making sure

quality employees remain interested and engaged in the business

requires patience, compassion and flexibility, but can actually

make the business more financially sound.

Motivation and Productivity

Workplace relationships provide a source of employee

motivation, which is important to maintaining productivity.

Employees who are interested in their work and in the well-being

of other employees tend to be more productive than those who are

 51

not. This productivity pays obvious financial dividends to the

company, as it can get more done in less time with fewer costs.

Building relationships, by both recognizing an employee's value

to the company and a concern for their needs, often goes a long

way.

Fostering Creativity

The modern business environment often rewards businesses

that are able to quickly develop products that meet changing

consumer needs. In some industries -- such as technology, for

example -- employees' ability to come up with effective new

ideas is often the difference between the entire company's

success and failure. According to Sallyport Magazine, research

shows that creativity is based to large degree in social

interaction. Employees' creativity is often dependent on their

ability to communicate with other employees and share ideas.

Without quality workplace relationships, employees are less

likely to be able to develop and share the solutions that a

business needs to survive.

The above literature mentioned by the authority is more

on human relations in which are much related to the present

study.

The Nature of line Staff Relationships

Koontz (1990, p.303) further stressed a more precise and

logically valid concept of line and staff is that they are

 52

simply a matter of relationships. In line authority, one finds a

superior with a line of authority running to a subordinate.

The nature of line authority, therefore, becomes

apparent form the scalars principle as being that relationship

in which a superior exercises direct supervision over a

subordinate - an authority relationship in direct line or steps.

The nature of staff relationships is advisory. Staff if

auxiliary, and although it may suggest that the structure of

organization is like a double-track railroad, consisting of line

and staff as two coordinate functions.

According to Bittel (1986, p.123) a good superior in a

good organization is much more than a middleman. He is really

the key an. Situated where he is, the first superior can clear

the way for intelligent top management actions directed toward

the rank and file and also serve as the key man in letting top

management know how workers feel. Acting as a key man, he knits

the whole organization of management and workers together. A

particularly bad situation is one where the superior has no real

status, where he is a figurehead who is by passed by both

manager and workers. This can be sheer torture.

The superior is especially helpful in determining the

degree to be assigned the various factors for each job. A

superior may have no authority to adjure large rates directly he

may be limited to merely reporting a wage-rate request and

analyzing the job conditions. On the other hand, in most

 53

schools, a superior will be expected to take direct and

immediate action in the case of willful damage to equipment,

unsafe actions, or refusal to follow a work assignment.

Put regardless of administrative differences from

different superior leaders, the first line superior is usually

the first contact between employees and management and between

school officials and management.

To be wise is handling responsibility, we do not depend

upon trial and error methods. Where there is a point where you

are in doubt, make it your duty to get the right answers from

superiors or from personal office.

Bittel (1986, p.123) further stressed that the

administrator’s main responsibilities lie in five directions:

1. Leader and trainer of his employee - subordinates,

development of employee skills and the motivation for employees

to use them well, require that a superior be persuasive and

vigorous in setting directions.

2. Implement or of ideas. The supervisor is literally

the cutting shape for methods, techniques, and improvements

generated by himself, by other members of management, or by

staff specialists.

3. Co-worker with other employees. A superior is a

member of a peer group, and many of his successes or failures

depend upon the way in which he can influence or is influenced

by his associates.
 54

4. Subordinate to his own superior, not only must a

superior be able to lead, he must know how to follow the

directions of those who have a position superior to his in the

organization.

5. Mediator of employee’s needs. The superior

negotiates, at the grievance level, for his employees with

management and for management with his employee’s entity

representatives.

The works of the authors gives explicit discussion to

support the understanding of the present study. Thus the

inclusion is necessary.

10 tips for better human relationships

This website http://eswar.hubpages.com/hub/10-tips-for-

better-human-relations stated the 10 tips for better human

relationships as follows:

1. Don't be tight lipped. Smile. Keep Smiling as much

as possible. Smile always removes the tensions in the air. The

simplest way to acknowledge a person, and doesn't require a

sparkling wit or huge investments in time, perfect when

accompanied by a hello or a wave.

2. Try to remember the other person’s name correctly.

Calling the other person by name always brings him near to you.
 55

3. Learn the art of lending your ear, for the other

person’s views. Listening to what the other person has to say

increases the understanding between each other.

4. Give respect to the other person’s interest and

talk about that, if not at-least join in the subject the other

person wants to talk or interested to discuss.

5. Make the other person feel he is important to you.

6. Never be a miser when complementing the other

person. Its only here being lavish actually gain you a lot.

7. Never criticize. If you find it difficult don't do

it public.

8. Learn to acknowledge a compliment.

9. Talk little about yourself.

10. Be pleasant.

Hence, the views give interrelated ideas to the present

investigation.

RELATED STUDIES

The Study of Basit

Basit (2001, p.85) disclosed the following conclusions:

1. The school administrators have always applied good

human relations with regards to the dignity of the teachers by

recognizing their rights through a dignified atmosphere and

share their independent approaches on how to obtain the goals

and objectives of the school.

 56

Self-respect has been observed by the school

administrators in their relations with their teachers. They

believed that teachers were their partners and have showed high

respect toward them in the fulfillment of duties to accomplish

the school's operation. The failures and the weaknesses of

teachers had been respected and considered.

3. School administrators almost-always applied human

with regards to the individual differences of teachers. They

appreciate their teacher's good deeds and treat with proper

consideration of the teacher’s individual differences in their

teaching.

4. Teacher's performance had been recognized by the

school administrators for the attainment of the school’s

objectives. Potential ideas of teachers were accepted for the

success of their teaching profession.

5. Teachers' need was looked into by the school

administrators, to assist them in meeting the difficulties of

life and provide good opportunities for the teachers to develop

them professionally.

6. Self-centered teachers where dealt humanely by the

school administrators in order to arrive to a decision for the

betterment of the group members. School administrators

encouraged their teachers to participate the activities of the

school with genuine interest and to tackle every common problem

that were arising.

 57

The foregoing study, its similarities have great

differences in their respective thrusts. But it provides some

useful insights on the study at hand

The Study of Bughao

Bughao (2009, pp.137-139) concluded that:

1. Developing professional commitment was always

manifested by the school administrators by motivating teachers

to expose themselves in reading more professional books and

developing the effective professional commitment of teachers, as

well as improving professional guidance of all teachers in

school.

2. Expanding and deepening understanding of goals and

programs was always manifested by the school administrators by

promoting understanding in the goals and programs of the school

and providing guide and matrix during the implementation of the

targeted goal as well as widening the inner visions in the goals

preparation and implementation.

3. Increasing sound conception of child growth and

development was always manifested by the school administrators

by focusing on techniques of learning that motivates child to

grow and develop and motivated and facilitated the learning

process of pupils by using exercises as well as promoting the

learning of the child in accordance to its uniqueness.

4. Improving technical competence was always manifested

 58

by the school administrators through monitoring the improvement

of technical competence of the pupils and explained to pupils

the technical terms leading to improvement of learning and

allowed slow learners to catch up with the learning improvement

process.

5. Coordinating cooperative efforts was always

manifested by the school administrators by undertaking

coordination for cooperative effort in the field and

participated in the group cooperative efforts for an

appropriates results as well as acted on the positive results

done and accomplish by the working group.

6. Encouraging wholesome human relationship was always

manifested by the school administrators by encouraging a total

understanding and cooperation among members of staff as well as

supervising with in a positive and integrity in the school

organization and developed an atmosphere of good and positive

human relation.

7. The responses of the school administrators and

teachers revealed that the increasing sound conception of child

growth and development, improving technical competence,

encouraging wholesome human relationship, expanding and

deepening understanding of goals and programs, coordinating

cooperative efforts, and developing professional commitment were

always manifested by the school administrators for its

applicability to positive action.

 59

8. There is a significant difference between the

responses of the school administrators and teachers, since the

computed t-test is greater than the tabular value therefore the

null-hypothesis is rejected declaring that the responses of the

two groups of respondents differ significantly from each other

or their responses are not alike.

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

The Study of Ebon

Ebon (2010, pp.100-102) drawn the following conclusions:

1. Respect the human personality was always established

by the school administrators and teachers by doing the symbiotic

respect and feeling of importance and established the give and

take in every disposition and decisions as well as providing the

personal feelings of importance to give way in their respect.

2. Use of words was always established by the school

administrators and teachers by using of appropriate words to

attract individual to follow and cooperate and advised to

achieve public relation through the use of good words as well as

emphasizing the words that is generally accepted one to all.

3. Sincerity was always established by the school

administrators and teachers by adhering to strive earnestly to

get other points of view and do honestly the best and showed a
 60

gesture of loyalty which will be a good basis for sincerity as

well as sharing sincerity to all not only to selected few.

4. Humility was always established by the school

administrators and teachers by practicing humbleness and modesty

and prevented disgusting attitude and superiority complex to

attain humility as well as achieved the intended objectives and

aims with humility.

5. The "You" approach was always established by the

school administrators and teachers by demonstrating an

approach by avoiding self-centeredness instead involved everyone

and assumed that every person is always concerned first of

himself as well as involving as plenty of individual in

activities so that the you approach is satisfied.

6. Control of one's temper was always established by the

school administrators and teachers by accepting the saying that

easier is said than done and implemented programs and activities

that is controllable and well taken cared and studied with care

and adjustability that one should control his temper.

7. The responses of the teachers and students along with

the five variables, the "You" approach ranked number one

followed by respect the human personality, control of one's

temper, humility, sincerity, and use of words, where all these

human relation theory and practice signified that these were

always established by the school administrators and teachers in

Molave Vocational Technical School.

 61

8. There is significant difference between the

responses of the teachers and students along with the five

variables since the computed t-test is greater than the tabular

value and therefore the null hypothesis is rejected which means

that the responses of the two groups of respondents differ

significantly from each other or their responses are not alike.

The foregoing study, its similarities have great

differences in their respective thrusts. But it provides some

useful insights on the study at hand.

The Study of Dolanas

Dolanas (2015, pp.114-115) revealed her conclusions

that:

1. Sensitivity was always applied by the school

administrators by extending immediate assistance to all needs in

school and serving courteously and promptly as well as providing

the important demands of teachers in the school.

2. On-site consulting was always applied by the school

administrators by following rules and regulation strictly as

well as applying good disposition and decision for the

benefits of the operation and acting according to norms of

conduct and discipline.

3. Information feedbacks was always applied by the

school administrators by maintaining a culture of positive

 62

feedbacks message action and improved possible feedbacks

implementation action as well as implemented communication and

information feedbacks situation and condition.

4. Peer group dynamic counseling was always applied by

the school administrators by sharing group counseling to attain

its goals and objectives and showing willingness to cooperate to

have dynamic counseling in action as well as cooperating with

willingness to share ideas to others in group dynamic.

5. The responses of the school administrators and the

teachers along with the five variables, sensitivity, on-site

consulting, peer group dynamic counseling, and information

feedbacks were always applied by the school administrators in

the Municipality of Mahayag to have connectivity to school

community relation.

6. There is no significant difference between the

responses of the school administrators and the teachers since

the computed t-test is greater than the tabular therefore the

null hypothesis is rejected which means the responses of the two

groups of respondents significantly differ from each other or

their responses are not alike.

The present study is guided with the relevance or such some

information which is very helpful in the formulation of ideas

while conducting the research.

The Study of Gupit

 63

The study of Gupit (2009, pp.87-89) drawn the following

conclusions:

1. Sensitivity was always applied by the school

administrators by extending immediate assistance to all needs in

school and serving courteously and promptly as well as providing

the important demands of teachers in the school.

2. On-site consulting was always applied by the school

administrators by following rules and regulation strictly as

well as applying good disposition and decision for the benefits

of the operation and acting according to norms of conduct and

discipline.

3. Information feedbacks was always applied by the

school administrators by maintaining a culture of positive

feedbacks message action and improved possible feedbacks

implementation action as well as implemented communication and

information feedbacks situation and condition.

4. Peer group dynamic counseling was always applied by

the school administrators by sharing group counseling to attain

its goals and objectives and showing willingness to cooperate to

have dynamic counseling in action as well as cooperating with

willingness to share ideas to others in group dynamic.

5. The responses of the school administrators and the

teachers along with the five variables, sensitivity, on-site

consulting, peer group dynamic counseling, and information

feedbacks were always applied by the school administrators in

 64

the Municipality of Mahayag to have connectivity to school

community relation.

6. There is no significant difference between the

responses of the school administrators and the teachers since

the computed t-test is greater than the tabular therefore the

null hypothesis is rejected which means the responses of the two

groups of respondents significantly differ from each other or

their responses are not alike.

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

The Study of Jubahib

Jubahib (2016, pp.131-132) disclosed that:

1. Procurement of employees was always undertaken by

the school administrators by assigning teachers to appropriate

year level and subject area and recruiting teachers that will

serve the education of the school effectively as well as

evaluating teacher’s goals and objectives regularly.

2. Development of employees was always undertaken by

the school administrators by programming different activities

and plans in the school system and forming consultations and

services for meeting and conferences for development as well as

initiating and providing services as part of the activities for

development.
 65

3. Motivation of employees was always undertaken by the

school administrators by promoting motivation in all school

levels and facilitating teaching in the right direction as well

as interacting with motivation to teachers.

4. Coordinating was almost always undertaken by the

school administrators by utilizing expertise of teachers and

coordinate their plans and actions and coordinating development

goals for all in the school system as well as assuring each

teacher of being aware of their teaching expectation.

5. Organizing was always undertaken by the school

administrators by structuring of the aims and objectives of the

target approaches and analyzing the organizational set-up of the

school and office as well as arranging the appropriate of

structure of activities and programs.

6. The responses of the school administrators and the

teachers indicated that human resource responsibility such as

motivation of employees, development of employees, procurement

of employees, organizing, and coordinating were always

undertaken by the school administrators for an important task to

carry out policies and programs.

7. There is significant difference between the

responses of the school administrators and the teachers along

with the five variables, since the computed t-test value is

lesser than the tabular value at five percent level of

significance, therefore the null-hypothesis is accepted which

 66

means that the responses of the two groups of respondents do not

differ significantly from each other or their responses are

alike.

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

CHAPTER III

RESEARCH DESIGN AND PROCEDURE

This chapter presents the research method, research

instrument, validation of the instrument, data gathering

procedure, sampling design, and statistical treatment of data.

Research Method

This study utilized the descriptive survey method.

This method is preferred for this kind of study because this

method is more of fact-finding with adequate interpretation.

Sevilla (1992, p.94) stressed that descriptive research

involves collection of data in order to answer the questions

concerning the current status of the subject of the study. It

determines and qualifies the attitudes and opinions of the group

of persons that provide information needed for the research.

 67

The main intention to use this method is to collect data for

problem solving rather than for hypothesis. This will determine

the usefulness of the research which includes the appropriate

procedure applied, the accuracy of data collecting method and

the relevance of the information gathered for solution of

pertinent problems in the research.

Research Instrument

The main tool used in the gathering of data from the

respondents was the questionnaire-checklist. This is a self-

devised instrument which is prepared by the researcher with the

aid of her adviser. The researcher browse in the internet, read

several books, magazines and approved theses as primary

references in framing up the predetermined items based on

identified variables as used in the study. Then the researcher

made the draft which consists of different questions pertaining

to the substantial skills of teacher to strengthen workplaces

camaraderie in Dumalinao District, effective expression of

teaching competency.

Validation of the Instrument

1 After the questionnaire-checklist was constructed,

this passed to the adviser of the researcher for thorough

scrutiny. Careful analysis was employed making the final draft

free from major defect, duly align, making it sure that it suits

to the sub-problems raised. The final draft was then submitted

 68

to the Panel Members of the Graduate School of Southern Mindanao

Colleges where they have to find out and determine the alignment

and suitability of the instrument to the main and sub-problem.

All suggestions made by the panel were incorporated to the

instrument and final draft was made and this passed through Dean

of the Graduate School for its final approval before creating

online survey using the google form for its dry run to the

school administrators and teachers who are full-fledged master

degree holders in San Miguel District who are not included

directly to the real respondents. After the dry run of the

questionnaire-checklist, this was submitted to the adviser for

verification if there are items or variables that need to be

enriched. After all the findings and enrichment, if there is

any, the final link was created for the actual number of

respondents covered.

Gathering of Data

The researcher of this study, prior to sending the

online questionnaire-checklist using google form, the researcher

sought permission from the Schools Division Superintendent of

Zamboanga del Sur, through the district supervisor of Dumalinao0

District asking permission to conduct the online questionnaire-

checklist to the respondents covering 19 school administrators

and 150 teachers who served three years and above in the

district of Dumalinao were selected as the respondents of this

 69

study. After the permit was granted and secured, the approved

request was captured and attached it in the google form and

sends it to the district supervisor for the administration of

the online questionnaire-checklist. The researcher made sure

that all the respondents have duly filled-up the online

questionnaire-checklist leaving no item unanswered as the

required button was enabled.

Sampling Design

The selection of the respondents was done through

purposive sampling where all the 10 school administrators and

150 teachers who were currently assigned in the District of

Dumalinao and rendered three years in service in teaching

profession was involved in this study. According to Calmorin and

Calmorin (1997, p.101) in purposive sampling, the individual is

chosen as part of the sample because of the good evidence that

he is representative of the total population.

As posted in the website http://purposivesampling.

net/purposive-sampling.html, a purposive sampling is basically a

part of a larger population. It is done for a much specified

type of need or purpose according to the requirement. In this

type of sampling method a particular group is targeted and the

result is derived out of that only.

In purposive sampling the group is selected beforehand

as it is much easier to understand a small group rather than a

 70

whole population. In this type of sampling method the researcher

can reject those people who do not fit into the sampling group.

Statistical Treatment of Data

The data that were gathered were carefully tabulated and

classified and were subjected to statistical treatment as the

basis for analysis and interpretation of the findings.

1. Weighted Mean. This was obtained by getting the

summation of the product of the frequency and the assigned

weight divided by the total number of respondents.

The formula is according to Ruiz (1988:18):

Σ F W
WM =
N

where,

WM = Weighted Mean
F = Frequency
N = Total number of respondents
W = Assigned weight
Σ = Summation symbol

a. Ranking. This was used to determine the relative

position per statement with respect to the five indicators per

variable.

b. Four-Point Scale. The responses of school

administrators and teachers with respect to the predetermined

 71

statements per variable were categorized according to the

frequency they obtained. A four-point scale was used for

analysis and interpretation.

Numerical Scale Adjectival Equivalent

4---(3.26-4.00) - Always Practiced (AP)

3---(2.51-3.25) - Almost Always Practiced (AAP)

2---(1.76-2.50) - Sometimes Practiced (SP)

1---(1.00-1.75) - Never Practiced (NP)

2. t-test was used to determine if there is a

significant difference between the responses of the school

administrators and teachers along with the respective variables.

The formula is given by John E. Freund (1984:298-299):

_ _
X1 - X2
t =

(N1–1) (SD1)² + (N2–1) (SD2)² 1 1

+
N1 + N2 - 2 N1 N2

Where:

t = computed t-test value

X1, SD1 and N1 = refers to the average mean,

standard deviation and the
number of variables
for school administrators.

X2, SD2 and N2 = refers to the average mean,

standard deviation, and the
number of variable
for teachers.

1 & 2 = constant numbers

 72

B I B L I O G R A P H Y
 73

BIBLIOGRAPHY

A - BOOKS

Andres, Tomas D., Managing by Filipino Values. Manila: Divine

Word pub., 1992, pp 1, 4, 33, 41, 46.

Avelino, Solidad E., Personality Development and Human

Relations. Manila: Rex Bookstore, 1996, pp 5, 38.

Calderon, Jose F., Foundations of Education. Manila: Rex

Bookstore, 2000, p 6.

Calmorin, Laurentiana P. and Melchor A. Calmorin., Methods of

Research and Thesis Writing, (Manila: Rex
BookStore, 1997), p 69.

Freund, John E., Modern Elementary Statistics, 6th Edition,

(Englewood, New Jersey: Prentice Hall, Inc. 1984, p 71.

Koontz, Harold., Essentials of Management. New York: McGraw-

Hill pub., 1990, p 51.

Ruiz, Macario., Fundamentals of General Management. Quezon

City: R. P. Garcia pub., 1988, p 70.

Sevilla, Consuelo G., Research Methods and Statistics.

 74

Manila: Rex Bookstore 1992, p 66.

Bittel, Lester R., Right on Time: The Complete Guide for

Time-Pressured Managers. New York: McGraw-Hill Book Co.,
1986, pp 51-52.

B - INTERNET SOURCES

Freiferg, H. Jerome, “Educational Leadership”,

http://www.ascd.org/publications/educational-leadership/mar
02/vol59/num06/Essential-Skills-for-New-Teachers.aspx,
March 2002, Volume 59, Number 6, p 24.

Highland, Patrick. "Human Relations." Encyclopedia of Business

and Finance, 2nd ed. 2007. Encyclopedia.com. 14 Aug. 2014
<http://www.encyclopedia.com>, p 2.

Ruth Mayhew, eHow Contributor,

http://www.ehow.com/info_7751992_hr-discipline-
policies.html, p 27.

Audra Bianca, eHow Contributor

http://www.ehow.com/info_8197637_human-relations-
management-theory.html, p 25.

Katlyn Joy an eHow Contributor

http://www.ehow.com/about_6398185_human-relations-movement-
motivation-theories.html, p 30.

http://library.unescoiicba.org/English/Better_Schools/Better%20
Schools/MODULE2/module2_unit4.htm, p 2.

http://www.health-sexuality-money.com/Human-relations.html, p 1.

http://www.creators.com/lifestylefeatures/inspiration/classic-
zig-ziglar/five-more-commandments-for-good-human-
relations.html, p 44.

http://purposivesampling. net/purposive-sampling.html, p 69.

http://smallbusiness.chron.com/importance-human-relations-
workplace-23061.html., p 49.

https://workology.com/most-important-human-skills-in-todays-
workplace/, pp 7, 10, 17.
 75

http://eswar.hubpages.com/hub/10-tips-for-better-human-
relations, p 53.

http://en.wikipedia.org/wiki/Guipos,_Zamboanga_del_Sur p 3.

Http://www.zamboangadelsur.com/guipos, p 3.

https://www1.imperial.ac.uk/resources/D75EBC61-625E-4865-88AF-
BE45D9E96236/, p 19.

http://www.skillsyouneed.com/learn/teaching-skills.html, p 22.

C - UNPUBLISHED MASTER' THESES

Basit, Eduardo D., "Human Relations Applied by the School

Administrators in the District of Margosatubig: Its
Relevance to Effective School Management", (Unpub.
Master's Thesis, Southern Mindanao Colleges, Pagadian
City, 2001), p 55.
Bughao, Ma. Edna A. “Motivational Leadership on Instruction by
the School Administrators in the District of Mabuhay: Its
Applicability to Positive Action”,(Unpublished Master’s
Thesis, Southern Mindanao Colleges, Pagadian City, March
2009), p 56.

Dolanas, Sonia C., "Strategic Approaches For Promoting Change

In Human Relations In Pagadian City North District: An
Ingredient To Smooth And Productive Administration ",
(Unpublished Master's Thesis, Southern Mindanao Colleges,
Pagadian City, 2015), p 60.

Ebon, Raul E. “Human Relation Theory and Practice between School

Administrators and the Teachers in Molave Vocational
Technical School: Its Essence to Effective Management”,
(Unpublished Master’s Thesis, Southern Mindanao Colleges,
Pagadian City, 2010), p 58.

Gupit, Cresencia L., "Approaches to Human Relations Applied by

the School Administrators in the Municipality of Mahayag:
Its Continuity to School Community Relations",
(Unpublished Master's Thesis, Southern Mindanao Colleges,
Pagadian City, 2009), p 62.

Jubahib, Josephine Y., "Human Resource Responsibility For

Enhancement Of Teachers Accomplishment In Alicia District:
An Important Task To Carry Out Policies And Programs",
(Unpublished Master's Thesis, Southern Mindanao Colleges,
Pagadian City, 2016), p 63.
 76

A P P E N D I C E S
 77

SOUTHERN MINDANAO COLLEGES

Pagadian City

GRADUATE SCHOOL

1QUESTIONNAIRE-CHECKLIST

Dear respondent,

The undersigned is at present conducting a study entitled

"ESSENTANTIAL SKILLS OF TEACHER TO STRENGTHEN WORKPLACES
CAMARADERIE IN DUMALINAO DISTRICT: EFFECTIVE EXPRESSION OF
TEACHING COMPETENCY" where you are identified as one of the
important contributors to the research.

In this connection, please answer to the best of your

ability the questions asked without leaving any item/s
unanswered as this is important to the success of the study.

Rest assured that your responses are kept with highest

confidentiality thus you do not have to be afraid that you will
have the adverse effect.

(SGD) MARK NIÑO O. ASILO

Researcher
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
 78

Background Information:

Name________________________________________________________
(Optional)

Length of Service___________________

Identify if you are a

School Administrator / / Teacher / /

Instruction:

Please answer to the best of your ability by checking in

the appropriate space in the questionnaire-checklist your
responses without leaving any item/s unanswered as this
important to the research. For your guide the following
indicators are provided:

Numerical Scale Adjectival Equivalent

4---(3.26-4.00) — Always Practiced (AP)

3---(2.51-3.25) — Almost Always Practiced (AAP)
2---(1.76-2.50) — Sometimes Practiced (SP)
1---(1.00-1.75) — Never Practiced (NP)

1. Adaptability
4 3 2 1

1. Accorded the symbiotic adaptability and

the feeling of importance. ___ ___ ___ ___

2. Practiced the give and take in every

disposition and decisions. ___ ___ ___ ___

3. Earned the respect by extending

first the respect. ___ ___ ___ ___

4. Extended respect and cooperation so in

return they will do the same. ___ ___ ___ ___

5. Provided the personal feelings of importance

for them to give way in their adaptability. ___ ___ ___ ___
 79

2. Interpersonal Skills

1. Shared sincerity to all not only to

selected few. ___ ___ ___ ___

2. Committed thyself for fair and honest

attitudes in dealing with. ___ ___ ___ ___

3. Practiced humbleness and modesty

to have smooth interpersonal relations. ___ ___ ___ ___

4. Prevented disgusting attitude and superiority

complex to attain humility. ___ ___ ___ ___

5. Attained humility by dealing with co-teacher

by way of being modest, humble and fair. ___ ___ ___ ___

3. Communication
4 3 2 1

1. Used of appropriate words to attract

individual to follow and cooperate. ___ ___ ___ ___

2. Achieved in using exact and right words

in talking and instructing co-worker. ___ ___ ___ ___

3. Applied the choosing of the right and

proper words in oral and written
communication. ___ ___ ___ ___

4. Emphasized the words that is generally

accepted to all. ___ ___ ___ ___

5. Advised to achieve public relation

through the use of good words. ___ ___ ___ ___

4. Learning

1. Involved as plenty of individuals in

activities to gain more learnings. ___ ___ ___ ___

2. Applied in all task that everyone should

cooperate and participate. ___ ___ ___ ___

3. Used to learn new processes of doing

 80

things to achieve competitive workplace. ___ ___ ___ ___

4. Implemented programs and activities that

is controllable and well taken cared. ___ ___ ___ ___

5. Created situation and condition in school

that is problem free and no pressure. ___ ___ ___ ___

C U R R I C U L U M V I T A E
 81

CURRICULUM VITAE

Personal Data:

Name : Mark Niño O. Asilo

Date of Birth : November 17, 1993

Place of Birth : Banta-ao, Dumalinao, Zamboanga del Sur

Civil Status : Married

Name of Spouse : Ayyanna Lee S. Vismanos

Home Address : Purok Palayan, Canunan, Guipos,

Zamboanga Del Sur

Parents : Mr. Nestor S. Asilo

Mrs. Chielgy C. Ogoc

Educational Attainment:

Elementary : Libertad Elementary School

Libertad, Dimataling, Zamboanga del Sur
March 2006
 82

Secondary : Dumalinao National High School

Paglaum, Dumalinao, Zamboanga del Sur
April 2010

Tertiary : Bachelor of Science in Criminology

Southern Mindanao Colleges
Pagadian City
March 2014

: Computer Literacy
Southeast Asean Institute Of
Local Governance
Pagadian City
December 10,2015- January 10, 2016

Graduate Studies : On-Going

Eligibility : Licensure Examination for Teachers

Pagadian City
September 27, 2017
78.00%

Employment record:

: Private Teacher
: Immaculate Heart Academy
: Dumalinao, Zamboanga del Sur
: December 2, 2016 - April 30, 2019

: Private Teacher
: Our Lady of Triumph INC. Pagadian City
: Pagadian City
: June 12, 2020- April 5, 2022

: Teacher I
: Rebokon Agricultural Vocational HS
: Rebokon,Dumalinao, Zamboanga del Sur
: November 23, 2022 - Present
 83

CURRICULUM VITAE

Personal Data:

Name : Felix Andreu P. Lopez

Date of Birth : July 02, 1994

Place of Birth : Paglaum, Dumalinao, Zamboanga del Sur

Civil Status : Single

Name of Spouse : N.A

Home Address : Purok G-Melina, Paglaum, Dumalinao,

Zamboanga Del Sur

Parents : Mr. Felix E. Lopez

Mrs. Maxima P. Lopez

Educational Attainment:

Elementary : Dumalinao Regional Pilot School

Paglaum, Dumalinao, Zamboanga del Sur
March 2007

Secondary : Dumalinao National High School

Paglaum, Dumalinao, Zamboanga del Sur
 84

April 2011

Tertiary : Bachelor of Science in Information Tech.

JH Cerilles State College
Pagadian City
April 2015

: Education Units
Lucan Central Colleges
Pagadian City
March 2016

Graduate Studies : On-Going

Eligibility : Licensure Examination for Teachers

Pagadian City
January 30, 2022
85.00%

Employment record:

: College Instructor
: Southeast Institute of Local Governance
: Pagadian City
: April 7, 2015 - May 30, 2016

: College Instructor
: JH Cerilles State College
: Pagadian City
: June 07, 2016- March 30, 2017

: Teacher II
: Rebokon Agricultural Vocational HS
: Rebokon,Dumalinao, Zamboanga del Sur
: October 02, 2017 - Present
 85

CURRICULUM VITAE

Personal Data:

Name : ARJUNE L. PANTALLANO

Date of Birth : June 25, 1995

Place of Birth : Brgy. Pob. Tigbao, Zamboanga del Sur

Civil Status : Single

Name of Spouse : N/A

Home Address : Brgy. Pob. Tigbao, Zamboanga del Sur

Parents : Mr. Arlino G. Pantallano

Mrs. Exaltacion M. Ladesma

Educational Attainment:

Elementary : Tigbao Central Elementary School

Brgy. Pob. Tigbao, Zamboanga del Sur
March 2006

Secondary : Tigbao National High School

Brgy. Pob. Tigbao, Zamboanga del Sur
 86

March 2011

Tertiary : Bachelor of in Information Technology

Pagadian Capitol College
Rizal Avenue, Tuburan Dist., Pagadian
City
March 2015

Graduate Studies : On-Going

Eligibility : Licensure Examination for Teachers

Pagadian City
September 27, 2017
79.40%

Employment record:

: Teacher II – Department of Education

: Province of Zamboanga del Sur
: June 5, 2017 - Present
 87

CURRICULUM VITAE

Personal Data:

Name : NIEL D. ORACION

Date of Birth : November 7, 1993

Place of Birth : Camalig, Dumalinao, Zamboanga del Sur

Civil Status : Single

Name of Spouse : N/A

Home Address : Purok Crossing, Camalig,

Zamboanga Del Sur

Parents : Mr. Alejandro P.Oracion

Mrs. Daylinad D. Duhig

Educational Attainment:

Elementary : Kamalig Elementary School

Camalig, Dumalinao, Zamboanga del Sur
March 2006

Secondary : Lala National High School

 88

Lala, Pagadian City, Zamboanga del Sur

April 2010

Tertiary : Bachelor of Secondary Education

Western Mindanao State University,
External Studies Unit, Pagadian City
April 2016

Graduate Studies : On-Going

Eligibility : Licensure Examination for Teachers

Pagadian City
September 27, 2017
78.20%

Employment record:

: Provincial Paid Teacher

: LGU-Province of Zamboanga del Sur
: Pagadian City, Zamboanga del Sur
: April 1, 2021 - June 30, 2023
 89

CURRICULUM VITAE

A. PERSONAL DATA

Name: Alfie Arabejo Lapera

Nickname: Pie

Date of birth: September 27, 1997

Place of birth: Tagulo, Tukuran Zamboanga Del Sur

Civil status: Single

Gender: Male

Age: 25

Religion: Roman Catholic

Tribe: Cebuano

Citizenship: Filipino

Home address: Tagulo, SND, Lanao del Norte

Parents: Fidel Masong Lapera

 90

Nely Arabejo Lapera

B. EDUCATIONAL ATTAINMENT

Intermediate: M.R Dablo Memorial Elementary School

Brgy. Tagulo, Tukuran, Zamboanga del

Sur, March 2010

Secondary: Potenciano Solon Bandolon MNHS

Brgy. Tagulo, Tukuran, Zamboanga del

Sur, March 2014

College: Josefina Herrera Cerilles State

College - Tukuran External Studies Unit

Brgy. Sto. Niño, Tukuran, Zamboanga del

ur, March 2018

Graduate Studies: On-Going

Eligibility: Licensure Examination for Teachers

Pagadian City

September 2018

83.20%

C. EMPLOYMENT RECORD

: Teacher I – Department of Education

: Province of Zamboanga del Sur

: November 15, 2022 - Present