SR.

ADELLE, FLP

REQUIREMENT OF
THE
COURSE
Table of
Contents
Page

I Parts of the Proposal 2

II The Problem and it's Background 6

III Review of Related Literature 7

IV Research Methodology 9

V Main Body of the Thesis/Dissertation Proposal 13

Table of
Contents
Page

VI Chapter 1: Introduction 13

VII Chapter 2: Conceptual Framework 16

VIII Chapter 3: Research Design 21

THESIS
PROPOSAL

1
I PARTS OF THE PROPOSAL

A. Preliminaries (Front Matter) of the Proposal

• Title Page
• Acknowledgements
• Table of Contents
• List of Tables
• List of Figuures

2
B. Main Body of the Thesis/Dissertation Proposal

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction/Background of the Study

• Cite at least 3 reasons why you have chosen the topic of your study
• Cite the problematic situation which prompted you to conduct the study from the macro to the micro level that
is, globally, regionally, nationally and locally, to zero-in on the local setting of the study.
• Support your discussion with legal basis relevant to your study
• Pertinent statistical data should support your claims
• Make your presentation emphatic and explosive. It should create an impact on the reader of your research. It
should prod your read to go on and find out what good is there in your research study.

3
Statement of the Problem

• Make a general statement of the problem.

• Cite the specific problems in logical and sequential order as they appear in your
paradigm.
• The problems must jibe with the paradigm, conceptual framework, hypothesis,
methodology and research instrument.

Hypothesis (es) of the study

• The null hypothesis should be clearly stated. Using the null hypothesis will aid
in rejecting or accepting it.
• The null hypothesis should jibe with the number of variables to be studied.

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 Significance (Importance) of the Study
• Name those who are to benefit from the study-people, institutions and agencies.
• Cite how they will benefit from the findings of the research
• Do not fail to include the researchers (future) as beneficiaries and what they are
expected to benefit.

Scope and Limitations of the Study

• Define the scope of your study, the parameters or boundaries of the
investigation, the variables included and the respondents to be involved
• What weaknesses or limitations of the study do you anticipate? How are going
to handle them so that they do not become the bottlenecks of the investigation.

5
Definition of Terms
• Key terms or phrases used in the study should be defined
conceptually (conceptual definitions are taken from books,
encyclopedias, periodicals, magazines and journals.
• After the conceptual definitions, define the key terms and phrase
operationally or how these are taken to mean in your study

6
 CHAPTER 2

REVIEW OF RELATED LITERTURE

Related Literature (Literature/Studies, Local/Foreign)

• Make an introductory statement before you present your related literature.
• Cite conceptual literature taken from books, periodicals and magazines
• The conceptual literature should be logically presented
• Statements copied from original sources should be typed single space/inset.
• Long citations should be paraphrased. In this case, you should restate the author's in your own words
• Document your sources properly.

Theoretical or Conceptual Framework of the Study

• Look for a core theory to anchor your study. That theory should relate to the dependent variable/s.
• Have other supporting theories. It should relate to your independent variable/s.
• The theoretical framework should be a well-knit presentation to hinge your study.

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If you use both: CONCEPTUAL
• Your conceptual framework should be hinged on your theoretical framework. The theories cited should
clearly explained and operationalized in this portion.
• The paradigm which is a schematic illustration of the conceptual framework should be discussed
comprehensively to encompass the parameters of the investigation.
• Describe how your variables will relate to each other
• The hypothesis to be tested should be clearly explained in this portion

Research Paradigm
• The paradigm should illustrate or concretize the conceptual framework
• The variables should be appropriately placed in their corresponding boxes.
The use of one-headed or two-headed arrows will clarify which variables are
to be correlated
• Write the figure number under the whole paradigm and label it

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 CHAPTER 3
RESEARCH METHODOLOGY

Research Design/Study Design

• Describe on what research design to use. Your decision should be based on the purpose of your research:
- will you do it to search a theory?
- to test a theory?
- To solve a problem?
• Make a Justification:
- why you are going to use it;
- why you think it is appropriate; and
- how you are going to do it
• Cite authorities to support your research design.

Research Design/Study Design

• Describe the locale or place of the study
• If your study is about the educational practices of a certain locality, present some educational statistics. If the
topic is about health, present some health statistics.
• Include a map or a locator

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Population/Sample of the Study
• Describe your respondents:
- their characteristics
- their profile
- how they are identified or selected
• Present a table depicting:
- Your total respondents
- the population and the sample size
- the type
- the number of frequencies; and
- percentages
Research Instrument(s)
• Decide on the type of research instruments that will best gather the data and information needed in
your study:
- will you use a questionnaire?
- will you use an opinionnaire?
- Interview guide?
- an observation?
- or any method of data gathering
• From whom will you adopt your research instruments.
• Have they been validated? (if so, how valid and reliable are they?)
• Make sure there is a clear measure or scaling 10
• Make sure instructions are clear
Research Methodology
Validation of the instrument(s)
• Instruments which have been adopted from previous studies need not be
revalidated, however, if changes is made to suit the needs of your study,
there is a need to revalidate them.
• Research-made instruments must be validated.
• How did you go about the validation?
• How did you go about the reliability of the instruments?

Ethical Considerations
• Make sure the study will not in any way put the respondents in a
disadvantage situation or consider sensitivities.
• Adherence to strict confidentiality between researcher and the
respondents

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Research Methodology
Date Gathering Procedures
• Describe the step-by-step process in your data gathering.
Include those who may be assisting you.
• Note of usual events, occurrences or comments of the
respondents in the course of the data gathering.

Statistical Analysis
• Describe the scoring system
• Describe the statistical tool and what purpose you are using
them?
• Indicate what level of significance will the interpretations be
based.
C. END MATTER
• Appendix
• Bibliography/References 12
• Research Instrument
B. MAIN BODY OF THE THESIS/DISSERTATION PROPOSAL

Chapter 1

INTRODUCTION

This chapter presents the background of the

study, the statement of the problem, the
significance of the study, and its scope and
delimitations.

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Statement of the
Problem This study attempted to determine the level of the
elementary school heads' competencies based on
the national standards and their relationship to
school performance which reserved as bases for a
proposed management development programin the
Division of Quezon City during the school year
2011-2012.

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Significance of the This investigation is of great significance because of the

Study benefits that it could offer to various groups or stakeholders

mentioned hereunder.

Scope and Delimitations of the Study

The study was limited to the determination of the level of the school heads'
competencies based on the national standards and their relationship to their school
performance in the Division of Quezon City in Metro Manila during the school
year 2011-2012. The school heads' national-based competencies covered seven
domains, namely: school leadership, instructional leadership, creating a student-
centered learning climate, human resource management and professional
development, parent involvement and community partnership, school
management and operations, and personal and professional attributes and
interpersonal effectiveness.

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 Chapter 2
CONCEPTUAL FRAMEWORK

This chapter presents the review of related literature and studies,

the theoretical framework, the conceptual model of the study, the
research hypotheses, and the definition of terms useed in the study.

Review of Related Literature and Studies

Sources like books, encyclopedia, journals, theses, dissertations,
and internet materials, have been perused to gather insights on how
to conduct this study. Those which have direct bearing on this
study are presented hereunder.

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 Review Schein (2004 : 3) purported that an organization is entrusted upon the

manager. This was concurred by Sison, et. al. (2003 : 13) who claimed that an

Literature organization is an entity managed by a manager who possesses management skills

to carry out programs and responsibilities and in directing or organizing the

employees under his supervision.

Robbins, et. al. (2005 : 2), in relation to this aspect, opined that managers in

organizations fit no specific profiles. They come in all ages, status, and in both

genders. They work in organizations with the aim of achieving some social good.

Irrespective of who they are, or where they work, these individuals share a

common goal to get their job done through the efforts of others regardless of how

knowledgeable or skillful the are as managers in handling situations.

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Theoretical Framework
From the foregoing discussion of related literature and studies, the theoretical framework of
the study was developed. This is presented in figure 1 through the paradigm which consisted
of three frames.

Conceptual Model of the Study

The conceptual model which guided the researcher in conducting this study is shown in figure
2. The inputs consisted of 20 school district supervisors, and 98 school principals as
respondents and the survey questionnaire and documentary analysis as the data gathering
instruments.

Research Hypotheses
The research hypotheses that were pursued in this study are the following:
• There is no significant difference between the perceptions of the two groups of
respondents on the school heads' national-based competencies.
• The is no significant relationship between the level of the elementary school heads'
national-based competencies and their school performances.

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Definition of Terms Used in the Study
To have a better understanding of the terms used in the study,
they are herein operationally defined:

National-based Competencies. These refer to the competencies that the school head have to master which include the seven domains,
namely: school leadership, instructional leadership, creating a student-centered learning climate, human resource management, and
professional development, parent involvement partnership, school management and operations, and community and personal and
professional attributes and interpersonal effectiveness.

Management Development Program. This is the development program that was proposed based on the results of the study which could
enhance the school heads' management concepts and skills for effective school administration and management work.

School Performance. This refers to the indicators of the school in terms of enrolment rate, pupils' performance rate in the National
Achievement Test (NAT) and Division Achievement Test (DAT), and pupils' dropout rate.
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Definition of Terms Used in the Study

Enrolment Rate. This refers to the total number of pupils who have registered/enrolled in all the elementary schools in the Division
of Quezon City from school year 2008 to 2011.
Performance Rate. This refers to the results of the National Achievement Test (NAT) and Division Achievement Test (DAT) of the
elementary schools in the Division of Quezon City from school year 2008 to 2011.

Drop-Out Rate. This refers to the proportion of pupils who left school during the year as well as in the subsequent years in all
schools in the Division of Quezon City from 2008 to 2011.
Supervisors and School Heads. They refer to the persons who are both instructional leaders and administrative managers, response
and accountable for the school operation. In Republic Act No. 4670, the term is spelled out as "teachers" who are performing
supervisory and/or administrative functions in any level of instruction and in all schools operated by the Department of Education.

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 Chapter 3
RESEARCH DESIGN

This chapter presents the method of research used, the

sources of data, the data gathering instrument, the data
gathering procedure, and the statistical tools to treat the
data.

Method of Research Used

This study used the descriptive method. As claimed by Tejero and
Catchillar (2006 : 35), this is an appropriate method whenever the
object of any class vary among themselves and when one is interested
in knowing the extent of prevailing conditions.

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Sources of Data
The sources of data of this study were the 20 school district supervisors and the 98 elementary school heads which composed the total supervisor/principal
population in the four Congressional Districts (CD) in the Division of Schools, Quezon City.

Data Gathering Instruments

The data gathering instruments used by the researcher included the survey questionnaire and documentary analysis. The questionnaire had two
sets.

Data Gathering Procedure

Before administering the questionnaire, the researcher prepared a letter of request addressed to the Schools Division
Superintendent (SDS) or Quezon City seeking permission to conduct the study in all the schools in the Division.

Statistical Treatment of Data

The statistical tools utilized to treat the data are the following:
Weighted Mean. This was used to determine the level of competence as perceived by the school district
supervisors and school head respondents themselves on the competencies under the seven domains, namely:
school leadership, student-centered learning climate, human professional development, parent instructional
leadership. resource management and involvement and community partnership, school management and
operations, and personal and professional attributes and interpersonal effectiveness. 22
T-test. This was used to determine if there was a significant
difference between the perceptions of the two groups of
respondents.

Pearson r. This was utilized to find out the relationship between the
school heads' national-based competencies and their school
performance.

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Thank You!
Sr. Adelle, FLP