UNIVERSITY OF MAKATI

J.P. Rizal Extension, West Rembo, Makati City

COLLEGE OF EDUCATION
GRADUATE STUDIES

VALERIE G. ALINAS JULY 20, 2019

ADVANCED RESEARCH IN EDUCATION DR. LETICIA R. NAVARRO

SOCIO-CULTURAL VALUES AND LEADERSHIP STYLES OF A ORGANIZATIONAL CULTURE OF

LEADERSHIP STYLES OF ACADEMIC
EXERCISE No. 1 LEADERS IN THE DIVISION OF
MAKATI CITY: BASIS FOR A
PROPOSED VALUE-BASED
LEADERSHIP TRAINING PROGRAM
PRESIDENT IN RELATION TO AN
INSTITUTIONAL CULTURE OF A
LOCAL UNIVERSITY: INPUT TO A
PROPOSED STRATEGIC PLAN FOR
AN ENHANCED EDUCATIONAL
DELIVERY
PUBLIC ELEMENTARY SCHOOLS IN
THE DIVISION OF PARANAQUE IN
RELATION TO TEACHERS’ MORALE
AND EMPOWERMENT: BASIS FOR
A PROPOSED EDUCATIONAL
PROGRAM

1. Examine what The researcher being a public It has been of great interest The researcher as one of the
motivate the servant in the city of Makati for the researcher to deal Master Teachers in
researcher to gain for 14 years deemed that it is with issues concerning Paranaque City would like to
more knowledge about her social responsibility to greatest influence and find out how public school
the problem or the contribute on the field of ultimate responsibility of administrators empower the
phenomenon. education and to the city she president in shaping the teachers, mold them
has been serving for. The institutional culture. It morally and personally. The
researcher also believed that prompted the researcher to researcher observed and
leadership grounded on delve deeper into school experienced that the
cultural values is useful and leadership, its style and present culture of public
appropriate for specific institutional culture schools in Paranaque does
understanding organizational as authorities claimed that not encourage teachers to
phenomena and behaviors successful schools are those be innovative and take risks
concerning leadership that foster both dynamic, in the improvement of
effectiveness. academic leadership and school programs, don’t give
positive, effective and much attention to details,
It was also envisioned that not people and team
productive school culture.
the Department of oriented. It was also
Education-Makati by 2015 to It further wants to generate a observed that some schools
be the Center of Excellence theory on institutional
have very low evaluation
whose stakeholders are culture and formulate a regarding the performance
accountable in producing program-output for an of their teachers and
learners who are critical enhanced educational students in spite of the fact
thinkers, competitive delivery. that school heads are also
individuals and productive trying their best to
citizens imbued with a sense implement all the
of equality to all and service innovations for the school to
to God, country and be globally competitive and
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 fellowmen.
2. If you were to do aSince I worked in one of the
similar research: not to
private institutions in Pasig
mention your own City, I want to know also the
research socio-cultural values and
leadership styles of the
a. Explain what else school principals in Pasig
could motivate you to Area and how it affects the
pursue it. school culture and
commitment of the teachers
in terms of continuance,
normative and affective. I
really want to pursue
studying this matter to find
out also if this will somehow
lessen the turnover of
teachers in the private
schools.
b. Identify other I want to know if there is a
things/aspects you significant relationship
would want to know between the socio-cultural
about the values and leadership styles
problem/phenomenon. of school principals in both
public and private schools in
Pasig City.
c. Identify another This time, both the teachers
strategy by which you and school principals will be
can investigate the the respondents and will
same answer the self-constructed
Deepening the level of
understanding of how to
positively shape school work
culture and in exploring
which leadership style is
significantly related to our
school culture to better
equipped us in making
decisions and be able to
demonstrate leadership
styles that will match the
needs of the teachers, non-
teaching staff and learners.
I want to study how effective
is the adoption of the
proposed strategic plans for
improved delivery of
educational services in our
school setting.
The respondents this time
will include the educational
managers, faculty members
and non-teaching staff of the
for their graduates to be
ready to further studies in
the next level. Furthermore,
the aggressive and stable
environments in the school
seem to be wanting.
Personally, I want to find
out how school
administrators in the private
schools in Pasig Area
influence their
organizational culture and
its effect to the teachers’
moral, job satisfaction and
empowerment. From the
findings, an executive
leadership training program
will be proposed which will
provide a road map that will
guide the school
administrators in their quest
to make education more
responsive to the needs,
problems and aspirations of
the teachers.
Aside from the involvement
of school administrators and
teachers in shaping the
organizational culture, I also
want to include the
presence of the
stakeholders in the study
and find out to what extent
they can impact the school’s
organizational culture,
teachers’ morale, job
satisfaction and
empowerment.
A comparative study will be
conducted in terms of the
significant relationship and
differences in the responses
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problem/phenomenon questionnaire. Gathered
responses will be statistically
treated using the t-test to
determine the significant
difference of the socio-
cultural values and leadership
styles of school principals in
Pasig, both in private and
public, as perceived by the
two respondents.
other two schools of Sacred of both respondents
Heart Academy of Pasig (La (administrators and
Loma and Novaliches teachers). Interview or
branches). Different data Focus Group Discussion will
gathering instruments will be be also used to gather data
utilized to identify other instead of using only the
leadership styles of school validated teacher-made
leaders in relation to the survey questionnaire.
school’s culture.

REFERENCES:

1. SOCIO-CULTURAL VALUES AND LEADERSHIP STYLES OF ACADEMIC LEADERS IN THE DIVISION OF MAKATI
CITY: BASIS FOR A PROPOSED VALUE-BASED LEADERSHIP TRAINING PROGRAM

School: University of Makati Year: 2012 BY: ERLINDA DUE BONDOC-DIZON

2. LEADERSHIP STYLES OF A PRESIDENT IN RELATION TO AN INSTITUTIONAL CULTURE OF A LOCAL UNIVERSITY:

INPUT TO A PROPOSED STRATEGIC PLAN FOR AN ENHANCED EDUCATIONAL DELIVERY

School: University of Makati Year: 2013 BY: BERNARDO TENEDERO OMBROG

3. ORGANIZATIONAL CULTURE OF PUBLIC ELEMENTARY SCHOOLS IN THE DIVISION OF PARANAQUE IN

RELATION TO TEACHERS’ MORALE AND EMPOWERMENT: BASIS FOR A PROPOSED EDUCATIONAL PROGRAM

School: University of Makati Year: 2017 BY: JENNIFER ORDOŇO RAVELO

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 UNIVERSITY OF MAKATI
J.P. Rizal Extension, West Rembo, Makati City

COLLEGE OF EDUCATION
GRADUATE STUDIES

VALERIE G. ALINAS AUGUST 3, 2019

ADVANCED RESEARCH IN EDUCATION DR. LETICIA R. NAVARRO

I. Using the research works you have reviewed in Exercise No.1-analyze the said problem if they meet the

desired criteria of acceptability.

In the field of education, the significant role that culture plays in the school organization is best reflected

in the way the school administration and teachers strive to maintain or improve the stability and growth of their

school along with such visions like a culture of excellence, total quality management and quality of education.

The three research works which I reviewed in Exercise no. 1 are anchored on this principle and I believe this is

true in every educational institution.

The researchers namely Erlinda Due Bondoc-Dizon, Bernardo Tenedero Ombrog and Jennifer Ordoňo

Ravelo have been working in the public school for more than 10 years and they were exposed to some

administrative tasks already therefore in terms of qualification in doing the research study they are all qualified.

I could say that their field of interest, competence and experience matched with the studies conducted. In

addition, it was timely back then to conduct such study since there are observations and authentic evidences that

proved there are practices and values that they need to revisit, review and revise to be able to develop synergy

between and among the members of their school community regardless of age, position/designation and years of

teaching experience. The studies made are also relevant to the needs of society and significant to add existing

knowledge. They all aimed to improve the quality of management and leadership in their respective school.
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 The study entitled Socio-Cultural Values and Leadership Styles of Academic Leaders in the Division of

Makati City: Basis for a Proposed Value-Based Leadership Training Program was supported with sufficient

number of related literature and studies claiming the interconnectivity of school leadership and values, that

values influence the problem-solving process both directly and indirectly and revealed that the links between

values and problems are influenced by personal and organizational characteristics. With this, it made the study a

viable problem. On the other hand, the study entitled Leadership Styles of a President in Relation to an

Institutional Culture of a Local University: Input to a Proposed Strategic Plan for an Enhanced Educational

Delivery as presented in the research paradigm, showed the relationships of the different variables such as

Transformational, Transactional and Laissez Faire under leadership styles and how these affect the School

Culture in terms of unity of purpose, collegial support, learning partnership, teacher collaboration and

collaborative leadership. Theories/Concepts presented were spelled out clearly and adequately. Lastly, the

research entitled Organizational Culture of Public Elementary Schools in the Division of Paranaque in Relation

to Teachers’ Morale and Empowerment: Basis for a Proposed Educational Program also met the desired

acceptability criteria. First and foremost, the research study itself is a product of the researcher’s experience and

observation as one of the master teachers. There was a personal touch on this study which aimed to determine

how the prevailing organizational culture relates to teacher morale and empowerment. From the title itself, it

already capsulized the main problem of the research study. One more thing, the outcome of the study will be

used to create an educational program to improve organizational culture which for me it made this study an

acceptable one.

Basically, the three (3) research works are ethically acceptable since it relied on valid scientific methods.

Proper documentation from a prior scientific review of related literature and studies were gathered and

synthesized to see how similar and different were they from each other. The research methods were

scientifically sound too. The data gathering instruments were all validated researcher-made questionnaire. In

selecting the participants of the study, an informed consent was employed by the researchers. The recruitment

strategies in determining the respondents of the study were balanced and objectively described the purpose of

5
the study and other relevant details were all mentioned. Lastly, the research studies impacts were not only on

the respondents who participated but also the entire Division where the research took place and/or to whom the

findings can be associated or linked.

II. Select a research problem of your choice. Generate the research questions/objectives.

TITLE BASIC EDUCATION EXIT ASSESSMENT RESULTS FOR CURRICULUM

IMPROVEMENT, POLICY REVIEW AND FORMULATION

Research Questions

1. What is the profile of the respondents in terms of:

1.1 age

1.2 gender

1.3 previous scholastic rating

1.4 parents educational background

1.4.1 mother

1.4.2 father

2. What is the proficiency level of the respondents in the Basic Education Exit Assessment in terms of the
following learning areas:

2.1 Science

2.2 Mathematics

2.3 Language

2.4 Communication

2.5 Social Science

2.6 Humanities

2.7 Philosophy

3. What is the proficiency level of the respondents in the Basic Education Exit Assessment in terms of the
following 21st century learning skills:

3.1 Problem Solving

3.2 Information Literacy

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 3.3 Critical Thinking

4. What is the extent of the 21st Century learning skills of the respondents in the Basic Education Exit
Assessment in terms of:

4.1 Problem Solving

4.2 Information Literacy

4.3 Critical Thinking

5. Is there a significant relationship between the result of the Basic Education Exit Assessment among the 21 st
Century learning skills of the students?

6. What is the extent of the result of Basic Education Exit Assessment as perceived by the respondents in terms
of the following variables:

6.1 content standards

6.2 performance standards

6.3 college readiness

7. Are there significant differences in the perceptions of the respondents in the result of the Basic Education
Exit Assessment in terms of the above mentioned-variables?

8. What can be drawn from the results of the Basic Education Exit Assessment for curriculum improvement,
policy review and formulation?

III. Identify the concepts and variables you cited in item 2.

Based on the proposed research problem, the following are the concepts and variables:

a. The concepts in my proposed research problem are the results of the Basic Education Exit Assessment,

proficiency levels of the respondents, perceptions of the respondents and the 21st Century learning skills

of the students.

b. The variables are the eight learning areas in Senior High School curriculum, content standards,

performance standards and college readiness, critical thinking, problem solving and information literacy.
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IV. Advance a proposition on the research problem you cited.

a. The result of the Basic Education Exit Assessment positively influences student achievement through a
number of interrelated pathways.

b. The test could increase the rigor of the content that students are learning.

c. The information provided by the Basic Education Exit Assessment could help teachers identify learners who
are achieving below the standard set by DepEd and who need additional support.

d. The Senior High School Curriculum is aligned to the national content standards of the Basic Education Exit
Assessment.

e. Exit exams can be vital to the improvement of academic programs quality and effectiveness.

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 UNIVERSITY OF MAKATI
J.P. Rizal Extension, West Rembo, Makati City

COLLEGE OF EDUCATION
GRADUATE STUDIES

VALERIE G. ALINAS AUGUST 17, 2019

ADVANCED RESEARCH IN EDUCATION DR. LETICIA R. NAVARRO

1. Explain the research designs/method you will apply on the research problem/topic you are pursuing in.

My research study is entitled Basic Education Exit Assessment for Curriculum Improvement, Policy

Reviews and Formulation and I think the most appropriate research design that I can apply is Descriptive Study.

Based on the research questions that I made in Exercise #2, my study involves the description, recording,

analysis and interpretation of the present event. It is something more and beyond just-data gathering. The study

also involves some type of comparison and contrast. The data to be collected will be recorded from the point of

view of the objectives and the basic assumptions of the project under way. Facts to be obtained may be accurate

expressions of central tendency or deviation, thus, discussion of data is needed to carry up the report to the level

of adequate interpretation. The process of Descriptive Research goes beyond gathering and tabulation of data. It

involves the elements or interpretation of the meaning or significance of what is described.

In other words, descriptive research may be defined as a purposive process of gathering, analyzing,

classifying, and tabulating data about prevailing conditions, practices, beliefs, processes, trends and cause-effect

relationships and then making adequate and accurate interpretation about such data with or without the aid of

statistical methods.

2. Justify your choice of the research design/method.

The following are the reasons why Descriptive Design will be used in the study:

a. It provides a basis for decision-making.

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b. It reveals problems or conditions so that remedial measures may be instituted. It reveals to us what we do not

want, what we want and how to acquire what we want.

c. It makes possible prediction of the future on the basis of finding on prevailing conditions and on the basis of

reaction of people toward certain issues.

d. The variables or conditions studied are not usually controlled.

e. Survey will be used to collect demographic data about people’s interests, perceptions, attitude and the like

and then the data will be analyzed, organized and interpreted. The result of the survey makes possible the

formulation of generalization because the sample has high degree of representativeness.

f. Comparisons of the characteristics of two groups may be made to determine their similarities and differences.

3. Cite examples of research problems under each of the research design/methods mentioned in exercise No.2.

TITLE BASIC EDUCATION EXIT ASSESSMENT RESULTS FOR CURRICULUM

IMPROVEMENT, POLICY REVIEW AND FORMULATION

1. What is the proficiency level of the respondents in the Basic Education Exit Assessment in terms of the
following learning areas;

1.1 Science;

1.2 Mathematics;

1.3 Language;

1.4 Communication;

1.5 Social Science;

1.6 Humanities;

1.7 Philosophy; and

1.8 Personal Development?

2. What is the proficiency level of the respondents in the Basic Education Exit Assessment in terms of the
following 21st century learning skills;

2.1 Problem Solving;

2.2 Information Literacy; and

10
 2.3 Critical Thinking?

3. What is the extent of the 21st Century learning skills of the respondents in the Basic Education Exit
Assessment in terms of;

3.1 Problem Solving;

3.2 Information Literacy; and

3.3 Critical Thinking?

4. Is there a significant relationship between the results of the Basic Education Exit Assessment among the 21st
Century learning skills of the students?

5. What is the extent of the result of Basic Education Exit Assessment as perceived by the respondents in terms
of the following variables;

5.1 content standards of the 21st Century Learning Skills;

5.2 performance standards of the 21st Century Learning Skills; and

5.3 college readiness?

6. Are there significant differences in the perceptions of the respondents in the result of the Basic Education
Exit Assessment in terms of the above mentioned-variables?

7. What can be drawn from the results of the Basic Education Exit Assessment for curriculum improvement,
policy review and formulation?

3 RESEARCH STUDIES ASKED TO REVIEW

TITLE SOCIO-CULTURAL VALUES AND LEADERSHIP STYLES OF ACADEMIC

LEADERS IN THE DIVISION OF MAKATI CITY: BASIS FOR A PROPOSED
VALUE-BASED LEADERSHIP TRAINING PROGRAM

1. What were the socio-cultural values currently practiced by academic leaders in selected public elementary
and secondary schools in Makati as perceived by their teachers in terms of;

a. Pamantayang Pangkalooban (Emotional Standard)

b. Pamantayang Pang-ugnayan (Relational Standard); and

c. Pamantayang Pangkarangalan (Moral Standard) ?

2. What were the leadership styles currently practiced by the academic leaders in selected public schools in
Makati as perceived by their teachers?

3. Were there significant relationships between the socio-cultural values and leadership styles of academic
leaders as perceived by their teachers?
11
4. What was the extent of the relationship between the socio-cultural values and leadership styles of academic
leaders?

5. What program could be recommended to help improve the management practices of academic leaders in the
public elementary and secondary schools in Makati?

TITLE LEADERSHIP STYLES OF A PRESIDENT IN RELATION TO AN

INSTITUTIONAL CULTURE OF A LOCAL UNIVERSITY: INPUT TO
A PROPOSED STRATEGIC PLAN FOR AN ENHANCED
EDUCATIONAL DELIVERY

1. How do the educational managers, faculty members and staff assess their president’s leadership style in terms
of :

1.1 transformational,

1.2 transactional, and

1.3 laissez-faire style?

2. How do the three groups of respondents assess the following factors of their institutional culture in terms of:

2.1 collaborative leadership,

2.2 teacher collaboration,

2.3 unity of purpose,

2.4 professional development,

2.5 collegial support, and

2.6 learning partnership?

3. Are there significant relationships between the assessed leadership styles of the president and their
institutional culture?

4. Are these relationships significant among:

4.1 educational managers of different levels of educational attainment,

4.2 faculty members with varied range of teaching experience,

4.3 faculty members of different educational levels,

4.4 support staff with varied range of years of service,

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 4.5 male and female educational managers, and

4.6 male and female faculty members?

5. What theory on institutional culture can be generated based on the findings of the study?

6. What strategic program may be formulated for an enhanced educational delivery?

TITLE ORGANIZATIONAL CULTURE OF PUBLIC ELEMENTARY SCHOOLS IN

THE DIVISION OF PARANAQUE IN RELATION TO TEACHERS’
MORALE AND EMPOWERMENT: BASIS FOR A PROPOSED
EDUCATIONAL PROGRAM

1. How do respondents perceive the organizational culture in their school in terms of:

1.1 norms and standard behaviour

1.2 communication

1.3 discipline

1.4 work ethics and

1.5 organizational system/procedure?

2. What is the level of teachers’ morale in terms of:

2.1 peer group relations

2.2 teachers’ attendance

2.3 intrinsic motivations

2.4 students’ achievement and

2.5 teachers’ performance feedback?

3. What is the level of teachers’ empowerment in terms of:

3.1 decision-making

3.2 professional growth

3.3 status

3.4 self-efficacy and

3.5 autonomy?

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4. Is there a significant relationship between organizational culture and teachers’ morale?

5. Is there a significant relationship between organizational culture and teachers’ empowerment?

6. What educational program may be proposed to improve organizational culture of the public elementary
school in the Division of Paranaque?

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