Master of Arts in Education major in Educational Management
Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/123
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Item Profile, reasons, beliefs and school preferences of pre-school parents(2000-04) Bunnol, Maura B.,Research studies have established that critical years in a child's life are from birth to six years of age. During these critical years, basic character values, abilities, personality, skills, aptitude, attitudes and knowledge are formed. These qualities when properly developed shape the individual's overall perspective and preparedness for life. It has been confirmed by studies that the experience and learning pre-school children undergo during the first six years of their life have a lasting effect on their intellectual development as well as on the development of their social and physical skills. The Department of Education, Culture and Sports, recognizing the need for and importance of pre-school education issued a policy document in 1971 encouraging school divisions to establish public pre-school classes whenever possible. These public pre-school classes as well as private pre-school provide the early stimulation needed if we are to catch the pre-school children during their formative years. In one of the researches made by the Bureau of Elementary Education in the Pre-school Service Contracting Program in SY 1997 to 1999, results revealed that children who underwent pre-school had a smoother transition from home to formal schooling. Children to have developed their self-confidence and their preparedness to learn was evident. However, in many so-called pre-schools that attempted to accommodate the increasing demands for pre-school education, a variety of curricular offerings surfaced. Instead of catering to the needs of the child and his total development, more pre-schools focused on academic development. This study aimed to investigate the profile, reasons, beliefs and school preferences of parents in sending their children to pre-school. Specifically, the study aimed to answer the following questions: 1. What is the profile of parents of pre-school children in Baguio City in terms of: a. age b. sex c. educational attainment? 2. What is the level of agreement of pre-school parents with respect to specified reasons, beliefs and school preferences? 3. How do the profile of parents of pre-school children affect the level of agreement on reasons, beliefs and school preferences? The research design adopted the descriptive method. An attitude scale questionnaire checklist was constructed and administered to respondents consisting of seven hundred fifty one (751) parents of pre-school children from private and public schools during the school year 1998-1999. The attitude scale questionnaire checklist consisted of thirty two (32) items where items one (1) to twelve (12) were reasons of parents in sending their children to pre-schools; items one (1) to eighteen (18) were on beliefs and one (1) to two (2)were for school preferences. In the statistical analysis the percentage and weighted mean were used. The chi-square test was used to find out the significant distribution of the variables while the Friedman Analysis of Variance was used to test the significant differences. 1. Majority of the respondents were female with ages ranging from 31-40 years old. They were educationally prepared where they reached college level, finished vocational courses and obtained bachelor's degrees. The respondents differed significantly in the distribution in terms of age, sex and educational attainment. 2. The parents agreed on reasons and beliefs but undecided in school preferences. 3. There were significant differences among the respondents where grouped according to age and educational attainment on reasons in sending their children Lo pre-schools. 4. There were no significant differences as to age, sex and educational attainment as to beliefs and school preferences. Based on the findings, the following conclusions were made. 1. Female parents were more involved in the pre-school education of their children. 2. Parents send their children to pre-school for it is their responsibility and concern to prepare their children for formal schooling. 3. Parents strongly believed that pre-school education gives a lasting effect on the intellectual and social development of the child. 4. Parents' preferences of schools did not matter whether it is a private or a public pre-school. 5. Older parents and parents with high educational attainment were more aware on the importance of pre-school education. On the basis of the above findings, the following recommendations are put forward: 1. There is a need for male parents to be more concerned and involved in the early childhood education of their children. 2. Parents should be intellectually and emotionally mature enough to be aware of the importance of pre-school education and translate their awareness into ways of developing their children. 3. The public schools should initiate PTCA or community-based pre-schools. 4. There is a need that pre-school program be a part of the educational ladder. 5. Other researchers are encouraged to do similar studies focused on other pre-school areas not covered in the study.Item Mental Health Education Awareness of College Students in Higher Vocational Colleges(2022-03) Chao, Ma.At present, researches mainly focus on the discussion of what kind of mental health problems occur in vocational college students, why they occur and how to prevent and cure these problems. They mainly focus on the mental health problems themselves and remedial measures, but lack of research from the perspective of prospective, preventive and monitoring. The author tries to take the mental health consciousness of college students in higher vocational colleges as the entry point, first of all, the two concepts of mental health and mental health consciousness are differentiated, and then discusses the degree of college students' understanding of mental health education, and points out the main problems of college students' mental health education in higher vocational colleges. Is given in the psychological health education of college students awareness of countermeasures, in order to boost development in higher vocational colleges to improve the consciousness of college students' mental health education model and related courses, and make a little education can infiltrate into each student's consciousness and precipitation, thus to improve higher vocational colleges from the Angle of preventive consciousness of psychological health of college students, To make them pay attention to their mental health is of great reference value for promoting the mental health of college students in higher vocational colleges. The purpose of this study was to promote the high quality of college students' mental health education, improve the level of college students' mental health education, so that they can form a sound personality and tough psychological quality. Specifically, it sought answers to the following. 1. What is the level of cognition on mental health education of college students in higher vocational colleges? 2. What are the exposures on mental health education of college students in higher vocational colleges? 3. What are the countermeasures to enhance the level of awareness on mental health education of college students in higher vocational colleges? This paper used the mixed methods, that is, a combination of quantitative research and qualitative research. The quantitative method was used to identify the level of cognition on mental health education of college students in higher vocational colleges. The quantitative method used the questionnaire ((A questionnaire on mental health education consciousness of college students in higher vocational colleges)) for data collection, data processing using the weighted average calculation method. The qualitative method was adopted to determined the exposures on mental health education of college students in higher vocational colleges and the countermeasures to enhance the level of awareness on mental health education of college students in higher vocational colleges. The qualitative research adopted the form of interview to collect data. The interview objects were selected by saturated sampling method, and the data obtained from the interview was processed by subject analysis method. The following are the major findings of the study: 1. Vocational college students' understanding level of mental health education is in the dimension of moderate attention. 2. Vocational college students are mainly exposed to the following six types of mental health education activities: Mental health assessment activities; Mental health education theme exhibition; Class meeting on mental health education; Special lecture on mental health education; Psychological quality development activities; Mental health education knowledge competition. 3. Six main countermeasures to improve the level of mental health education consciousness of vocational college students: first, to carry out multiple mental health education activities; Second, to strengthen the mental health education and publicity work; Third, to strengthen the students' mental health security system; Fourthly, mental health education permeates campus culture; Fifth, construct the soft culture of mental health education; The sixth is to open attractive courses. In light of the findings of the study, the following are the conclusions: 1. College students in higher vocational colleges lack scientific understanding of mental health education, lack of attention and cognition. 2. The mental health education activities participated by college students in higher vocational colleges are practical, general and inheritable, but lack of interest, particularity and innovation. 3. The development trend of mental health education in higher vocational colleges: professionalization of mental health educators, integration of mental health education contents, diversification of mental health education approaches, specialization of mental health education personnel training, and normalization of mental health education. In relation with the findings and conclusions of this research, the following are recommended: 1. The mental health education work in higher vocational colleges should focus on value guidance and construct a multi-dimensional mental health education work path. 2. The forms of mental health education activities in higher vocational colleges should constantly bring forth the new from the old and keep pace with The Times, so that students can learn to link psychological knowledge with daily behaviors, combine learning with application, and optimize psychological adaptability and social adaptability in happy experience. 3. Mental health education in higher vocational colleges should be student-oriented and carry out mental health education with educational development as the main body; Construct a comprehensive mental health education service system with the concept of service; Take team building as an opportunity to improve the professional status of college students' mental health education in the higher education system.Item Job satisfaction and motivation among junior high school teachers(2023-08) Claudio, Ricajell S.This study aimed to determine the relationship of the teachers profile and their job satisfaction. Specifically, it sought to find out the following: 1. What is the profile of the teaching staff in public Junior High Schools in Balungao along: a. sex b. major field of specialization c. subject taught 2. What is the level of job satisfaction of the teaching staff in Junior High Schools in Balungao? 3. What is the level of job motivation of the teachers with respect to the following factors: a. rewards/pay b. school culture c. leadership tyle d. training 4. What is the relationship between level of job satisfaction and level of motivation along a. rewards/pay b. school culture c. leadership tyle d. training. The researcher used descriptive-correlational to determine the job satisfaction and motivation levels of satisfaction correlated significantly to the factors that influence the teachers job satisfaction. The study targeted all the teachers in four public secondary schools of Balungao district of Pangasinan II. The targeted population were 110 teachers. To measure the level of motivation of the teachers, the factors that influence their motivation evaluation tool was used which is composed of four (4) sets of questionnaires.Item Organizational culture of Philippine College of Ministry(2007-09) Calumnag, Cristobal Carlos.Culture refers to the existing practice or norms in an organization and how people work together interdependently to achieve a common goal along with person, power, role, or task on a daily basis. Studying culture helps in the understanding of the differences of people within the organization. Knowing the prevailing culture of an organization makes it easier for members to adapt themselves to the organization's. Each one then contribute to achieving the goals and in realizing the mission of the organization. It is very important, first of all, to understand that culture is a complex term involving factors like time, space, money, workmanship, values, practices, etc. which determines the "rise and fall" of any organization culture. As a matter of fact, any organization has a culture of its own and can be manifested physically i.e. building and facilities; work performance of the people, feedbacks from larger communities, and many more. Developing a culture in an organization should be generally shared by all parties involved from the top management to down management or vice versa. This study aimed to find out the existing prevailing culture of Philippine College of Ministry by seeking answer to the following questions: 1. What is the prevailing culture of PCM as perceived by the stakeholders along with person, power, task, and role? 2. How do the perceptions of the stakeholders differ with regard to the prevailing culture of the organization in conditions of the fifteen culture determinants? 3. What developmental plan should be considered for the improvement of the organization's culture? The respondents of the study were all the thirty stakeholders at PCM. The study was conducted during the first semester of the academic year 2006-2007. The significant findings of the study are as follows: 1. The prevailing culture of PCM according to stakeholders is task culture. 2. The different stakeholders, when grouped according to position, have different perceptions as regards the prevailing culture of PCM. The administrators considered PCM as a role culture organization; the faculty/staff considered it person culture, and the pastors considered it a task culture. 3. The stakeholders have different perceptions as regards the existing culture of the school considering the fifteen areas: organization's first priorities; working behavior; treatment of constituents; influence; practice of decision making; task assignment; organization-employees expectations; organization-managers expectations; peer advice; work motivation; departmental relationships; conflict management; and work environment. Based on the findings of the study, the following conclusions were derived: 1. The prevailing culture of PCM is task culture. 2. The perceptions of the stakeholders as regards the existing culture of PCM show no significant differences along the fifteen areas. As a result of a careful study on the culture of Philippine College of Ministry, the following recommendations were offered: 1. A similar study should be undertaken to include variables like length of years of service to the organizations, socio-economic status, and educational attainment. 2. A concise faculty manual that details the expected behaviors of stakeholders should be made to make it easy for the stakeholders to exhibit the behavior that goes along with the desired culture. 3. Adopt an "outreach program" such as visitation and helping orphanage(s), day care canter(s), hospital(s), etc. 4. Develop an enriched curriculum and participation programs for professional growth of the stakeholders. 5. PCM should adopt the proposed development plan.Item Implementation of inclusive education policy(2022-06) Calingayan, Vanessa IntugayThis study aimed to identify challenges encountered by the teachers and principals in the implementation of inclusive education policy in some private schools in baguio city. Specifically, it aimed to answer the following questions: 1. What is the level of implementation of inclusive education policy as perceived by the principals an teachers along: a. the learner, b. the k to 12 curriculum, c. learning resources, d. learning delivery, e. educational assessment, f. learning environment, g. teacher professional development, and h. school leadership and management? 2. What are the challenges encountered in the implementation of Inclusive education policy? 3. What are the interventions prepared to address these challenges? The researcher utilized a mixed method design to determine the level of implementation of inclusive education policy, the challenges encountered and the interventions prepared by the principals and teachers in somce private schools in baguio city. The study focused on (9) private schools, encompassing (9) nince principals and (68) sixty-eight teachers. The data needed for this study were gathered via survey questionnaire and interview guide. To gauge the level of implementation of inclusive education policy, a survey questionnaire was employed, comprising of eight categories. Additionally, an interview guide, adapted from DepEd order no. 020 s. 2019: policy guidelines on the k to 123 basic education program, was utilized to tackle challenges encountered the implementation of inclusive education. Moreover, it aimed to identify interventions undertaken by principals and teachers to address these challenges. Based on the findings of the study, the researcher came up with the following conclusions: 1. The level of implementation of inclusive education surpasses the minimum requirements as perceived by the principals, while it meets the minimum requirements as perceived by the teachers. 2. The challenges encountered are about learners and resources. 3. The interventions to address the challenges focused teacher development and improving learning resources.