Community Participation in the Primary Schools of Selected Districts in the Philippines

ENHANCING COMMUNITY PARTICIPATION IN BAUKO I,

DIVISION OF MOUNTAIN PROVINCE

______________

A Thesis Proposal

Presented to the Faculty

of the Graduate School

Baguio Central University

Baguio City

_____________

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Elementary Education

_____________

by

Evangeline M. Napaldet

January 2015

ii

APPROVAL SHEET

This thesis proposal entitled, “ENHANCING COMMUNITY

PARTICIPATION IN BAUKO I, DIVISION OF MOUNTAIN PROVINCE”,

prepared and submitted by EVANGELINE M. NAPALDET, in partial fulfillment of

the requirements for the degree, MASTER OF ARTS ELEMENTARY

EDUCATION (MAEE), has been reviewed and examined and is hereby endorsed for

acceptance and approval for proposal defense.

LOUELLA M. BROWN, Ed.D. Professor

PROPOSAL EXAMINATION COMMITTEE

_________________________________Chairman

____________________________ __________________________ Member Member

iii

ACKNOWLEDGMENT

The researcher wishes to thank the following for their assistance in the

completion of this dissertation proposal:

The Good Lord, for giving the researcher sufficient encouragement so she may

pursue this challenging endeavor;

Her family, for all the support, understanding and unconditional love;

Members of the proposal committee _______________________________,

for their critiques and helpful suggestions;

Her other relatives and friends who provided spiritual, moral and financial

support;

To the librarians of BCU for providing some of the reference materials;

And to all those who, in one way or another, contributed in the completion of

this manuscript.

To God be the glory!

Evangeline

iv

TABLE OF CONTENTS

Page No.

TITLE PAGE …………………………………………………………… i

APPROVAL SHEET ………………………………………………….. ii

ACKNOWLEDGMENT ……………………………………………….. iii

TABLE OF CONTENTS …………………………………………….. iv

LIST OF FIGURE ………..……………………………………………… vi

CHAPTER

1 THE PROBLEM

Background of the Study …………………………………… 1

Conceptual Framework …..………………………………… 4

Paradigm of the Study ……………………………………… 7

Statement of the Problem and Hypotheses ….……………… 9

Scope and Delimitation of the Study …….………………… 11

Definition of Terms ………………………………………… 12

Significance of the Study ………………………….………… 13

2 DESIGN AND METHODOLOGY

Research Design …………………………….………….…… 15

Locale and Population ..……………………………….…… 15

Data Gathering Tool ..………………………………...…… 16

Validity and Reliability of Research Instrument ……….…… 17

v

Data Gathering Procedure ..……………….…………...…… 17

Statistical Treatment of the Data ………….…………...…… 18

REFERENCES ..…………………………………….……………...….…. 21

APPENDICES

A. Letter to the Respondents ……………….…………….....……. 22

B. The Questionnaire ………………………..………………..…. . 23

CURRICULUM VITAE ………………………..…………..………...….. 27

vi

FIGURE USED

Figure Page No.

1 Paradigm of the Study ……………..…………..……...… 8

Chapter 1

THE PROBLEM

Background of the study

The change taking place in the public schools system in the nature of school

objectives and methods of teaching and the increasing importance being attached to

the need for community support to public schools and vice-versa call for a closer

relationship between the schools and the community. Closely related to these changes

is also the noticeable change taking place in the attitude of education in the Philippines

toward the relationship which should exist between the school and the community

serves. It is being urged that the school should seek learning situations within the

realities of the community living, that the pupils should be given opportunities to

observe, study, and participate in socially significant enterprises, and that the school

should project its program into the life of the community. There is at present an

increasing demand by teachers, school administrators and even supervisors for

information on how to improve school-community relations. In view of the new trend

toward closer association between the school and the citizens it serves. It seems

important to examine the essentials of good school-community relationship and the

role and responsibility of the teachers, the administrators and the supervisors in

improving the relationship between the school and the community.

The birth of the community school idea in the Philippines whose aim is to give

practical education and to improve the homes and the community, makes the

2

functional relationship between the school and the community necessary. It is

generally believed that the community and the school will have to work more closely

together if the best educational results are to be achieved and maintained (Sutaria,

2000)

Epstein (2001) defines school-community relationship as mutually helpful

relationships among school and community in the interest of child welfare. A mutual

cooperative relationship between the school and the community is essential for

progressive education. It is a problem of school administration to bring the school to

the community and vice-versa. The significance of integrating the school and the

community has more and more come to be regarded as one of the real needs of the

school administration.

It is very important that the school and the community should be harmoniously

related. The school can no longer be conceived as the sole agency of education. The

resources and the life activities of the community itself must furnish the basis for an

educational program in which all persons, adults as well as children participate

(Sutaria 2000)

Too often the educational and community partnership is often underdeveloped

and tenuous. In most cases, the schools are left alone to pursue their academic efforts,

and the community is viewed as a nebulous body that does not interfere with the

schools except when involved in communal activities , such as using the school

3

premises for entertainment purposes, and relying on the expertise of school personnel

on specific issues and topics (Estacio, 2009).

A community can have a profound effects on the pupils. It can address the

affective needs of students, such as values, attitudes, and feelings which are equally as

important in the overall development of the pupil. If pupils understand their

community, they are in a better position to develop positive inclinations toward their

environment. It is also more likely that pupils will be motivated to adopt an action-

oriented stance in community matters.

At the same time, school leaders repeatedly call upon the local community

leadership to join the schools in solving their fiscal and legislative crises. Many school

people call this effort a “school-community partnership.”

The positive aspects of the community can play a very active role in the

schools, and in this era of substance abuse moral neutrality, and individualism,

students need as much support as possible, according to Fernandez (1998). Moreover,

in communities that have negative role models and members whose behavior is not

desirable by community standards, perhaps the positive elements of the school and

the community can align themselves to ameliorate and undermine those counter-

productive forces, individuals, and practices, that distract students, and lower the

community morale.

One thing that a teacher should remember is that people who do not have

children in school, don’t always realize that the school needs help. Just getting

4

that message out to the public can increase the community involvement with

school. A class could start sending or delivering a class newsletter to neighbors

and friends to let them know what is going on with the school. One teacher can

make a difference, but to really get the community involved, several teachers

should work together (Swick, 2001).

As schools have become more professionalized and centralized,

they have tended to distance themselves from their local communities. The vital

links between experience, work, and education have lost their power as valuable

community resources. And many economically distressed towns, communities,

and neighborhoods have begun to struggle toward economic revitalization

without the valuable contributions of the local schools, Swick concluded.

It is with these reasons that gave interest to the researcher to focus its research

to the extent of community participation in Bauko I, Division of Mountain Province.

Conceptual Framework

An effective method of promoting education and ensuring school support is

involving the community in school activities. By inviting community members to join

in school festivities, the school administration can improve the overall satisfaction of

the student body, increase the effectiveness of the education and raise the likelihood

that the school will continue to be supported by the community. School events that

include community members, both parents and non-parents, benefit both the students

and the community at large.

5

The community development approach emphasizes self- help, the democratic

process, and local leadership in community revitalization. Most community

development work involves the participation of the communities or beneficiaries

involved. Thus, community participation is an important component of community

development and reflects a grassroots or bottom- up approach to problem solving. In

social work, community participation refers to “. . . the active voluntary engagement

of individuals and groups to change problematic conditions and to influence policies

and programs that affect the quality of their lives or the lives of others”.

One of the major aims of community development is to encourage

participation of the community as a whole. Indeed, community development has been

defined as a social process resulting from citizen participation. Through citizen

participation, a broad cross- section of the community is encouraged to identify and

articulate their own goals, design their own methods of change, and pool their

resources in the problem- solving process .

It is widely recognized that participation in government schemes often means

no more than using the service offered or providing inputs to support the project. This

is contrasted with stronger forms of participation, involving control over decisions,

priorities, plans, and implementation; or the spontaneous, induced, or assisted

formation of groups to achieve collective goals. The most important and complicated

issue bearing on local level planning and development is community participation.

Effective community participation may lead to social and personal empowerment,

6

economic development, and sociopolitical transformation. Yet there are obstacles: the

power of central bureaucracies, the lack of local skills and organizational experience,

social divisions, and the impact of national and transnational structures. There is no

clear- cut agreement in the literature of community development on the nature of

community participation or on a prescription to ensure it. The need for community

participation in development and management is nonetheless accepted and recognized

in the professional literature.

School-community partnership provide a powerful strategy for pupils

at risk of not completing elementary schooling. The best outcomes for these pupils

have been achieved through programs which take pupils into the community and bring

the community into the school. A number of case studies show a marked increase in

the number of young people taking up local employment opportunities, further study

or self-employment. Effective school-community linkages bring increased self-esteem

and self-confidence for young people. Resilience-characterized by healthy

relationships, positive outlook, high self-esteem, problem-solving skills and a sense of

humor – is an essential factor in young people’s well-being. Supportive relationships

with interested adults provide the sense of connectedness, in particular to family and

school, which build resilience in young people. The local community is crucial in

providing such relationships (Collin s, 2002)

7

The schools are considered as a community helps detect dropouts and reports

them to school authorities to ensure that they continue their studies. The community,

through corporate bodies or organizations, contributes to the educational funding of

poor students. The community is also takes it upon itself to ensure that schools and its

immediate environment are safe and conductive for the learning of the students.

Paradigm of the Study

The paradigm of the study consists of the independent variables found in the

first column of Figure 1 are as follows: 1) Community stakeholders in the public

elementary schools of Bauko I; 2) Assistance given by community stakeholders to the

public elementary schools of Bauko I; 3) Concerns of the public elementary schools of

Bauko I; 4) Problems encountered in the public elementary schools-community

stakeholders relationship; and, 5) Measures to improve school-community

stakeholders relationships.

The dependent variables are enumerated in the second column as follows:

1) Level of involvement of the community stakeholders in the public elementary

schools of Bauko I; 2) Extent of assistance given by the community stakeholders to

the public elementary schools of Bauko I; 3) Extent by which the community

Independent Variables Dependent Variables

8

1. Level of involvement of the community stakeholders in the public elementary schools of Bauko I

2. Extent of assistance given by the community stakeholders to the public elementary schools of Bauko I

3. Extent by which the community stakeholders monitor the concerns of the

1. Community stakeholders in the public elementary schools of Bauko I

2. Assistance given by community stakeholders to the public elementary schools of Bauko I

3. Concerns of the public elementary schools of Bauko I

4. Problems encountered in the public elementary schools-community stakeholders relationship

5. Measures to improve school-community stakeholders relationships.

9

public elementary schools of Bauko I

4. Degree of seriousness of the problems encountered in the public elementary school-community stakeholders relationship

5. Degree of effectiveness of the measures to improve school-community stakeholders relationship.

Figure 1

Paradigm of the study

stakeholders monitor the concerns of the public elementary schools of Bauko I; 4)

Degree of seriousness of the problems encountered in the public elementary school-

community stakeholders relationship; and, 5) Degree of effectiveness of the measures

to improve school-community stakeholders relationship.

Statement of the Problem

The focus of this study is to determine the extent of community participation in

the public elementary schools of Bauko I, Division of Mountain Province:

Specifically, this sought answers to the following questions;

10

1. What is the level of involvement of the community stakeholders in the

public elementary schools of Bauko t I as perceived by the teachers and parents?

2. What is the extent of assistance given by the community stakeholders to the

public elementary schools of Bauko I as perceived by the teachers and parents?

3. To what extent do the community stakeholders monitor the concerns of the

public elementary schools of Bauko I as perceived by the teachers and parents?

4. What is the degree of seriousness of the problems encountered in the public

elementary school-community stakeholders’ relationship as perceived by the teachers

and parents of Bauko I?

5. What is the degree of effectiveness of the measures to improve school-

community stakeholders’ relationship as perceived by the teachers and parents of

Bauko I?

Null Hypotheses

The following hypotheses were tested:

1. There is no significant difference between the perceptions of teachers and

parents on the level of involvement of the community stakeholders in the public

elementary schools of Bauko I as perceived by the teachers and parents.


parents on the extent of assistance given by the community stakeholders to the public

elementary schools of Bauko I as perceived by the teachers and parents.

11


parents on the extent to which the community stakeholders monitor the concerns of

the public elementary schools of Bauko I as perceived by the teachers and parents.


parents on the degree of seriousness of the problems encountered in the public

elementary school-community stakeholders’ relationship as perceived by the teachers

and parents of Bauko I.


parents on the degree of effectiveness of the measures to improve school-community

stakeholders’ relationship as perceived by the teachers and parents of Bauko I.

Scope and Delimitation

The study will be conducted in the public elementary schools of the Bauko I,

Division of Mountain Province during the school year 2015. The purpose of this study

will be delimited in looking into the community participation along the following

areas:

1. Level of involvement of the community stakeholders in the public elementary

schools of Bauko I;

12

2. Extent of assistance given by the community stakeholders to the public

elementary schools of Bauko I;

3. Extent by which the community stakeholders monitor the concerns of the

public elementary schools of Bauko I;

4. Degree of seriousness of the problems encountered in the public elementary

school-community stakeholders relationship; and,

5. Degree of effectiveness of the measures to improve school-community

stakeholders relationship.

The respondents will include the 91 teachers and 355 parents.

The questionnaire will be the main tool in gathering data and information from

the respondents.

Definition of Terms

In order to have a common point of reference, some terms used in this study

were defined operationally.

Assistance . This refers to the help extended to the school in terms of human

or material resources.

13

Community Stakeholders. These refer to various groups in the locality that

demonstrate interest in collaborative problem solving of the community’s educational

needs and deficiencies .

Involvement. This refers to the participation of the stakeholders in improving

the school in all aspects of development.

Parents. These are the homeroom Parent-Teachers Associations Presidents

who are the school the respondents of this study.

Religious Groups. These refer to all those who are involved in spreading the

word of God including Muslims.

School-Community Relationship. Any relationship established between and

among educators, student, families, and the community at large to work together in

bringing about better and improved school performance .

School Concerns. These are issues that need to be addressed for the

improvement of the school performance.

School Performance. This includes the overall standing of the school, in terms

of pupils , teacher, school head, and other internal stakeholders performance as

compared to other schools or to schools previous performance

Socio-civic Organization. These are the other groups which are not religious

and military in nature.

Significance of the Study

The following are expected to benefit from the results:

14

The school administrators who can better focus on the planning, organizing

and implementation of every school project or activity because of the projected full

support of the community stakeholders;

The teachers who can better appreciate the full support of the community

stakeholders for each school project or activity;

The pupils, who will directly benefit from the results of every school activity;

The community stakeholders who will further understand their roles as they

contribute to the successful implementation of school activities;

In incidences where community stakeholders were openly supportive of their

schools, reports of mental health and behavioral problems were considerably lower

than in cases where community stakeholders were unsupportive. With the result, the

community stakeholders will be ensured progressive and meaningful opportunities for

community stakeholders to engage in schools and policy-making.

The researcher who can best contribute to effectively encourage community

stakeholders to support the school projects and activities.

Finally, to others researcher. This will serve as an inspiration to do more

research as what their profession calls and consequently to be more competent in their

chosen field.

Chapter 2

DESIGN AND METHODOLOGY

This chapter includes discussion of the research design, locale and population,

data gathering procedure, data gathering tool, validity and reliability of the research

instrument and the statistical treatment used in the study.

Research Design

The research design to be used by the researcher is the descriptive-survey

design with the questionnaire as the main tool used in gathering the data. Informal

interview, observation and participation and library techniques will be used to

supplement the data gathered through the questionnaire. The design is descriptive

because the study described the community participation in the public elementary

schools of Bauko I, Division of Mountain Province.

Locale and Population of the Study

The study will be conducted in the public elementary school of the Bauko I in

the Division of Mountain Province.

The number of respondents will be determined through the use of Yamane’s

formula as shown in the below:

n = N

1 + Ne² Where:

n = Sample sizeN = Population sizee = Degree of marginal error (set at a minimum of 5% probability error)

16

Table A

Distribution of Respondents

Name of Schools Number of Teachers

Number of Parents

1. Abatan Elementary School 8 1402. Bagnen Oriente Elementary School 8 1353. Bagnen Elementary School 8 1324. Banao Elementary School 12 2055. Bauko Central School 11 2176. Bila Elementary School 8 1877. Guinzadan Elementary School 8 1208. Guinzadan Norte Elementary School 8 1259. Lagawa Elementary School 8 13510. Letang Elementary School 7 12511. Mayog Elementary School 8 9612. Otucan Elementary School 8 13013. Otucan Norte Elementary School 7 10614. Tapapan Elementary School 9 190

Total 118 2043Sample 91 335

Data Gathering Tool

The researcher will gather data using a questionnaire. Enclosed with it is a

letter addressed to the respondents. It focused on the participation of the community in

the public elementary schools of Bauko I, Mountain Province. Part 1 containing ten

items will be on extent of involvement of community stakeholders. Part 2 will cover

the extent of assistance extended by the community stakeholders with 10 items too.

Part 3 will include the extent to which the community stakeholders monitor the

concerns of the public elementary school with seven queries. Part 4 comprised of 9

17

items will deal on the degree of seriousness encountered in school-community

relationship. Finally, part 5 will be on the degree of effectiveness of measures to

improve school-community relationship.

The questionnaire will be provided with a clear direction instructing the

respondents to check the options applicable to them.

Validity and Reliability of the Research Instrument

The questionnaire was constructed based from informal interviews, journals

and researches related to the study which will be shown to experts associated with the

subject for comments and suggestions to further enhance the data gathering tool.

The Spearman-Brown Method (Subong, 2006) will be used to establish the

reliability of the questionnaire after a pretest to 10 public elementary teachers and 10

parents.

Data Gathering Procedure

Before floating the questionnaire, the needed permission from the proper

authorities of the participating schools will be obtained. The researcher will personally

distribute the questionnaire to the target respondents. This is done in order to explain

to the respondents the proper accomplishment of the questionnaire. It will be during

the distribution and retrieval of the questionnaire that some informal interviews will be

conducted. Likewise, observations will be made to further augment data gathered.

18

Statistical Treatment of the Data

The data to be gathered in the study will be tallied, classified, tabulated and

subjected to the weighted mean and ranking.

∑ fWM =

NWhere:

WM = Weighted mean

∑ = summation

f = frequency

N = total number of cases

The responses will be treated with a three-point Likert scale with their

respective statistical limit and descriptive equivalents.

1. Level of involvement of the community stakeholders in the public elementary schools of Bauko I

NUMERICAL VALUE

STATISTICAL LIMITS DESCRIPTIVE EQUIVALENT

SYMBOL

3 2.34 – 3.00 Very Much Involved HI2 1.67 – 2.33 Moderately Involved MI1 1.00 – 1.66 Least Involved NI

2. Extent of assistance given by the community stakeholders to the public elementary schools of Bauko I

NUMERICAL VALUE


SYMBOL

3 2.34 – 3.00 Great Extent GE2 1.67 – 2.33 Moderate Extent ME1 1.00 – 1.66 Least Extent LE

19

3. Extent by which the community stakeholders monitor the concerns of the public elementary schools of Bauko I

NUMERICAL VALUE


SYMBOL

3 2.34 – 3.00 Great Extent GE2 1.67 – 2.33 Moderate Extent ME1 1.00 – 1.66 Least Extent LE

4. Degree of seriousness of the problems encountered in the public elementary school-community stakeholders relationship

NUMERICAL VALUE


SYMBOL

3 2.34 – 3.00 Very Serious VS2 1.67 – 2.33 Moderate Serious MS1 1.00 – 1.66 Least Serious LS

5. Degree of effectiveness of the measures to improve school-community stakeholders relationship

NUMERICAL VALUE


SYMBOL

3 2.34 – 3.00 Very Effective VE2 1.67 – 2.33 Moderate Effective ME1 1.00 – 1.66 Least Effective LE

20

In conclusion, for the difference of responses among the teachers and parents,

independent sample t-test (Adanza, Bermudo, & Adanza, 2011) will be applied with

the formula of:

Xı - X2

t = ∑Xı² + ∑X2² 1 + 1 Nı + N2 - 2 Nı N2

Where:

Xı = mean responses of the first group

X2 = mean responses of the second group

∑Xı = summation of the processed responses of the first group

∑X2 = summation of the processed responses of the

second group

∑Xı² = summation of the squares of the processed responses

of the first group

∑X2² = summation f the squares of the processed responses

of the second group

Nı = number of respondents of the first group

N2 = number of respondents of the second group

21

References

Adanza, E.G., Bermudo, P.V., & Adanza, J.G. (2011). Statistics: Support for research.

Intramuros, Manila: Mindshapre Co. Inc.

Collins, C (2002). Complete and unabridged (2nd edition). Harpercollins Publishers.

Estacio, R. M. (2009). Fundamentals of community development: strengthening

school -community linkage. Manila: Rex Book Publications,

Incorporated.

Epstein, J. (2001). School, family and community partnership; Preparing educators

and improving schools. Boulder, CO: Westview Press.

Fernandez, A. S. (1998). Rural planning and physical inventory. Quezon City:

Capitol Book Publications

Sutaria, M.C (2000). Teaching for maximum experience. International Review of

Education ,36 , (2), 243-250.

Swick, K. K. J. (2001). Service-learning in teachers education: Building

learning communities. Clearing House (74) 5, 261-264.

22

APPENDIX A

BAGUIO CENTRAL UNIVERSITY

#18 Bonifacio St., Baguio City

Graduate Program

Dear Respondent,

The undersigned is conducting a study entitled “ENHANCING

COMMUNITY PARTICIPATION IN BAUKO I, DIVISION OF MOUNTAIN

PROVINCE”. In this connection, she earnestly requests your cooperation in

answering the herein attached questionnaire. Rest assured that all data gathered

through the questionnaire will be treated with strict confidentiality.

Your cooperation and kind consideration of this request is highly appreciated.

Very truly yours,

Evangeline M. NapaldetResearcher

23

APPENDIX B

SAMPLE QUESTIONNAIRE

A. Level of involvement of community stakeholdersInstruction: Please rate the level of involvement of each group/unit by checking the appropriate column according to your perception.

Community Stakeholders 3(VMI

)

2(MI)

1(NI)

1. Local Government Unit (LGU), Barangay Level2. Municipal Government3. Provincial Government4. Government Agencies (i.e. DOH, DSWD, DENR,

DA,etc.)5. Non-Government Organization (NGO)6. Religious Organization7. Socio-civic organizations (Lion’s club, Rotary club, etc.)8. Alumni organization9. Parents Associations10. Basic sectors/Peoples organizations (i.e. Farmers

association, Indigenous people)

B. Extent of Assistance given by the community stakeholdersInstruction: Please rate the extent of each assistance extended by checking the appropriate column according to your perception.

Kinds of Assistance 3(GE)

2(ME)

1(LE)

1. Resource speakers2. Financial assistance3. Health services4. Livelihood projects5. Infrastructure6. School physical facilities7. Textbook and reference books8. School supplies9. Literacy projects10. Skills training

C. Concerns of public elementary schools

NUMERICAL VALUE DESCRIPTIVE EQUIVALENT SYMBOL

3 Very Much Involved HI2 Moderately Involved MI1 Least Involved NI


3 Great Extent GE2 Moderate Extent ME1 Least Extent LE

24

Instruction: Rate your perceived extent to which the community stakeholders monitor the concerns by checking the appropriate column.

Concerns 3(GE)

2(ME)

1(LE)

1. Teacher performance2. Teacher improvement3. Instructional leadership4. Adequacy of instructional materials5. Facilities and equipment improvement6. Academic performance7. Non-academic performance

D. Problems encountered in school-community relationshipInstruction: Put rate the degree of seriousness of each problem encountered in school-community relationship by checking the appropriate column.


3 Great Extent GE2 Moderate Extent ME1 Least Extent LE


3 Very Serious VS2 Moderate Serious MS1 Least Serious LS

25

Problems 3(VS

)

2(MS)

1(LS)

1. Socio-economic status of stakeholders(i.e parents, alumni, etc)

2. Educational qualification of stakeholders3. Lack of time on the part of the stakeholders4. Stakeholders perception of their roles (communication)5. Level of confidence of stakeholders6. Refusal of some administrators and teachers for the use of

school facilities by the community (sharing of resources)7. Stakeholders are not aware of the schools’ goals

(Information dissemination)8. Stakeholders are not involved in planning activities

(coordination/collaboration)

E. Measures to improve school-community relationshipInstruction: Put rate the degree of effectiveness of measures to improve school-community relationship by checking the appropriate column.


3 Very Effective VE2 Moderate Effective ME1 Least Effective LE

26

Problems 3(VE

)

2(ME)

1(LS)

1. Conducting livelihood skills-training for stakeholders to improve their socio-economic status

2. Conducting literacy programs for stakeholders and involving the highly educated as resource persons

3. Using flexible time for stakeholders to support activities in the school

4. Inviting parents and other stakeholders to conferences, assemblies or meetings to discuss projects/programs

5. Providing volunteerism opportunities for community stakeholders

6. Allowing the community to use school resources7. Conducting information dissemination activities8. Designing . supporting and monitoring of school activities

by internal and external stakeholders

CURRICULUM VITAE

27

PERSONAL DATA:

Name: EVANGELINE MEDE NAPALDETDate of Birth: October 29, 1979Place of Birth: Bauko, Mountain ProvinceParents: Pepito Lagaran Mede

Francisca Galudang MedeCivil Status: MarriedHusband: Philip Napaldet Jr.Children: Joash Rey Napaldet

Jofrit Luigi NapaldetJenica Val NapaldetJeremy Napaldet

EDUCATIONAL BACKGROUND:

Graduate : Master of Arts in Elementary EducationBaguio Central University Baguio CityOngoing

Tertiary: Bachelor of Science in Elementary EducationBaguio Central University Baguio City2000

Secondary: Tadian School of Arts and TradesMarch 1996

Primary: Balaoa Elementary SchoolMarch 1992

EXAMINATION PASSED:

28

Licensure Examination for Teachers (LET) given by the Professional

Regulatory Board last August 26, 2006.

WORK EXPERIENCE:

Teacher IOctober 26, 2010 to present

SEMINAR/CONFERENCE/WORKSHOP/SHORT COURSES

1. Seminar Workshop on Gabay sa Ortograpiyang Pambansa, Kontekswalisasyon at Lokalisasyon ng mga Kagamitang Pagturo at Pagpili ng Interaksyong Aralin sa PagbasaDepartment of EducationApril 16-19, 2014

Documents

Community Participation in the Primary Schools of Selected Districts in the Philippines