Chapter I THE PROBLEM AND ITS SETTING RATIONALE

Teachers serve not only as educators, but also mentors and role models especially in the modern world, where values such as respect for elders, sharing, and cooperation among peers are not always taught in the home. Young students look to their teachers when determining how to interact as adults. Teachers role is vital at any educational level. She is not only responsible for good teaching but creation of friendly and attractive school environment is also included in her duties. For this purpose, she has to perform challenging role inside and outside the

school. As the word implies, a teacher is a molder of human mind. She is not only confined to the four walls of her classroom, but her scope goes beyond the community where she is assigned to. She is not only limited to teach the 3Rs to the school pupils but she has to embrace adult community education program. It is the role of the teacher to educate not only her children but also the other citizens in a place.

Many

teacher

education

programs

concentrate

on

bringing

theoretical perspectives to bear on events of teacher practice. There is a concern for fostering critical analysis. A strong argument for a reformed teacher education is that the character of teachers work changes and that it will continuously do so. Teachers must engage in lifelong learning to be able to catch up with changing professional tasks. One essential component of

this new agenda is again the thesis, which is motivated as a major means to more analytic ways of thinking among teacher students and teachers. School classrooms can be conceptualized as bounded communities of practice to learn and made and up of teachers and The

students

working use

together

build

knowledge.

widespread

of

information

communication

technologies

enables these communities to create knowledge, cross boundaries and this build up intellectual sense is capital. Educational not only to leadership the in

broader

important,

cognitive

development of the school-child in a formal setting, but to the development of all citizens, young and old, and to community and national development. This is recognition also of the values and practice of lifelong learning as means towards the simultaneous reduction society. of poverty reduction and the enhancement of civil

THEORETICAL AND CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK

Teachers often claim that they learn more from teaching experience than from course work. Consistent with Deweys theory of experience, as the participants each interacted continuity with their and

teaching

experiences;

they

created

among

derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Deweys theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each

participant valued.

CONCEPTUAL FRAMEWORK

Figure 1. The Paradigm of the Study One core belief forms the base for all our other guiding principlesrespect unique for the inherent value of each persons and and the

perspective, Mutual faculty

culture, among

developmental all groupsthe

stage teacher in

experiences. child, the

respect and

college

student,

colleagues

department and the college, and the child development department and the greater Austin early care and education community

creates the sense of belonging, trust and depth of relationship that we believe is essential to fulfill our mission in our work as educators, as a faculty, and as members of the early care and education community.
4

THE PROBLEM STATEMENT OF THE PROBLEM

Teachers play varied and multi-dimension roles in and

outside the school for the sake of education and literacy. They are guides, counselors, educators, administrators, and community mobilizers. There pre-service and in-service trainings prepare them to perform these duties effectively. Current study will assess their preparedness only as community mobilizers. Their successful role as community mobilizers is essential for high enrollment and low drop-out rates. The statement of the problem was; Teacher as Community Mobilizer. Specifically, it seeks answers to the following problems: 1. How can the teacher help literacy problems of the people? 2. How can the teacher improve the socio-cultural and economic conditions of the people? 3. How shall the teacher draw influence as an educated leader to change the indifferent attitudes of the community? 4. What can the teacher do to improve the health and sanitary conditions of the homes in the community?

STATEMENT OF ASSUMPTION
Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. Teacher leaders can also be catalysts for change, visionaries who are never content with the status quo but rather always looking for a better way. Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate

analysis of student learning.

STATEMENT OF HYPOTHESIS
The researcher formulated the following is the negative

side of the problem. 1. There are no reasons that cause teachers not to be involved in the community activities. 2. There are certain factors that influence the teachers

perceptions on the contributions of the school to community development.

SIGNIFICANCE OF THE STUDY

Teacher's role is that of a mother. As we know, a mother nurtures her child with care and love and considers herself responsible for all virtues and vices of her child. The teacher, also, is responsible for the virtues and vices prevailing among the citizens of the society. Cultural growth of the society is due to good teachers. Moreover no profession is learned and mastered without a good teacher. Teacher is omnipresent. Her role is also that of a Soldier. A soldier protects the country from the external attacks while a teacher protects her society from the ignorance - the internal attack. No society can afford to have bad teachers. Teacher plays, undoubtedly, a vital role. Family. This would inform them that they have someone to ask with about their children when they are at work. Children. This study will let them know that they have

someone to talk to not only about school problems as well as personal one. Barangay and City Officials. Through the help of a teacher, the findings of this study would encourage them to give more opportunities for the educators.

DEFINITION OF TERMS
Culture. behaviors, A way of life of and a group of that people they the

beliefs,

values,

symbols

accept,

generally without thinking about them, and that are passed along by communication and imitation from one generation to the next. Developmental Stage. A natural or common divisions of the human developmental process, characterized by types of behavior (as in the oral (as stage), in the by biological stage), properties or by or

manifestations

embryonic

mental

processes (as in Piaget's "concrete operations" stage). Experiences. The apprehension of an object, thought, or

emotion through the senses or mind. Contributions. teachers on These refer to the as shares made by by the the

community

development

perceived

respondents of the study.

Chapter II RELATED LITERATURE AND STUDIES

This chapter presents review of related literature and

studies which the researcher got from reading books, journals, unpublished thesis and dissertations.

RELATED LITERATURE
As what Ms. Veronica Maier1 said in her article, Teachers interact with parents, students and other teachers regularly, affecting the lives of their students daily. In addition to the classes they teach, instructors often find themselves involved in many community projects and serving the community at large as leaders. They also regularly take leadership positions within their school districts, communities of teachers, parent-teacher organizations, and professional teacher organizations and

teachers unions. Teaching may be carried out informally, within the family, which is called home schooling, or in the wider community. Formal Such teaching may be carried a out by in paid some

professionals.

professionals

enjoy

status

Veronica Maier has been an active online writer since 2010. She has been a contributing writer to eHow and Answerbag. Maier holds a Bachelor of Arts in art history and visual culture with an emphasis on the American modern from the University of California, Sta. Cruz.

societies

on

par

with

physicians,

lawyers,

engineers,

and

accountants (Chartered or CPA). A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany

students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may have responsibility for student discipline. Around the world teachers are often required to obtain

specialized education, knowledge, codes of ethics and internal monitoring. The role of the teacher in a positive school-community

relationship is extremely important since it is the teacher who is the backbone of the educational system. Although school

boards create school policy and administrators interpret these policies, policy. favorable teachers Teachers are must the also personnel be in who to implement make the school most of The

prepared even the

impression in

possible to

most

innocent support.

circumstances

order

maintain

public

community's perceptions of the teacher affect their perceptions of the school and subsequently student morale, school resources, and support for the school in general.

10

The words of Horace Mann2 gets significance here, A teacher who is attempting to teach without inspiring the pupil is

hammering on cold iron.

RELATED STUDIES
Alan F. Paguia3 says that school teachers play a key role in Philippine society. They mould the hearts and minds of the

majority of the Filipino youth. They teach their students what is right or wrong and what is good or bad. They reinforce in school what is traditionally taught or ought to be taught at home. They teach our young citizens to be honest, creative,

resourceful and productive. To a large extent, they determine the values that ultimately govern the conduct of our citizens. To their students who have no parents, they play the role of substitute parents. To their students who have parents, they play the role of secondary parents. In both cases, they provide their students with a strong sense of belonging a kin to close family ties.

Horace Mann (May 4, 1796 August 2, 1859) was an American education reformer. As a politician he served in the Massachusetts House of Representatives from 1827 to 1833. He served in the Massachusetts Senate from 1834 to 1837. In 1848, after serving as Secretary of the Massachusetts State Board of Education since its creation, he was elected to the US House of Representatives. Mann was a brother-in-law to author Nathaniel Hawthorne. 3 Employment History: President Joseph Estrada's Lawyer - Ousted, Law Professor - Ateneo Law School, Law Subjects Teacher - Ateneo Law School.

11

When their students do well, they encourage doing better. When their students do better, they encourage doing best. When their students do best, they feel happiest. When their students do badly, they try to win them back. When their students do worse they use the kindest words. When their students do the worst that is the time they work the most. If it is true that not all school teachers are good, it is because most of them are better. And if it is true that most of them are better, it is because some of them are the best. If teaching is a noble profession, teaching in schools is the noblest. The performance expectation is high, but the pay is low. The workload is heavy, but the compensation package is light. School facilities are meager, but the student population grows bigger with each year. The problems are overwhelming, but the teachers keep on working. Widespread corruption in

government is discouraging, but the teachers keep on inspiring their students to excel. Every time a student from a poor family gets sick while in school, teachers readily shoulder whatever immediate expenses there may be without expectation of being paid back. Insofar as school teachers are generally concerned, teaching must go on regardless of government neglect of

teachers welfare, for as long as they can personally help it.

12

Many teachers.

school The

graduates

treasure serve

their as

bond

with for

their higher

lessons

learned

capital

studies and higher accomplishments. The consequent profits are profoundly significant not only to the individual graduate, but also to his or her family and to society in general. Without that capital, the natural uncertainty or unforseenability of the future is magnified twice or thrice over. With that capital, the cloud of uncertainty is removed and the future becomes more reasonably foreseeable and bright. Behind the success of every school graduate is a platoon of teachers whose lives are dedicated to the patriotic proposition that the correctly educated Filipino youth are the true hope for true liberation and of the Filipino people Who think, from are their the current

economic educated

political youth?

enslavement. Those who

correctly act to

Filipino

speak

and

uphold the best interests of the Filipino people in every way possible. Therefore, the incorrectly educated Filipino youths are those who do not think, speak and act to uphold the best interests of the Filipino people. The first needs constant

encouragement; the Filipino people must inspire them. The second needs more education; the Filipino people must re-educate them.

13

Chapter III RESEARCH METHODOLOGY

This chapter presents a description of the research

methodology used in the conduct of this particular study. These are appropriately selected to facilitate the completion of the study.

RESEARCH METHOD
The researcher used the correlation method that is

quantitative analyses of the strength of relationships between two or more with variables student (e.g., are teacher and which qualifications involved the

correlated

achievement?)

high school teachers in Christ the King College as community mobilizers.

14

RESEARCH ENVIRONMENT

This study was conducted in Christ the King College. It is located at Magsaysay Blvd., Calbayog City. It is managed by the Order of Franciscan Minors of San Pedro Bautista. It offers different courses such as Master of Arts in Education (MAED), College of Law, Tertiary Education Programs such as the College of Accountancy, College of Computer Science, College of Arts and Sciences, Bachelor of Art (AB), College of Commerce and

Secretariat Education, Bachelor of Science in Commerce (BSC), College Bachelor Allied of of Education, Elementary Bachelor of Secondary (BEED), Education of (BSE), Health

Education and

Institute Education

Education

Programs

Secondary

Programs,

Elementary and Pre-School and Associate in Arts.

15

RESEARCH RESPONDENTS
The respondents of this study were ten (10) male and ten (10) female high school teachers in Christ the King College.

RESEARCH INSTRUMENTS
The instrument that the researcher used is the

questionnaire that showed is answered by the respondents of this study. TEACHER AS COMMUNITY MOBILIZER

RESEARCH PROCEDURES
This part of the research includes the gathering of data and the statistical treatment of data. The researcher asked

permission from the Principal of High School Department that she will be allowed as to conduct the study the using the high school the the

teachers

respondents. the

With

Principals study by

approval

researcher

conducted

research

distributing

questionnaire to the respondents.

GATHERING DATA
The researcher used the frequency percentage rank

computation by taking at the data. The researcher can already see and determine the teachers roles in the community.
16

TREATMENT OF DATA
The following statistical measures were used in analysis of the data. 1. Use if frequency distribution (F) 2. Computation for percentage (P) using the formula below P = f/N Where: P = Percentage f = Frequency N = No. of cases

17

Chapter IV PRESENATTION, ANALYSIS AND INTERPRETATION DATA

This chapter presents the analysis and interpretation of data of the study on the Teacher as Community Mobilizer. The findings are shown in tables followed by their respective

contextualized discussions.

TABLE I
Profile of Respondents in Terms of Selected Variables Gender a. Male Year Level - First Year - Second Year - Third Year - Fourth Year TOTAL b. Female - First Year - Second Year - Third Year - Fourth Year TOTAL F 4 3 2 1 10 1 2 3 4 10

%
20% 15% 10% 5% 50% 5% 10% 15% 20% 50%

18

As seen in the table, the profiles of the respondents are as follows: male teachers in first year are 20%, in second year are 15%, third year are 10% and fourth year are 5%. While the female teachers in first year are 5%, second year are 10%, third year are 15% and fourth year are 20%. Therefore, the profile of the respondents of the study in terms of selected variables is significant to a certain extent.

TABLE II
Teachers as Members of the Society Contributions of School on Community Development Respondents who Agreed Percent (%)

It

promotes who

literacy are the

among future

20

100%

children

leaders of the community. Teachers of the school act as facilitators in important 20 100%

community activities.

19

The

school

acts

as

agent

in

20

100%

enhancing services education.

governments particularly

social in

All the respondents agreed that teachers have significant contributions to the community development. The contributions include the following: it promotes literacy among children who are the future leaders of the community; teachers of the school act as facilitators in important community activities; and the school acts as agent in enhancing governments social services particularly in education. Therefore, the hypothesis which states that there are no reasons that cause teachers not to be involved in the community activities is rejected.

20

TABLE III
Factors that Influence Respondents Perceptions on Contributions of the Teachers on Community Development Factors Influencing Respondents Perception Personal observation about learners going to school giving happiness to parents. Personal experience of the educational 20 100% Respondents who Agreed 20 Percent (%) %

foundation attained from the school. Teachers are always active during elections, barangay or town fiesta and other activities in the community. Based on the answers made by the respondents, there are factors that influence their perceptions on the contribution for the betterment of the community. The factors are as follows: personal happiness observation to about learners are going to school active giving during 20 100%

parents;

teachers

always

elections, barangay or town fiesta and other activities in the community and personal experience of the educational foundation attained from the school. Therefore, the hypothesis which states to this effect is valid.

21

Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the findings of the study. It also presents the conclusions and recommendations made by the

researcher from the results of the study.

SUMMARY
This study was aimed at determining the Teacher as

Community Mobilizer. More specifically, the study sought to answers to the

following questions: 1. What percent of the respondents are male in each year level as well as the female? 2. What are the perceptions of the teachers on community

development? 3. What are the factors influencing their perceptions on the

contributions of the school to community development?

22

FINDINGS
The findings of the study on the Teacher as Community

Mobilizer are summarized as follows: 1. The profile of the respondents of the study in terms of

selected variables is significant to a certain extent. 2. The hypothesis which states that there are no reasons that cause teachers not to be involved in the community activities is rejected. The respondents have the same or similar

perceptions on the topic. 3. However, the hypothesis which states that there are factors that influence of the the respondents school to perceptions on the is

contribution accepted.

community

development

CONCLUSIONS
The findings: 1. There are equal number of male and female teachers and varies only to the year level they are teaching. 2. All respondents perceived that teachers have significant following conclusions were drawn from the above

contributions to community activities.

23

3. Similar

factors

influence

the

perceptions

of

respondents

regarding the contribution of the school to the development of the community.

RECOMMENDATIONS
The researcher suggested the following recommendations: 1. All community of residents the should cooperate only in to promoting the the

importance

teachers

not

community

development but the people in general. 2. Another related study must be conducted using other residents as respondents.

24

CURRICULUM VITAE
MARILEE POJADAS BALBARONA P-7, Brgy. East Awang, Calbayog City, Samar Mobile #: 09056473608 Email Add: marilee_spitfire@yahoo.com

ACADEMIC BAKGROUND Tertiary: Christ the King College Magsaysay Blvd., Calbayog City Secondary: Calbayog City National High School Brgy., Hamorawon, Calbayog City Primary: Calbayog City SPED Center Nijaga St., Brgy. East Awang, Calbayog City

TRAININGS AND SEMINARS ATTENDED June 2010 Grantee of City Arts and Culture Office ISKOLAR-CALBAYOG Gelera cor. Gomez St., Calbayog City April 3 8, 2010 Theater Arts Workshop (BITAW) City Arts and Culture Office Calbayog City, Samar

25

October 23 26, 2010

Madrigal Workshop City Arts and Culture Office Calbayog City, Samar

April 11 15, 2011

Dance Workshop City Arts and Culture Office Calbayog City, Samar

April 18 22, 2011

Music Workshop (Note Reading) City Arts and Culture Office Calbayog City, Samar

April 18 30, 2011

Leadership Training City Arts and Culture Office Calbayog City, Samar

May 23 25, 2011

Advanced Rondalla Workshop City Arts and Culture Office Calbayog City, Samar

June 1 8, 2011

Stage Management Workshop City Arts and Culture Office Calbayog City, Samar

December 6 10, 2011

Manila Educational Tour (Cultural Center of the Philippines, National Museum and Intramuros)

January December, 2012 Cultural Performances

26

October 23-26, 2012

Kutitap Workshop Cultural Center of the Philippines Manila, Philippines

February 14 & 26, 2013

Voices Concert (Acapella Repertoire)

AFFILIATIONS AND ORGANIZATIONS First Year Representative of College of Arts and Sciences, 2011 Institutionalized Scholarship Program for Kahiraan Leadership and Academic Rejuvenation (ISKOLAR) Grantee o Associate V-Pres for Cultural Affairs, 2011 o Finance Officer, 2012 o Vice President for Cultural Affairs, 2013 Calbayog Concert Chorus (CCC) Member Calbayog Akostiks (CA) Member Calbayog Rondalla (CR) Member Calbayog Theater Company (CTC) Member

PERSONAL PROFILE Provincial Address : Brgy. East Awang, Calbayog City, Samar Age Sex : : 20 years old Female
27

Marital Status Height Weight Religious Affiliation Nationality Language can speak Place of Birth Father Occupation Mother Occupation

: : : : : : : : : : :

Single 150 cm 40 kg Roman Catholic Filipino English, Tagalog and Waray Calbayog City Manolo Abrito Balbarona Self Employed Ma. Fe Pojadas Balbarona Government Employee

CHARACTER REFERENCES Mr. Jonas Lim CGDH-1 CITY ARTS AND CULTURE OFFICER Gelera St. cor. Gomez St., Calbayog City

28