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

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

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

TABLE OF CONTENTS
Page No.
TITLE PAGE

APPROVAL SHEET

..

i
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

DESIGN AND METHODOLOGY

Research Design .. 15
Locale and Population
Data Gathering Tool

... 15
..... 16

Validity and Reliability of Research Instrument . 17

Data Gathering Procedure ...... 17

Statistical Treatment of the Data .... 18

REFERENCES

........ 21

APPENDICES
A. Letter to the Respondents
B. The Questionnaire

....... 22

..... . 23

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

FIGURE USED

Figure

Page No.

Paradigm of the Study .......

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
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
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 actionoriented 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 counterproductive 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, dont always realize that the school needs help. Just getting
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

10

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.
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

11

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,
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

12

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 peoples 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)

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

13

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

14

1. Community stakeholders in the

public elementary schools of

Bauko I

1.
L

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 schoolscommunity stakeholders

relationship
5. Measures to improve school-

community stakeholders
relationships.
evel 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 public elementary schools
of Bauko I

15

4. Degree of seriousness of the

problems encountered in the
public elementary schoolcommunity stakeholders
relationship
5. Degree of effectiveness of the
measures to improve schoolcommunity 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 schoolcommunity 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:

16

Specifically, this sought answers to the following questions;

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 schoolcommunity 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.

17

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

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.
3. There is no significant difference between the perceptions of teachers and
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.
4. There is no significant difference between the perceptions of teachers and
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.
5. There is no significant difference between the perceptions of teachers and
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:

18

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
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.

19

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

demonstrate interest in collaborative problem solving of the communitys 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:

20

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

21

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 Yamanes
formula as shown in the below:
n =

N
1 + Ne

Where:
n = Sample size
N = Population size
e = Degree of marginal error (set at a minimum of 5% probability error)
Table A
Distribution of Respondents

22

Name of Schools
1. Abatan Elementary School
2. Bagnen Oriente Elementary School
3. Bagnen Elementary School
4. Banao Elementary School
5. Bauko Central School
6. Bila Elementary School
7. Guinzadan Elementary School
8. Guinzadan Norte Elementary School
9. Lagawa Elementary School
10. Letang Elementary School
11. Mayog Elementary School
12. Otucan Elementary School
13. Otucan Norte Elementary School
14. Tapapan Elementary School
Total
Sample

Number of
Teachers

Number of
Parents

8
8
8
12
11
8
8
8
8
7
8
8
7
9
118
91

140
135
132
205
217
187
120
125
135
125
96
130
106
190
2043
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
items will deal on the degree of seriousness encountered in school-community

23

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.

Statistical Treatment of the Data

24

The data to be gathered in the study will be tallied, classified, tabulated and
subjected to the weighted mean and ranking.
f
WM =
N
Where:
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
1

2.34 3.00
1.67 2.33
1.00 1.66

Very Much Involved

Moderately Involved
Least Involved

HI
MI
NI

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

elementary schools of Bauko I
NUMERICAL
VALUE

STATISTICAL LIMITS

DESCRIPTIVE
EQUIVALENT

SYMBOL

3
2
1

2.34 3.00
1.67 2.33
1.00 1.66

Great Extent
Moderate Extent
Least Extent

GE
ME
LE

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

public elementary schools of Bauko I

25

NUMERICAL
VALUE

STATISTICAL LIMITS

DESCRIPTIVE
EQUIVALENT

SYMBOL

3
2
1

2.34 3.00
1.67 2.33
1.00 1.66

Great Extent
Moderate Extent
Least Extent

GE
ME
LE

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

school-community stakeholders relationship
NUMERICAL
VALUE

STATISTICAL LIMITS

DESCRIPTIVE
EQUIVALENT

SYMBOL

3
2
1

2.34 3.00
1.67 2.33
1.00 1.66

Very Serious
Moderate Serious
Least Serious

VS
MS
LS

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

stakeholders relationship
NUMERICAL
VALUE

STATISTICAL LIMITS

DESCRIPTIVE
EQUIVALENT

SYMBOL

3
2
1

2.34 3.00
1.67 2.33
1.00 1.66

Very Effective
Moderate Effective
Least Effective

VE
ME
LE

26

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:

X - X2
t=
X + X2 1 + 1
N + N2 - 2 N N2
Where:
X

mean responses of the first group

X2

mean responses of the second group

summation of the processed responses of the first group

X2

summation of the processed responses of the

second group

X =

summation of the squares of the processed responses

of the first group

X2 =

summation f the squares of the processed responses

of the second group

number of respondents of the first group

N2

number of respondents of the second group

27

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.

28

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. Napaldet
Researcher

29

APPENDIX B
SAMPLE QUESTIONNAIRE

A. Level of involvement of community stakeholders

Instruction: Please rate the level of involvement of each group/unit by
checking the appropriate column according to your perception.
NUMERICAL VALUE

DESCRIPTIVE EQUIVALENT

SYMBOL

3
2
1

Very Much Involved

Moderately Involved
Least Involved

HI
MI
NI

Community Stakeholders

3
(VMI
)

2
(MI
)

1
(NI
)

1.
2.
3.
4.

Local Government Unit (LGU), Barangay Level

Municipal Government
Provincial Government
Government Agencies (i.e. DOH, DSWD, DENR,
DA,etc.)
5. Non-Government Organization (NGO)
6. Religious Organization
7. Socio-civic organizations (Lions club, Rotary club, etc.)
8. Alumni organization
9. Parents Associations
10. Basic sectors/Peoples organizations (i.e. Farmers
association, Indigenous people)
B. Extent of Assistance given by the community stakeholders
Instruction: Please rate the extent of each assistance extended by checking the
appropriate column according to your perception.
NUMERICAL VALUE

DESCRIPTIVE EQUIVALENT

SYMBOL

3
2
1

Great Extent
Moderate Extent
Least Extent

GE
ME
LE

30

Kinds of Assistance

3
(GE)

2
(ME)

1
(LE)

1. Resource speakers
2. Financial assistance
3. Health services
4. Livelihood projects
5. Infrastructure
6. School physical facilities
7. Textbook and reference books
8. School supplies
9. Literacy projects
10. Skills training
C. Concerns of public elementary schools
Instruction: Rate your perceived extent to which the community stakeholders
monitor the concerns by checking the appropriate column.
NUMERICAL VALUE

DESCRIPTIVE EQUIVALENT

SYMBOL

3
2
1

Great Extent
Moderate Extent
Least Extent

GE
ME
LE

Concerns
1.
2.
3.
4.
5.
6.
7.

Teacher performance
Teacher improvement
Instructional leadership
Adequacy of instructional materials
Facilities and equipment improvement
Academic performance
Non-academic performance

3
(GE)

2
(ME)

1
(LE)

31

D. Problems encountered in school-community relationship

Instruction: Put rate the degree of seriousness of each problem encountered in
school-community relationship by checking the appropriate column.
NUMERICAL VALUE

DESCRIPTIVE EQUIVALENT

SYMBOL

3
2
1

Very Serious
Moderate Serious
Least Serious

VS
MS
LS

Problems
1. Socio-economic status of stakeholders
(i.e parents, alumni, etc)
2. Educational qualification of stakeholders
3. Lack of time on the part of the stakeholders
4. Stakeholders perception of their roles (communication)
5. Level of confidence of stakeholders
6. 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)

3
(VS
)

2
(MS
)

1
(LS
)

32

E. Measures to improve school-community relationship

Instruction: Put rate the degree of effectiveness of measures to improve
school-community relationship by checking the appropriate column.
NUMERICAL VALUE

DESCRIPTIVE EQUIVALENT

SYMBOL

3
2
1

Very Effective
Moderate Effective
Least Effective

VE
ME
LE

Problems
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

3
(VE
)

2
(ME
)

1
(LS
)

33

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 resources
7. Conducting information dissemination activities
8. Designing . supporting and monitoring of school
activities by internal and external stakeholders

CURRICULUM VITAE
PERSONAL DATA:
Name:
Date of Birth:
Place of Birth:
Parents:
Civil Status:
Husband:
Children:

EVANGELINE MEDE NAPALDET

October 29, 1979
Bauko, Mountain Province
Pepito Lagaran Mede
Francisca Galudang Mede
Married
Philip Napaldet Jr.
Joash Rey Napaldet
Jofrit Luigi Napaldet
Jenica Val Napaldet
Jeremy Napaldet

34

EDUCATIONAL BACKGROUND:
Graduate :

Master of Arts in Elementary Education

Baguio Central University
Baguio City
Ongoing

Tertiary:

Bachelor of Science in Elementary Education

Baguio Central University
Baguio City
2000

Secondary:

Tadian School of Arts and Trades

March 1996

Primary:

Balaoa Elementary School

March 1992

EXAMINATION PASSED:
Licensure Examination for Teachers (LET) given by the Professional
Regulatory Board last August 26, 2006.

WORK EXPERIENCE:
Teacher I
October 26, 2010 to present

SEMINAR/CONFERENCE/WORKSHOP/SHORT COURSES

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1. Seminar Workshop on Gabay sa Ortograpiyang Pambansa,

Kontekswalisasyon at Lokalisasyon ng mga Kagamitang Pagturo at
Pagpili ng Interaksyong Aralin sa Pagbasa
Department of Education
April 16-19, 2014