I.

CONTEXT AND RATIONALE

Department of Education (DepEd) Order No. 91, s. 1999 saw to the

implementation of conversion of public elementary schools into integrated schools,

where provisions of its establishment were further expounded and explicated in

DepEd Order No. 40, s. 2014. The said order defines integrated school as a school

that offers complete basic education from Kindergarten to Grade 10 or

Kindergarten to Grade 12 with the full implementation of the K to 12 Law, in one

school site and has unified instructional program.

Domalandan Center Elementary School, having met the provisions of DO

No. 91, s. 1999 converted into a integrated school on April 27, 2010. Its conversion

saw to the usual requirements and needs that opening a new department or grade

level entailed such as classrooms and/or buildings, teachers and instructional

materials. Having a secondary department meant hiring teachers with

specializations. The school then, though it had relieving teachers in its roster,

cannot fully utilize them as their degree does not qualify them to teach in high

school.

Eight years into its conversion or establishment as a integrated school,

Domalandan Center Integrated School (DCIS) boasts of growing enrolment,

faculty and support staff as well as buildings or facilities. To date, DCIS has

elementary, junior high school and senior high school. To a school head of a

integrated school, leading and managing a integrated school is no mean feat.

Compared to school heads of a regular public school who only have one

department to tend to , a integrated school means leading and managing three

departments. It equates to catering to needs and requirements of a particular

department in three different ways. Think of the many myriad paperworks and
standard operating procedures of DepEd pertinent to running or managing a public

school which the school head of integrated schools have to adhere to. Think of

Learners’ Information System. EBEIS, LRDMS, EHRIS, School Forms of

numerous numbers and reports which may need submission on a periodic basis

or short notice.

To date, DCIS has 20 elementary teachers, 34 junior high school teachers,

9 senior high school teachers and 4 administrative aides. The school has a total

enrolment of 1, 347 encompassing already the three departments of the school. It

also has 8 buildings which serve as classrooms and 2 buildings which served as

classrooms for Home Economics and Industrial Arts. It has one canteen 1

Computer Laboratory and 1 Electronic Room (E-Room) and 1 Learning Resource

Center.

Undeniably, the transformation of Domalandan Center Elementary School

into Domalandan Center Integrated School poses challenges to the present school

head. She needs to oversee the operation of an elementary, a junior high school

and a senior high school in one campus which means that the school head;s

responsibilities have become doubled if not multiplied.

Generally, school heads, who are also known as the school principals, see

to the overall operation of their schools. This encompasses leading school reforms

that shall raise student achievement to facilitating the school’s interactions with

parents and other stakeholders in the community, developing school discipline

policies and enforcing them, ensuring that facilities and equipment are available,

safe and in good working order, and preparing and submitting reports and

documents. It is in account of the data cited that this study is hereby proposed. It

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looks into the challenges encountered by the researcher in leading and managing

DCIS as a integrated school this school year 2018-2019.

II. ACTION RESEARCH QUESTIONS

This study aims to look into the challenges in leading and managing

Domalandan Center Integrated School as a integrated school this school year

2018 – 2019.

Specifically, it aims to answer the following:

1. What is the profile of the teachers in DCIS in terms of

a. age

b. sex

c. baccalaureate degree

d. area of specialization

e. highest educational attainment

f. number of years in teaching

g. position/rank

2. What is the degree of seriousness of the challenges encountered by the

school head in managing the integrated school along the seven domains of school

leadership and management namely:

a) school leadership;

b) instructional leadership;

c) creating a student-centered learning climate;

d) human resource management and professional development;

e) parent involvement and community partnership;

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 f) school management and operations; and

g) personal and professional attributes and interpersonal effectiveness

3. What model can be developed in the management of integrated school (s)?

III. Proposed Innovation, Intervention and Strategy

Transformative Model of Management for Integrated School

Domalandan Center Integrated School, along with other integrated schools

in the Schools Division Office I Pangasinan, is relatively young. It has just gained

full status as a integrated school with the full implementation of the K to 12

curriculum last school year, 2017 – 2018. From this perspective it can be gleaned

that DCIS an a integrated school is still in its transition stage.

Taking cues from the leadership initiatives enshrined under the Philippine

Professional Standards for Teachers vis-à-vis the Results-Based Performance

Management System, the proposed innovation takes into consideration the

domains upon which the school head, together with the education stakeholders,

draw initiatives in the development of the integrated school. The transformative

model of management for integrated school underscores its thrust on innovation

and in instilling greater professionalism in the management of the integrated

school.

The proposed innovation is anchored on the 7 domains of school

leadership and management which serve as guidepost to the school heads in

leading and managing the integrated school. The figure of the proposed innovation

on transformative management of integrated school is shown on the next page.

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 School leadership

Instructional management

Creating a student-centered learning climate

Human resource management and professional development

Parent involvement and community partnership

School management and operations

Personal and professional attributes and interpersonal effectiveness

Figure 1. Model of Transformative Management for Integrated School

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 Incidentally, the model is reflective of the complexity theory which,

according to Ng (2015), establishes the founding knowledge in understanding the

school as an organization which is complex as well as a significant stakeholder

responding to national demands. It cannot be denied that management of

integrated schools is characterized by approaches and processes in dealing with

numerous concerns particularly during its transition period. Guided by the diversity

of education stakeholders as well as of the attributes the school head should have

in the execution of her duties as administrator in the management of a integrated

school, the following domains of school leadership and management as

components of the transformative model of management of integrated school is

further explicated.

1. School Leadership

With effective leadership as the core of every successful school, what is

emphasized in this domain is the collaborative creation of a vision and a climate

for all learners, teachers and non-teaching personnel which shall help them reach

their highest level of achievement.

2. Instructional Leadership

This domain shall underscore the development of the school head’s

instructional leadership skills. It shall encompass the instructional supervision and

technical assistance that the school head can initiate to promote high level of

learning among learners.

3. Creating a student-centered learning climate.

This domain necessitates the school head to set high standards and

expectations for learners while duly recognizing their achievement.

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5. Human resource management and professional development.

Effective school leaders are those who develop, nurture and support the

talents of those around them. Likewise, the school fosters if not promotes the

continuous growth and development of personnel.

6. Parent involvement and community partnership.

Covering parents and other stakeholders’ involvement in raising the

performance of learners, this domain sees to it that school heads engage the

community in making decisions where achievement of universal participation,

completion and functional literacy is concerned. Likewise, this domain

encompasses the crucial role that school heads play in managing the

implementation and monitoring of the annual implementation plan and school’s

improvement plan.

7. Personal and professional attributes and interpersonal effectiveness.

This domain makes it imperative that school heads conduct themselves in a

manner beyond reproach. The school heads themselves become models of ethical

leadership and professionalism.

All in all, the seven domains of school leadership and management with

their corresponding competencies shall be utilized in this study as the bases for the

challenges encountered by the proponent in managing a integrated school.

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IV. ACTION RESEARCH METHODS

a. Participants and/or Other Sources of Data and Information

The primary data will be obtained from the 100% total number of teachers

encompassing all the departments (N=63), administrative aids (N=4) and officers

of the PTA Board for the school year 2018 -2019 (N= ).

b. Data Gathering Methods

Descriptive-developmental research method with the use of a survey

questionnaire as the data- gathering instrument shall be employed in this study. A

descriptive study searches for factual data to substantiate an existing truth

(Calderon, 2003). Moreover, the aim of is to determine and describe the nature of

a thing by deciphering its parts by means of collecting data on, and describing in

a systematic manner, the characteristics, features or facts about a given

population. This study shall utilize the descriptive method to enable the analysis of

the profile and the challenges encountered by the school head in managing the

integrated school along the seven domains of school leadership and management.

As a developmental study, an output shall be generated, i.e. a model of

transformative management of integrated school.

c. Data Analysis Plan

The data will be treated and analyzed statistically.

1. Frequency count and percentage shall be used to determine the profile of

the respondents in terms of age, sex, baccalaureate degree, area of specialization,

years of teaching experience, highest educational attainment and rank or position

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 2. Weighted mean shall be used to determine the degree of seriousness of

the challenges encountered by the school head in managing integrated school

along the 7 domains of school leadership and management. The following range

will be used to interpret the computed mean:

Point Scale Limits Descriptive Rating

4 3.26 – 4.0 VS (very serious)

3 2.51 – 3.25 S (serious)
2 1.76 – 2.50 MS (moderately serious)
1 1.0 – 1.75 NS (Not Serious)

V. Action Research Work Plan and Timelines

Plan Date Activity

Outlining the Work Plan October 2018 Writing the proposal and Gathering
Related Literature

November 2018
Submission of the research Finalizing the components of the
proposal to the Division proposal prior to its submission.
Research Committee for
checking and approval.

Fielding of the survey December Administering the survey

questionnaires to the 2018 questionnaires to obtain the data
identified respondents. needed.

Analysis of the Result January 2019 Gathering, treating and analyzing the
through statistical results of the questionnaire.
treatment

Preparation of the model February 2019 Reviewing models and theories of

for transformative school leadership and management
management of integrated prior to the development of the model.
school

Final Writing of the Action March 2019 Writing the Final Action Research and
Research and Submission submission of the output.

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VI. Cost Estimates

Activity Objectives Materials Time Frame Cost Estimates

Research To prepare a Paper and ink October – P10,000.00

Proposal research proposal Supplies December
Writing for approval in the 2018
SDO.

Data Gathering To gather pertinent Paper and ink January– P10,000.00

and Analysis data intended for the Supplies March 2019
research. Transportation

Preparation and To prepare the final Paper and ink April – June P10,000.00
Submission of draft of the paper for Supplies 2019
Final Paper submission , Transportation
publishing, and
presentation.

VII. Plans for Dissemination and Utilization

Date Activity Persons Involved

April 2019 Submission of the tight-copy of the Division Committee on

research conducted to the Division Research
Committee on Research.

May 2019 Coordination with the SDO1 Division Research

Pangasinan for the issuance of Committee
memorandum encouraging the
school heads of integrated schools
to adopt the results of the study.

June 2019 Getting feedback from the school School Heads of

heads who adopted the results of Integrated Schools
the study.

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 July 2019 Writing reports on the adoption of Committee on
the model and submitting it to the Research
committee on research.

VIII. References

Bush, T. (2007). Educational leadership and management: Theory, policy, and

practice. South African Journal of Education. Vol. 27(3)391–406.

Department of Education Order No. 91, s. 1999 - Guidelines on the Establishment

and Operation of Integrated Schools. http://www.deped.gov.ph/orders/do-
91-s-1999. Retrieved on March 27, 2017.

Department of Education Order No. 40, s. 2014 – Establishment, Merging,

Conversion, and Naming/Renaming of Public Schools, and Separation of
Public School Annexes in Basic Education

Ng, F.S. D. (2015). Leadership learning for complex organizations. Cogent

Education. (2015), 2: 1017312.Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/2331186X.2015.1017312.

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ANNEX 1: Research Proposal Application Form and Endorsement of
Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE:
CHALLENGES IN LEADING AND MANAGING A INTEGRATED SCHOOL
SHORT DESCRIPTION OF THE RESEARCH
The study looks into the challenges encountered by the school head/s in leading
and managing a school that has been converted into a integrated school. It aims to
develop a model of transformative management of integrated schools which is
anchored on the 7 domains of school leadership and management.
RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY
one) (check only one research theme)
o National o Teaching and Learning
o Region o Child Protection
o Schools Division o Human Resource Development
o District o Governance
o School (check up to one cross-cutting theme,
if applicable)
o DRRM
(check only one) o Gender and Development
o Action Research o Inclusive Education
o Basic Research
o Others (please specify): __________

FUND SOURCE AMOUNT

BERF P30,000.00

TOTAL AMOUNT P30,000.00

B. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

AQUINO MA. THERESA SISON

BIRTHDATE SEX: POSITION/DESIGNATION

(MM/DD/YYYY)
FEMALE PRINCIPAL II
09/20/1965

REGION/ DIVISION/ SCHOOL

Region 1/ Schools Division Office I Pangasinan/Domalandan Center IS

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS

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 EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED
RESEARCH PROJECT

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

___________________________
Name and Signature of Immediate Supervisor

Position/ Designation: ______________

Date: _____________________

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ANNEX 3: Declaration of Anti-Plagiarism and Absence of
Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, Ma. Theresa S. Aquino, understand that plagiarism is the act of taking

and using another’s ideas and works and passing them off as one’s own.
This includes explicitly copying the whole work of another person and/or
using some parts of their work without proper acknowledgment and
referencing.

2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I further commit that all deliverables and
the final research study emanating from this proposal shall be of original
content. I shall use appropriate citations in referencing other works from
various sources.

3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the
Department of Education and (insert grant mechanism).

PROPONENT: MA. THERESA S. AQUINO

SIGNATURE:

DATE:

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