scholarly journals An Input for Stakeholders’ Management and Engagement Primer (SMEP) of Basic Education in the New Normal in Laguna Cluster, Philippines Insight

2021 ◽  
Vol 3 (2) ◽  
pp. 76-90
Author(s):  
Melanie C. Caňo ◽  
Consorcia S. Tan, EdD ◽  
Marcial M. Bandoy, EdD ◽  
Albert D. Yazon, EdD ◽  
Lerma P. Buenvinida, EdD
Keyword(s):  
School Size ◽  
Basic Education ◽  
The Philippines ◽  
Main Concern ◽  
New Normal ◽  
School Year ◽  
Correlational Design ◽  
Stakeholder Support ◽  
Education Delivery ◽  
School Heads

Crafting contingency plans and interventions in the Philippines' basic education in the new normal is the main concern of the study. Thus, stakeholders’ support for basic education and the school’s implementation in Laguna cluster for the school year 2020-2021 are also determined in this study. Descriptive correlational design was utilized in which 650 individuals served as respondents who are a combination of school heads, master teachers, and teachers in the city schools’ division in Laguna. The result of the study revealed that there is a significant and positive correlation between stakeholder support and the degree of basic education delivery in the new normal, according to Pearson's Coefficient of Correlation. Stakeholder support for the implementation of basic education in the new normal was moderated by school size and demonstrated a high substantial relationship in terms of Learning Environment, Learning Support, Technology Support, Training and Development, and Direct Assistance. The use of regression coefficient showed that there is an immersive impact of school size on programs and tools in the delivery of basic education in the modern normal. On the other hand, there is no discernible interactive impact on the school scale. Hence, the empirical findings of the study were the basis of the researcher for the creation of a comprehensive contingency intervention plan. The Stakeholders’ Management and Engagement Primer (SMEP) was crafted and recommended to all school leaders to bridge the gap between the stakeholders’ support and the schools participating in the new normal adoption of basic education in Laguna cluster, Philippines.

scholarly journals Transitioning to the New Normal in Education: A Case Study of Chinese School Leaders in the Philippines

2021 ◽  
Vol 17 (35) ◽  
pp. 130
Author(s):  
Gina Pecson ◽  
Angeline Pogoy
Keyword(s):  
Private School ◽  
Leadership Practices ◽  
Basic Education ◽  
School Leaders ◽  
The Philippines ◽  
Structured Interviews ◽  
New Normal ◽  
Challenges And Opportunities ◽  
Changing Roles

This paper focuses on exploring the different changing roles and leadership practices of the two Chinese private school leaders in basic education in the new normal with its challenges and opportunities. This case study approach was done through semi-structured interviews and supplemented with documents including e-mails, written reports, meeting notes, and other related documents used for triangulation to strengthen the credibility of outcomes. It also enables different interpretations and meanings to be included in the data analysis. The findings revealed that the two Chinese private school leaders have adapted the four leadership practices successfully in their respective institutions, as they went through the process of restructuring the teaching and learning in the new normal where challenges and opportunities were enormous. These four leadership practices were Situational Leadership, Instructional Leadership, Benchmarking Leadership, and Distributed Leadership that school leaders had to modify and adapt depending on the situations to accommodate an ever-changing environment during and after the COVID-19 pandemic. The adaptability of different changing roles and leadership practices depending on its situations are the essential qualities of school leaders to rise above the circumstances and thrive in crisis during and after the COVID-19 pandemic.

Policy Analysis on Education in Emergencies (EiE) and Flexible Learning Options (FLOs) for Senior High School (SHS) in the Philippines

2021 ◽  
Vol 2021 ◽  
Author(s):  
Naomi Fontanos ◽  
Junette Fatima Gonzales ◽  
Kathrina Lorraine Lucasan ◽  
Dina Ocampo
Keyword(s):  
High School ◽  
Policy Analysis ◽  
Basic Education ◽  
The Philippines ◽  
Senior High School ◽  
Flexible Learning ◽  
Face To Face ◽  
School Year ◽  
Novel Coronavirus ◽  
Learning Options

The novel coronavirus disease (COVID-19) pandemic has affected the basic education sector in the Philippines. In the public school system, the pandemic has not only disrupted schooling by shifting the beginning of the school year (SY) 2020-20201 at a later time, it has also necessitated a shift to alternative learning delivery strategies including the use of more flexible face-to-face, distance and blended learning. This paper focuses on the effects of the COVID-19 outbreak on the K to 12 senior high school (SHS) program and the need to offer flexible learning options (FLOs) to upper secondary learners. It examines the policies the Department of Education (DepEd) has initiated in continuing learning during the pandemic and providing education through FLOs using the INEE’s domain standards on EiE. From this policy analysis, the paper identified some gaps that need to be addressed through the following recommendations 1) intensify FLO guidelines to meet the different needs and contexts of learners especially the marginalized; 2) develop an EiE policy; 3) improve teachinglearning by strengthening communication channels, formative assessment, and multimedia learning materials; 4) provide offline and online options for SHS tracks; 5) explore the use of videos, mobile training centers and flexible times of study.

scholarly journals Evolving Roles of Outstanding School Heads in Meeting the Challenges of the New Normal: A Phenomenological Study

2021 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Dr. Merly J. Sarzoso ◽  
Dr. Marcial M. Bandoy ◽  
Dr. Albert A. Yazon ◽  
Consorcia S. Tan ◽  
Dr. Lerma P. Buenvinida
Keyword(s):  
Best Practices ◽  
Basic Education ◽  
Phenomenological Study ◽  
School Leaders ◽  
Structured Interview ◽  
New Normal ◽  
Existing Problems ◽  
To Come ◽  
Main Instrument ◽  
School Heads

The study mainly focused on determining the evolving roles of the outstanding school heads in meeting the challenges of the new normal. It also aimed to develop a compendium of best practices to help the school leaders in addressing the difficulties they are encountering in the new normal. This qualitative research utilized phenomenology as an approach. There are 10 outstanding school heads - participants who were chosen through purposive sampling by which the participants share common experiences. The researcher used validated semi-structured interview guide questions as the main instrument, and a one-on-one interview was conducted in order to obtain meaningful data. The data were transcribed and coded for the researcher to come up with the emerging themes. The themes that emerged from the testimonies of the participants were clustered into a superordinate theme: Plugged in surveillance, evince reciprocity, paradigmatic positive alacrity, and fondness of diversity. Moreover, a compendium of best practices was developed to provide opportunities and tools for the school leaders in addressing and meeting the challenges in the new normal in education. The results of the study can be used by the school heads in addressing the challenges that they are facing in different circumstances like this pandemic. Their roles are becoming broader and spiced up by some complications brought about by the need to be more responsive and able to maintain the quality characteristics of basic education services primarily wielded out by teachers and with the support of local stakeholders in these most trying times of pandemic. A compendium of best practices is necessary since it will serve as the guide of the school heads in providing solutions to the existing problems because of the pandemic, and at the same time, it will be their framework in replicating and adapting the best practices shared by the participants.

scholarly journals School Heads’ Leadership Practices in The New Normal, Administrative Disposition, and Readiness of The Public Schools in Laguna

2021 ◽  
Vol 3 (2) ◽  
pp. 156-170
Author(s):  
Rycel Bungay Villar ◽  
Alberto D. Yazon ◽  
Consorcia S. Tan ◽  
Lerma P. Buenvinida ◽  
Marcial M. Bandoy
Keyword(s):  
Public Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
The Philippines ◽  
New Normal ◽  
The Public ◽  
School Heads ◽  
City Schools

School heads from the Philippines and around the globe are currently affronted by unexpected levels of adversities. They are facing threats, and which have been perennial to many, if not all, school organizations. This study assessed the relationship between the school heads' leadership practices, administrative disposition, and readiness of the public schools among school principals in the City Schools Divisions in Laguna for the school year 2020-2021. Two hundred five (205) public school principals were the respondents of the study. The researcher utilized the descriptive-correlational research design and self-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the school heads' leadership practices and the administrative disposition were highly practiced during the new normal in the education system. In terms of the readiness of the public schools, the results revealed that the schools are much ready. The school heads' leadership practices and administrative disposition related the readiness of the school. The school heads' leadership practices in terms of resiliency in stress management and the administrative disposition in terms of inclusivity and accommodative significantly predicted the readiness of the public schools in the five City Schools Divisions in Laguna. This research contributed to the school’s governance operations and contingency plan that will be used by the five city schools in the division of Laguna.

scholarly journals Reforma educativa como cambio curricular: representaciones de docentes en una escuela primaria

2016 ◽  
pp. 200-225
Author(s):  
Dra. Dulce Cabrera Hernández ◽  
Mtro. Rodolfo Cruz Vadillo
Keyword(s):  
Education Reform ◽  
Educational Reform ◽  
Curriculum Change ◽  
Basic Education ◽  
Social Representations ◽  
The Core ◽  
School Year ◽  
The Social ◽  
Reforma Educativa ◽  
Core Questions

En este artículo se expone un análisis sobre las representaciones que construyen docentes en torno al significante “reforma educativa” en el contexto de la educación básica, se presenta como ámbito de estudio la Escuela Primaria Colegio Cristóbal Colón en el estado de Veracruz, México, durante el ciclo escolar 2010-2011. Las preguntas centrales de esta investigación giran en torno a los significados construidos por las docentes respecto del término “reforma educativa” en la institución mencionada. En este abordaje se exponen los recursos procedentes de la teoría de las representaciones sociales, además de las dos categorías intermedias construidas en esta investigación: la primera se denomina reforma regional en perspectiva; la segunda, efecto de cambio y progreso. En este sentido la investigación permite conocer que las docentes significaron la interpelación de la RIEB 2009 como un llamado a la modificación de sus estrategias didácticas, identificando la reforma educativa como cambio curricular. AbstractThis article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change. Recibido: 28 de julio de 2015Aceptado: 06 de noviembre de 2015

scholarly journals SOCIOCULTURAL APPROACH: ADAPTATIONS FOR TEACHING ENGLISH AT MIDDLE SCHOOL

2021 ◽  
Vol 25 (1) ◽  
pp. 439
Author(s):  
Otoniel Serrano de Santiago ◽  
Manuel Ramírez Chávez ◽  
Gabriel De Ávila Sifuentes ◽  
Mario Efrén Infante Espinosa ◽  
Juan Javier Ramírez Valles
Keyword(s):  
Middle School ◽  
Public Education ◽  
Basic Education ◽  
English Learning ◽  
Teaching English ◽  
School Year ◽  
Sociocultural Approach ◽  
Education In Mexico ◽  
English Program ◽  
The City

English learning has changed its role in Mexican Education throughout the years. Recently, in 2011, but with initial proof programs since 2009, the Federal Office of Public Education in Mexico proposed the National English Program in Basic Education, which included K-9.National English Program was new for some states, while others had to migrate and adjust the ones they had. Recently in 2017 some adaptations were made, the most important was the name of the program, but maintained its essence. In Zacatecas state, there was not a background regarding English learning, at least for K-6 students. In middle school (7-9 grades) most of the schools have teachers. Currently there are still some struggles in Zacatecas, English teachers for K-6 have not been hired to cover all schools, although its number has been increasing since 2011.This situation has broadened the proficiency levels of English commonly obtained by students. The study was carried out in Middle School #48 in the city of Zacatecas considering three 7th grade groups. The research is a mixed study, which considered different information gathered during the 2017-2018 school year, the intervention was based on Vygotsky’s theory, and planning according to the National English Program, at the end of the school year, results were collected, demonstrating the importance of effective planning based on context and students’ abilities.

scholarly journals The Impact of Covid-19 on Physical Education: Mobility-Restrictive Measures on the Remote Learning Setup

2021 ◽  
Vol 11 (10) ◽  
pp. 474-489
Author(s):  
Rowena Nery Monte ◽  
Aivi Reyes Buan
Keyword(s):  
Physical Education ◽  
The Philippines ◽  
New Normal ◽  
First Semester ◽  
Negative Effect ◽  
And Performance ◽  
Restrictive Measures ◽  
The University ◽  
The Impact ◽  
Remote Learning

The remote learning setup engendered numerous disadvantages to both learner and educator. Mental health, accessibility affected by one’s socioeconomic classification, availability of technological apparatuses, and lack of social integration are some of the reported disadvantages caused by remote learning. The effects are far more notable in subjects that demand physical activities given that several prerequisites must be accessible to the learner for him/her to successfully participate. To specifically assess the impact of this new normal in physical education, a specific course offering in University of the Philippines Los Baños (UPLB), Human Kinetics 12: Walking for Fitness, is examined through a quantitative study involving students who were enrolled. Surveys and other statistical tools are utilized to yield accurate data about the impact of mobility-restrictive measures to the perception and performance of the students. The findings of this study revealed what they feel about the quarantines and lockdowns have a negative effect to their perception and performance in HK12: Walking for Fitness. Besides the fact that the policies are meant to restrict mobility and that HK12: Walking for Fitness requires mobility, it must also be considered that the First Semester, A.Y. 2020-2021 is the first semester of the university to observe remote learning. Even though the study did not capture such behavior, it must be noted that the drastic shift to online classes made it difficult to students to cope with the new normal in education.

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