San Quintin District

San Quintin

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent
Pangasinan Division II
Binalonan, Pangasinan

Sir:

I have the honor to request permission from your good office to undertake a Basic
Research entitled “21st Century Teaching Competencies Of Elementary Teachers In
San Quintin District”, S.Y. 2019-2020 of San Quintin District, San Quintin Pangasinan.
I am hoping for your favorable action on this matter.

Very truly yours,

ROWENA F. PALISOC
Researcher
“21st CENTURY TEACHING COMPETENCIES OF ELEMENTARY TEACHERS

IN SAN QUINTIN DISTRICT”

A BASIC RESEARCH PROPOSAL

PRESENTED TO THE
SCHOOLS DIVISION SUPERINTENDENT
DIVISION OF PANGASINAN II

BY:

ROWENA F. PALISOC
Principal II
 San Quintin District
San Quintin

1st Endorsement
August 16, 2019

Respectfully forwarded to the Schools Division Superintendent, Pangasinan

Division II, Binalonan, Pangasinan recommending approval of the letter request of

ROWENA F. PALISOC, Principal II of San Quintin District, San Quintin Pangasinan.

DOMINGA C. MERCADO, Ed.D.

District Supervisor
 San Quintin District
San Quintin

PERMIT TO CONDUCT BASIC RESEARCH

This Basic Research entitled, “21st Century Teaching Competencies Of

Elementary Teachers In San Quintin District”, SY: 2019-2020 was prepared and to
be initiated by Rowena F. Palisoc, Principal II of San Quintin Central School.

It is being forwarded to the Office of the Schools Division Superintendent for approval.

DIVISION EVALUATION COMMITTEE

MARIA CRISTINA B. DALIGCON

SEPS- PLANNING & RESEARCH
In –charge of Action Research

CORNELIO R. AQUINO, Ed.D.

Curriculum Education Supervisor
Curriculum Implementation Division
APPROVED:

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent

For the Schools Division Superintendent:

VIVIAN LUZ S. PAGATPATAN, Ph.D.

Assistant Schools Division Superintendent

CURRICULUM VITAE
 I. Personal Data:

Name :ROWENA FABELICO PALISOC

Place of Birth :San Quintin, Pangasinan

Date of Birth :November 9, 1969

Home Address : Barangay Mabini, San Quintin, Pangasinan

Father’s Name :Miguel Jimenez Fabelico

Mother’s Maiden Name :Julieta Ducolan Castillo

Civil Status :Married

Husband :Gilbert Z. Palisoc

Religion :Roman Catholic

Nationality :Filipino

II. Educational Background:

Elementary : Sisenando V. Tecson Elementary School

(Former Calomboyan, Community School)

1976-1982 (First Honors)

Secondary : San Quintin High School

San Quintin, Pangasinan

1982 – 1986 (Second Honors)

College : Bachelor in Elementary Education

Zaragoza College, Tayug, Pangasinan

October, 1986– October, 1990

Graduate Studies : Master of Arts Major in Psychology

(Academic Requirements) Luna Colleges,

Tayug, Pangasinan

III. Eligibility:
CS Career Service-Professional - 81.04 October 10, 1991

San Fernando City

Professional Board for Elementary Teachers (PBET) - 72.14 November 10, 1991

San Fernando City

2011 National Qualifying Examination - 95.60 San Fernando City

for School Heads (NQESH)

IV. Work Experience:

Elementary Grade Teacher I - February 8, 1993 – October 31, 1997

Mantacdang / Gonzalo Elementary School

Teacher II - March 3, 1997- August 12, 1999

Gonzalo Elementary School

Teacher III - August 12, 1999 –September 26, 2011

San Quintin Central School

Master Teacher I - September 27, 2011 – April 31, 2012

Gonzalo Elementary School

Principal I - June 13, 2012 – September 12, 2013

Don Luis Elementary School

Principal II - September 13, 2013 up to present

Sisenando V. Tecson ES and San Quintin Central School

V. Seminars/ Trainings/ Conferences Attended:

2014 Division Follow – Through Training Works - June 27- 29, 2014
On Conducting and Managing SIP Pozorrubio,
Pangasinan

6th National Scout Venture Camp - April 5- 10, 2014

Lingayen, Pangasinan

Regional Training on Managing K to 12 - January 16- 18, 2014

Teaching and Learning Roasales, Pangasinan

National Seminar on Effective Communication - November 21- 23, 2013

 For School Administrators Baguio , City
4th PESPA Luzon Chapter Education - September 26- 28, 2013
Summit Conference Manila

Division Training on Paralegal and - June 25-27, 2013

Alternative Dispute Resolution San Nicolas, Pangasinan

District Training on Senior Citizen’s Program - November 16-18 2013

San Quintin, Pangasinan

International Seminars Workshop in - August 31-Sept 2, 2012

Educational Administration Baguio , City

Division Training on Gender and Development - July 18-20, 2012

Focused on Human Rights Urdaneta, City

Division Training of Trainers on Citizens - April 25-27, 2012

Program Focused on Human Rights Urdaneta, City

Division Training Workshop for SPG - February 23-25, 2012

Adviser SPG President and HKS Teachers Baguio , City

Computer Literacy Training for Public - April 19-23, 2010

School Teachers San Quintin, Pang.

4th Annual SECTD – PSERT National - April 27, 2019

Educational Management Training - May 1, 2019
Baguio , City
VI. Awards and Citations

Outstanding Teacher and - San Quintin Central School 2003-2011

Coach in Mathematics

Bronze Service Award - Girl Scouts of the Philippines – 2008-2009

Silver Service Award - Girl Scouts of the Philippines (2012)

VII. Accomplishments:

 Conducted Action Researches entitled:

a . Difficulty of Grade VI Pupils in Solving 2 – Step World Problems in Mathematics

of San Quintin Central School.

 Constructed and implemented Modules entitled :

a. Halo- Halo Together ( Mathematic) SY. 2008-2009

 Served as Resource Speaker :

a. District Echo Seminar on Contest and Strategies in English, Math and Science on

October 20-29, 2004.

b. District Echo Training on Sport Coaching and Officiating.

c. District Echo Training on Senior Citizens Program on November 16-18, 2012.

d. Capability Building Seminars for Teachers on September 25-27 and October 4,

2014.

e. District Echo Training on the implementation of RPMS / RAT Plan New Grading

System.

TEACHING COMPETENCIES OF ELEMENTARY TEACHERS

 IN THE 21st CENTURY LANDSCAPE

I. Introduction and Rationale

Education had played a very important role in the development of human resources
and progress of a certain nation and society. In the Philippines, education is undergoing
transitions and adaptations especially in terms of globalization and internalization which
creates investable problems that imply the need for effective programs and policies in all
levels from pre-elementary to post tertiary. And as result, the Philippine Educational System
has undergone a series of changes and transformations in order to adapt to the contemporary
educational trends and reforms. And one of the major reforms that happened in the
educational system is the implementation of the K-12 Basic Education program. The K-12
program covers 13 years of basic education with four major stages: Kindergarten to Grade
3, Grades 4 to 6, Grades 7 to 10 or the Junior High School, and Grades 11 and 12 or the
Senior High School, which is found to be the best period for learning under basic education
which is also the recognized standard for students and professionals globally (DepEd, 2011).
The K to 12 is aimed at addressing the deficiency of the Philippine educational system
particularly in the basic education, the elementary and high school, in order to meet the
standards of the international education criteria and for the students to be at par with the
students in neighboring countries (Calderon, 2014). Further, the program aims to fully
enhance and develop the students in order for them to be well prepared especially in
emotional and cognitive aspects so that they will be able to face the pressures of their future
workplace (Sadsad, 2014).

However, the implementation of the new basic education program of the Department
of Education brings challenges especially to teachers specifically on the adaptation on the
new curriculum since it is focus now on outcomes rather than on inputs and outputs (Velasco,
2012; Calderon, 2014). And this can be realized if teachers possess the required
competencies and skills especially in catering 21st century learners (Ertmer, Conklin, &
Lewandowski, 2012) since one of the main goals of the program is on the development of
required competencies and skills of students for survival in the globalized world (Dede, 2009;
Canapi & Dela Cruz, 2009). Hence, it is important then that teachers should possess the
required competencies and skills for the successful implementation of the said education
program.

Teachers play an important role in the successful process of teaching and learning in
the classroom setting. In the 21st century context, teachers play a vital role not only in the
transmission of knowledge, but more importantly in the development and enhancement of
student skills and competencies. A competency is more than just knowledge and skills; it
involves the ability to meet complex demands by drawing on and mobilizing psychosocial
resources (including skills and attitudes) in a particular context and is essential to an
educator’s pursuit of excellence (Nessipbayeva, 2012). Further, teachers need a wide range
of competencies in order to face the complex challenges of today’s world. Teaching
competency is an inherent element of an effective training process, one that aspires to
contribute to the welfare of a particular country or the world, itself.

The Southeast Asian Ministers of Education Organization Regional Center for

Educational Innovation and Technology (SEAMEO-INNOTECH) (2010) had identified
domains or strands of teaching competency standards in Southeast Asia in the 21st century.
These include the following: (a) Pedagogical competency,(b) Student Assessment
competency, (c) Classroom Management competency, (d) Professional Development
competency, (e) Professional Ethics and Morality and (f) Social and Human Dimension
competency. Further, another important competency that teachers must possess as revealed
and recommended by many researchers in on the Information and Communications
Technology (ICT) competency (Wang, Ertmer, & Newby, 2004; Galanouli, Murphy, &
Gardner, 2004; Sanchez-Franco, 2010). However, it is also important to consider that a
 substantial number of literature and studies revealed that many teachers especially in the
Basic Education have a low level of acquisition of the different teaching competencies in the
21st century (Gay & Howart, 2000; Soule & Warrick, 2015; Lye & Koh, 2014).

In the Philippines, teachers of the Department of Education are not an exemption in

the acquisition of 21st century competencies especially in teaching. As a developing country,
teachers then play an important role in the successful implementation of the K-12 program
since it is then vital that students should possess competencies for professional work and for
survival. Further, with the different literature gaps presented above, it is deemed important to
conduct a study to determine the different competency levels of Elementary teachers
specifically on the District of San Quintin, Division of Pangasinan II. Hence, this study is
conducted.

II. Literature Review

21st Century Teaching Competencies of Teachers

The DepEd Order No 32. s. 2009 provides policy support for the adoption of the
National Competency-Based Teaching Standards (NCBTS). The NCBTS provides the core
curriculum for teacher education and professional development. NCBTS details the
competencies required of any future teacher. The NCBTS is also made part of the Teacher
Induction Program (TIP). The NCBTS Framework is divided into seven domains: (a) Social
Regard for Learning, (b) Learning Environment, (c) Diversity of Learners, (d) Curriculum, (e)
Planning, Assessing, Reporting, (f) Community Linkages, and (g) Personal Growth and
Professional Development.

Meanwhile, the Southeast Asian Ministers of Education Organization Regional Center

for Educational Innovation and Technology (SEAMEO-INNOTECH) (2010) had identified
domains or strands of teaching competency standards in Southeast Asia in the 21st century.
These include the following: (a) Pedagogical competency which refers to the effective use of
pedagogies to help students critically think, create, and solve complex problems as well as
master ambitious subject matter content; (b) Student Assessment competency which refers
to the competency that measures student outcomes using different approaches and
methods; (c) Classroom Management competency which is being used by teachers to
describe the process of ensuring that classroom lessons run smoothly despite disruptive
student behavior and it also implies preventing disruptive behavior; (d) Professional
Development competency which refers to a wide range of skills, content knowledge, and
practical experience to succeed; (e) Professional Ethics and Morality which stresses the role
of a teacher demonstrating a high level of morality and conduct in being an authority figure
to students; and (f) Social and Human Dimension competency which focuses on the role of
a teacher as an advocate of social awareness and social involvement in order to support
students achieve their full learning potential.

Further, it is also important to note that in today’s world, one of the most important
competencies that an individual must possess is information and communication technology
competency. Majority of previous literature had supported that indeed, the use of technology
in the classroom plays a vital role in the success of students’ learning (Danner & Pessu, 2013;
Watson, 2005; Gorder, 2008). Thieman (2008) identified how ICT competency affects
students’ learning and teachers’ competence which include the following: (a) ICT supports
lesson, (b) ICT integration maximizes student learning, (c) ICT integration assists
assessment, and (d) ICT enhances productivity and professional practice.

Pedagogical Competency
 Pedagogical competency is a very important competency that every teacher should
possess. For learning to become effective, the teacher should acquire a solid knowledge of
his/her subject (Sucio & Mata, 2011). However, it does not end there. To become more
effective, the teacher should know the way on how to teach the content of the subject
(Alderite, Busquit, & Mejica, 2008). Hence, pedagogical competency is needed. Previous
studies stressed that pedagogical competency means that a teacher should be a master of
his subject matter and also the methodology for teaching LIT. Further, this may include
content knowledge, effective teachings, and the knowledge on how students learn the
content (Meiers, 2007; De Jong & Harper, 2005). Pedagogical competency helps to make a
range of instructional strategies and resources to match the variety of student skills and to
provide each student several ways of exploring important ideas, skills, and concepts.
Pedagogy makes a teacher: how to work as facilitators, coaches, models, evaluators,
managers, and advocates (Bhowmik, Banerjee, & Banerjee, 2013). Accordingly, teachers
are supposed to plan the lesson and pedagogical activities based on the students’ learning
style, prior knowledge, information retrieval style, cognitive needs, learning motivations, and
social interaction styles (Darling-Hammond & Baratz-Snowden, 2005; Syahruddin, Ernawati,
& Ede, 2013).

A substantial number of studies had been conducted to identify the effects of having
an effective pedagogical competencies of teachers to their students. A teacher with deep
pedagogical knowledge understands how students construct knowledge, acquire skills, and
develop habits of mind and positive dispositions toward learning (Mishra & Koehler, 2006).
Further, teachers’ pedagogical competency geared towards maintaining students’
motivation, subject-related attitudes, and other forms of students’ development (Syahruddin,
Ernawati, & Nasir Ede, 2013).

Student Assessment Competency

Understanding what students know and can do is essential to effective teaching.

Hence, teachers should also look on themselves as effective assessors. Assessment, simply
defined as the process to establish what students know and are able to do, is generally
classified into two broad categories; assessment designed to support teaching and learning
in classrooms; and assessment programmes for public reporting, certification, for selection
and for system accountability (Barber & Hill, 2014; Looney, Cuming, van Der Kleij, & Harris,
2017). Student assessment competency is usually defined, encompassing both assessment
knowledge and skills related to teacher practice (Popham, 2009; Stiggins & Duke, 2008) as
well as use and interpretation of evidence to inform instruction, generate feedback, guide
student learning, and report student achievement (Stiggins & Duke, 2008; Webb, 2002).
Teachers as assessors must think critically, creatively and logically. Assessing students gives
the teacher an idea of how students learn, their attitudes, what skills they have, what skills
they are working on, and how they are progressing. Assessing students and interpreting the
data allows the teacher to drive instruction that is tailored to the students in the classroom.
Teachers should know where the students are, where they need to be, and how to get them
there (Habana, Rullan, & Tindowen, 2017).

Classroom Management Competency

Creating a proactive learning environment relies heavily on the training of teachers in

classroom management. Thus, teachers play a key role in classroom management.
According to Norris (2003), classroom management refers to creating parameters for the
social, emotional, physical, and intellectual environments. This allows for optimized teaching
and learning to occur. Researchers generally describe classroom management as the full
range of teacher efforts to oversee classroom activities, including learning, social interaction,
and student behaviour (Bremmer, 2008; Ireson & Hallam, 2001). Donaldson (2001) adds that
classroom management revolves around teachers’ and students’ attitudes and actions that
influence students’ behaviours in the classroom. Classroom management competency then
may mean teacher’s efforts to establish and maintain the classroom as an effective
environment for teaching and learning (Mitchem, 2005).

Research findings continuously have shown that one of the keys to success in
teaching is the teacher's ability to manage the classroom and to organize instruction
(Mokehele, 2006). In the same manner, classroom management is concerned with the
organization of the classroom as a learning area or environment. Furthermore, classroom
management can be described as actions that create, implement, and maintain a classroom
climate that supports learning (Cooper & Simonds, 2007). Further, many studies had been
conducted in determining how important classroom management competency is for teachers
and students. Effective classroom management allows the learner to learn the intended
learning content (Walters & Shelly, 2007). Also, classroom management competency geared
towards establishing and maintaining order, designing effective instruction, dealing with
students as a group, responding to the needs of individual students, and effectively handling
the discipline and adjustment of individual student (Emmer & Stough, 2001; Stoughton,
2007). In addition, effective classroom management decides the effectiveness of teachers
teaching quality and students learning since they create a sound and friendly environment in
the classroom where students feel safe, respected, cared and secured which also resulted
to an academic atmosphere with cooperation, discipline, and responsibility both for the
teachers and the students (Omar, 2007; Riaz, 2009; Al-Zu’bi. 2013).

Professional Development Competency

Teaching is considered as the noblest profession since many individuals still continue
to view teaching as a highly desirable profession. Teachers are expected to grow as
professionals and need to learn while they are teaching if students are to receive an optimal
education. The report of SEAMEO-INNOTECH (2010) stressed the value of professional
development as one of the major competencies of teachers in the 21st century especially in
the ASEAN countries. Professional development competency of teachers includes identifying
his/her own professional learning needs and plans for and engages in professional
development; developing organizational skills; reflecting and evaluating professional
knowledge and effectiveness of one’s teaching; practicing school-based management skills;
and engaging in self-learning activities.

Further, as a life long learner, professional development of teachers constitutes a

continuous process that is based on the life-long learning concept (Duta & Rafaila, 2014).
Also, professional development is about teachers learning, learning how to learn, and
transforming their knowledge into practice for the benefit of their students’ growth (Avalos,
2011). Further, teacher professional learning is a complex process, which requires cognitive
and emotional involvement of teachers individually and collectively, the capacity and
willingness to examine where each one stands in terms of convictions and beliefs and the
perusal and enactment of appropriate alternatives for improvement or change.

Professional Ethics and Morality

Teaching is a task that is full of ethical conflicts and inner contradictions (Colnerud,
2015). Further, teaching is a moral activity in which teachers have to consider the ethical
complexity of teaching and the moral impact they have on their students (Carr, 2011; Lovat,
Dally & Toomey, 2011; Thornberg, 2013). As teachers, they can only cultivate students’
characters if they display it themselves (Cribb, 2009). Hence, it is important that teachers
should possess the competency that allows them to practice professional ethics and morality
(Biesta, 2009; Brumfiel, 2007). Mainly for an educator, the moral and morality are important
from both perspectives - human and professional. The moral obligation of the teachers and
the agreement with the community demand a professional competence coherent with both
the teachers and the community (Seghedin, 2014).
 The Code of Ethics for Professional Teachers (1997) issued by the Board for
Professional Teachers through Resolution No. 435 provides in the preamble that teachers
are duly licensed professionals who possess dignity and reputation with high moral values
as well as technical and professional competence. Hence, it is important to note then that
teachers’ role is not only on then transmission of facts and knowledge, and on the acquisition
of skills of their students, but also the acquisition and application of values and character
building to their students.

Social and Human Dimension Competency

Teachers are the catalyst for global change and kaleidoscopic innovations. By
educating students in a non-biased, informative manner, and raising awareness on social
injustice, teachers pave the road for a future absent of ignorance and unfounded bigotry
(Head, 2014). Teacher s can also be catalysts for change, visionaries who are never content
with the status quo but rather always looking for a better way (Larner, 2004). 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
(Harrison & Killion, 2007).

Information and Communications Technology Competency

Today’s fast-paced world is becoming increasingly characterized by technology-

driven communication, which has transformed the world into a large global connected
community with ever increasing outreach of information and communication technology (ICT)
(Danner & Pessu, 2013). ICT then plays a vital role in the process of globalization and
internalization, and more importantly in education. Hence, ICT competency is one of the
major competency that teachers should possess in the 21st century. ICT is often perceived
as a catalyst for change, change in teaching styles, and change in learning approaches and
in access to information (Watson, 2005). Kirschner and Woperies (2003) identified some of
the indicators of ICT competency of teachers which include (a) making personal use of ICT,
(b) mastery of a range of educational paradigms that make use of ICT, (c) making use of ICT
as minds tools, (d) using ICT as a tool for teaching, (e) mastering a range of assessment
paradigms which involves use of ICT, and (f) understanding the policy dimensions of the use
of ICT for teaching and learning. Further, effective integration of technology in the classroom
is the result of many factors, but the most important factor is the teachers' competence and
ability to shape instructional technology activities to meet students' needs (Gorder, 2008).

Moreover, Dockstader (1999) indicated that integrating technology in the classroom

is a complex process that includes (a) learning the technology, (b) using technology in the
teaching and learning process, and (c) integrating technology to enhance student learning.
Hence, in summary, it still on the part of the teacher on how to use technology in the
classroom since they are central to the creation of a technology-integrated environment that
is learner-centered and motivating. Without teachers who can integrate technology, students'
exposure to technology remains limited and inequitable (Beckett, Wetzel, Chishlom, Zambo,
Buss, Padgett, Williams & Odom, 2003).

III. Research Questions

 This study aims to determine the 21st century teaching competencies of elementary
teachers in the District of San Quintin, Division of Pangasinan II. Specifically, it tries to answer
the following questions:

1. What is the profile of the elementary teachers along the following:

a. Sex
b. Age
c. Academic Rank
d. Highest Educational Attainment
e. Number of Years in Teaching
f. Workloads
g. Number of Capacity building Activities attended annually
h. Number of Professional Development Activities attended annually
i. Number of School and Community Level Activities attended annually
2. What is the level of teaching competencies of elementary teachers along the following:
a. Pedagogical competencies
b. Student Assessment competencies
c. Classroom Management Competencies
d. Professional Development Competencies
e. Professional Ethics and Morality
f. Social and Human Dimensions Competencies
g. ICT Competency
3. Is there a significant difference on the level of teaching competencies of elementary teachers
when grouped according to profile variables?

IV. Scope and Limitation

This quantitative type of study will make use of descriptive survey method. The study
will involve all permanent elementary teachers in San Quintin District, Division of Pangasinan
II for the school year 2017 – 2018.

V. Research Methodology

a. Sampling
The study will involve all permanent public elementary teachers in San Quintin
District, Division of Pangasinan II. Total enumeration will be used in the study.

b. Data Collection

This study will make use a standardized questionnaire developed by the SEAMEO
INNOTECH Regional Education Program (2010) which is The Survey on Teaching Standards
in Southeast Asian Countries to assess the competencies of primary teachers in San Quintin
District. The said questionnaire is consists of seven categories/competencies which include
pedagogical competency (6 items), student-assessment competency (4 items), classroom
management competency (7 items), professional development competency (7 items),
Professional Ethics and Morality (3 items), and Social and Human Dimensions Competency
(3 items). In addition, for the ICT competency, the researcher will utilize the Mills and
Tincher’s (2003) Technology Integration Standards Configuration Matrix which determines
ICT integration of teachers in the classroom. Before the conduct of the study, the researcher
will test first the suitability of the two tools though the reliability test.

This study will follow a systematic way of gathering data. The researcher will seek
first an approval from the Division office for the conduct of the study. After doing so, the
researcher will distribute the questionnaire to the respondents of the study. Retrieval will
 follow after the questionnaire will be answered by the respondents. Tabulation and collation
of data will follow after the retrieval of the questionnaire. The data will be analyzed through
the use of the Statistical Package for the Social Sciences (SPSS) software.

c. Ethical Issues

Ethical consideration will be utilized by the researcher in the conduct of the study.
These include the following: (1) all letters and communications will be properly address and
communicate to proper authorities, (2) the identity of the respondents will be kept confidential,
and (3) the respondents will answer the questionnaire on their vacant time only so that
classes will not be disturbed.

d. Plan for Data Analysis

This study will make use of the following statistical tools:

Frequency and Percentage will be utilized to describe the profile of the primary
teachers.

Weighted mean will be used to determine the competencies of primary teachers

which are pedagogical competency, student-assessment competency, classroom
management competency, professional development competency, professional ethics and
morality, and social and human dimensions competency.

Independent Sample T-test and One Way Analysis of Variance (ANOVA) will be used
to identify significant differences on the level of teaching competencies of primary educators
when grouped according to profile variables.

VI. Timetable/Gantt Chart

Duration Activity
August 2017 Presentation of the Proposal to the
Division’s Office
September 2017 Data Gathering and Tabulation
October 2017 Finalization of Final Paper and
Presentation of the result to the Division’s
Office

VII. Cost Estimates

Items/Particular Amount
Printing Cost PhP 2,000.00
Miscellaneous PhP 1,000.00
Transportation Cost PhP 1,000.00
Total PhP 4,000.00

VIII. Plans for Dissemination and Advocacy

The result of the study will be disseminated through (a) publication on refereed
and international journal, and (b) presentation on an International research conference on
teacher and basic education. Further, the result of the study will also serve as a basis for the
District of San Quintin in coming up with programs and initiatives in strengthening the 21st
century competencies of their teachers.
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