Administrative and Supervisory Leadership Styles in Relation to the Teaching-Learning Process. A Research Design Presented to The Faculty of the Graduate School Cebu Technological University Main Campus, Cebu City In Partial Fulfillment of the Requirements for the Degree Master in Administration and Supervision By Cristy O. Manatad APPROVAL SHEET The thesis proposal entitled “ADMINISTRATIVE AND SUPERVISORY LEADERSHIP STYLE IN RELATION TO TEACHING LEARNING PROCESS” prepared and submitted by Cristy O. Manatad in partial fulfillment of the requirements for the degree MASTER OF ARTS IN EDUCATION Major in ADMINISTRATION AND SUPERVISION has been examined and is recommended for acceptance and approval for Design Hearing. THESIS ADVISORY COMMITTEE REBECCA DC. MANALASTAS, Ed.D. Ph. D. Chairman TABLE OF CONTENTS TITLE PAGE ………………………………………… APPROVAL SHEET ………………………………………… ABSTRACT ………………………………………… ACKNOWLEDGMENT ………………………………………… DEDICATION ………………………………………… TABLE OF CONTENTS ………………………………………… LIST OF TABLES ………………………………………… LIST OF FIGURES ………………………………………… CHAPTER PAGES 1 THE PROBLEM AND ITS SCOPE INTRODUCTION Rationale of the Study Theoretical Background THE PROBLEM Statement of the Problem Significance of the Study RESEARCH METHODOLOGY Flow of the Study Environment Respondents Instruments Data Gathering Procedure Scoring Procedures The Rating Scale DEFINITION OF TERMS 2 PRESENTATION, DATA ANALYSIS AND INTERPRETATION Variable 1 Variable 2 Variable 3 Variable 4 Variable 5 OUTPUT OF THE STUDY Introduction Rationale Objectives Scheme of Implementation Garment Instruction Enhancement Plan 3 SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS SUMMARY FINDINGS CONCLUSION RECOMMENDATIONS BIBLIOGRAPHY APPENDICES A. Letter Request to the Principal to Field the Questionnaire B. Questionnaire for Respondents C. Questionnaire for Respondents D. Turnitin Certificate CURRICULUM VITAE LIST OF TABLES Table Title Page LIST OF FIGURES  Chapter 1 THE PROBLEM AND ITS SCOPE INTRODUCTION Teachers teach and work in an institution that are usually under the governance of educational managers like principals and supervisors. School administration is a part of a big organization such as the Department of Education. The conditions of teachers’ life are greatly influenced by the administration and leadership provided by principals and is widely assumed that school leadership directly influences the effectiveness of teachers and the achievement outcomes of the students (e.g. Hallinger and Murphy, 1986; OECD, 2001; Pont, Nusche and Moorman, 2008). Rationale of the Study It is said that leaders are not born, they are created. It is in the same context that this research paper will eventually tackle some salient points which is beneficial to the issue on administrative, supervisory and leadership styles. In addition to that, this paper will also discuss its behavior and patterns in relation or it’s implication to the teaching learning process. If a teacher in the classroom scenario sometimes is exhausted to classroom problems how much more a supervisor to his/her post in a particular district he/she is assigned to. Thus a study like this plays important role to supervisory leadership. The old adage, it takes one to know one simplify our understanding as to how all these duties and responsibilities of supervisors and administrators impact this research. In short commitment is the key on how to tackle all these undertakings of supervisions and administrations. Problems may occur in administration styles may vary upon the situation of the school. Some administrators simply apply an attitude that may not be suitable to the scenario or the situation of the school. The same principle may apply for the supervision issues. If a supervisor failed to address and evaluate the system of the school and insist his/her own style of supervision, then it may not be helpful at all. Obvious problems may occur due to the inability of the supervisor to look into the triggering situation. Noted problems met by the administrators under the instructional leadership style are the following: Management-school goals - explicit management via the school’s goals and curriculum development, Instructional management – which relates to actions to improve teachers’ instruction or teaching skills, and Direct supervision instruction in the school – relating to actions to directly supervise teachers’ instructional learning outcomes. On the other hand, administrative leadership style met these gaps like; Accountable management that is, managing accountability to stakeholders and others and Bureaucratic management, involves management actions mostly aimed at bureaucratic procedure. According to Andy Andrews when confronted with a challenge, the committed heart will search for a solution, the undecided for an escape. This paper aims to address the issue of administrative and supervisory leadership in order to focus its true understanding on how to delve with and act out some important attitude of the aforementioned field of study respectively. Leadership style of school heads play an important role in effective school administration. According to (Mukeredzi and Chireshe, 2005) leadership styles have a bearing on the achievement of organizational goals. A leadership style is a set of leadership activities that influences subordinates or individuals to achieve organizational goals. Administrative leadership is related to the teachers’ field of works in particular and the teaching learning process. There is a correlation among others, classroom management and professional advancement of both administrative and teachers. There is a link between administrative or management styles to the teacher’s appraisal and feedback on classroom environment, and their attitudes towards work. (Talis, Technical Report, 2005 ) Theoretical Framework This study anchored in the Constructivist theory that states that beliefs is characterized by a view of a teacher as a facilitator of learning who gives more autonomy to students; a direct transformation view sees the teacher as the instructor who provides information and demonstrates solutions. In contrast, teachers also believe that direct transmission of instruction may be characterized as having more traditional attitudes towards classroom instruction. These teachers value instruction that is built around problems for students to solve which have clear and correct answers and are within the grasp of the learners. They see the teacher’s main role in problem solving as demonstrating the correct procedure. These teachers tend to hold firm to the belief that teaching facts is necessary as this is how students accumulate knowledge. Lastly, these teachers believe that a quiet classroom is most conducive to learning. There is a wide array of acknowledged leadership styles. One such example is the transformational leadership style. This study anchored on the theory about the components of leadership styles by James MacGregor Burns, a presidential biographer and leadership specialist, first introduced the transformational leadership style. Burns’ professional endeavors were primarily dedicated to the improvement of management principles and procedures. Through this advocacy, he was able to formulate a mode of leadership skills in which followers, alongside their leaders, are able to sustain equal drive, motivation, and enthusiasm. (NICHOLAS C. HILL (FIC FInstLM) Transformational leaders, as envisioned by James MacGregor Burns, have a clear grasp of their team’s goals and are adept at conveying these goals, alongside the steps and methods necessary to the goals’ achievement, to his or her members in such a way that their palpable faith and passion become contagious and transformative. A researcher named Bernard M. Bass eventually refined James MacGregor Burn’s leadership style concept. This led to the conceptualization of the Bass’ Transformational Leadership Theory, which determined the four components of the transformational leadership style. These are covered in our UK wide public leadership and management courses London , Birmingham, Exeter, Manchester, Newcastle, and Glasgow. These are the following transformational leadership style: Intellectual Stimulation - include One of the key advocacies of transformational leaders is to challenge the current organisational culture for the purpose of determining ways to improve or augment organisational practices and procedures. Through shaking the established norms and questioning the status quo, the transformational leadership style amplifies followers’ level of creativity, and fosters open-mindedness toward new avenues for learning. Individualized consideration transformational leadership style - gives high regard to the importance of open communication lines within a team. Such a scenario is considered vital in terms of providing individual feedback and recognition, as well as in ensuring that each team member knows his or her voice is valued in the organization. Inspirational Motivation – means clear communication of goals and definite delegation of tasks and responsibilities is a leadership competency in which transformational leaders excel. Furthermore, those who follow the transformational leadership style are aware that their entire team needs to be on the same level of passion and enthusiasm in order to ensure utmost efficiency and productivity; hence, they unwaveringly cater their expertise in support and motivation to each of their team members. Lastly, the Idealized Influence transformational leaders do not lead by intimidation or predetermined command. They lead by setting an example. Through their keen observance of transformational leadership practices, they are able to gain their team members’ faith and respect, which eventually inspires these members to emulate their admirable qualities. Teachers’ job in school are mandated by bureaucratic rules and regulations administered by school principals, supervisors and the like. Their working environment and greatly influenced by the administrations leadership style. It is widely accepted that school leadership directly influences the effectiveness of teachers and the achievement outcome of students ( Hallinger and Murphy, 1986); ( OECD, 2001); ( Port, Nusche and Moorman, 2008) The reserved OECD report, improving school leadership, recommends that effective school management generally comes from engagement in instructional leadership (Port, Nusche and Moorman, 2008). At the same time, effective leadership also involves administrative accountability and workable bureaucracy. Also effective instructional leadership in schools requires some degree of administrative autonomy in decision making about key components of imparts to the instructional process. In some countries, either leadership styles, is unrelated to the school’s teachers’ pedagogical beliefs and attitudes. While in contrast, administrators with more instructional leadership style tend to work with teachers who believe in a constructivist approach to instruction and learning ( OECD, First Results from TALIS, 2009 ). On the other hand, among the few cases where significant relations are evident, administrative leadership is more likely than instructional leadership to be associated with all the three teaching practices in the classroom (OECD, First Results from TALIS, 2009 ). International studies have documented the complexities faced by contemporary schools, noting high on list, issues of ‘social and population mobility, technological advances and increased focus on schools to perform’ (OECD, Vol 2, p.2). In response, over the past two decades many schools have experienced decentralization accompanied by increased autonomy and accountability. Sustainability concerns (particularly the issue of school leadership succession) are also a challenge ( Brundett & Crawford, 2003; OECD, 2008; Hargreaves & Fink, 2006). School leaders are now responsible for managing change, building organizational capacity and implementing technological advances as they strive to improve their school effectiveness and student learning outcomes. These contrasting reports that serve as the theoretical framework of this study inspired the researcher to conduct this study on leadership styles: administrative and instructional leadership that will hopefully augment and enhance the teachers’ role in the teaching-learning process. Administration should not be confused with supervision because they are not synonymous terms. Each has distinct part in accomplishing educational aims and objectives of the school. Supervision, on the other hand, ordinarily implies to the improvement of the total teaching-learning situation and the conditions that affect them. The primary functions of the administrative bureau mentioned above are the following: Planning, is an activity of devising and selecting courses of action directed toward the achievement of educational goals and objective. Organizing, it involves placing job-materials and ideas in a structure. Coordinating, functions to coordinate all the activities of the school to make them contribute to the realization of educational aims and objectives. Evaluating, determines how effective educational programs and aims have achieved. Lastly, the Leadership, which is the essential in all organizations. The success of any school organization depends upon the leadership of the administrators and supervisors. The supervisory functions can be summarized as follows: a. To survey the work of the schools (elementary, secondary, collegiate) and to isolate general teaching needs. b. To formulate plan to remove the weakness discovered. c. To make constructive criticisms and suggestions of the recitations observed. d. To direct and guide the reading habits of the teachers. e. To create a desire on the part of the teacher for professional improvement. f. To evaluate the results of supervisory programs in terms of pupils’ growth and accomplishments. h. They focus attention on teachers and pupils in order to promote closer relationships between them. According to Ayers, “leadership is the most patent influence and, at the same time, the most dramatic activity in the field of school administration and supervision”. Different theories of leadership have been developed through the years of research with the group and organizations. Situational leadership – is a very popular “framework” to follow. It explains that the style a leader chooses depends mostly upon the group’s level of readiness. Situational leadership recognizes that the leader must be flexible and the group members are the most important factor. The situational leadership style 1 is the “direct-telling” group members are unwilling and unable. Style 2 is the “coaching-selling” members are willing but unable. Style 3 is the “participatory-supportive” leader, members are unwilling but able. Style 4 is the “delegating-trusting” leader, members are willing and able. No one style of leadership is appropriate for every occasion or situation. To be a good leader, know your group – where they are at. In terms of their ability, knowledge, desired and willingness. It is very effective in relation to teaching-learning process if the leader has shown some good traits like honesty, competent, forward looking, inspiring, intelligent, fair-minded, broad-minded, courageous, straightforward, and imaginative. These traits are helpful in administrator and supervisor who holds position in dealing administrative and supervisory functions. INPUT ● Statement of the Problem ● Leadership Styles ● Instructional Leadership Styles ● Administrative Leadership Styles ● Teaching Learning Process PROCESS ● Research Methodology ● Data Collection Analysis ● Statistical Treatment ● Qualitative/Quantitative OUTPUT ● Summary, Findings ● Conclusion, Recommendations ● Developmental Measures For Leadership Styles for Effective Instruction THE RESEARCH FLOW Figure 1 THE PROBLEM Statement of the Problem The main focus of the study is to determine the relationship between Administrative and Supervisory leadership styles to the teaching-learning process. Specifically, the study sought to find answers to the following questions: 1. What is the profile of the leadership styles of school administrators as perceived by teachers in terms of: 1.1 Age and gender 1.2 Educational qualifications 1.3 Length of service 2. What is the dominant leadership styles of the teachers in terms of: 2.1 instructional leadership 2.2 administrative leadership 2.3 teaching-learning process 3. Is there a significant relation between leadership styles and 3.1 teaching-learning process? 3.2 classroom management? 3.3 professional advancement? 4. Based on findings, what developmental measures for leadership styles can be formulated to facilitate the teaching-learning process? Significance of the Study The study is beneficial to teachers and administrators and other school personnel involve in the school’s operation. Also, it is helpful to students, parents, stakeholders and other organized institutions in the community where the school operates. Hypotheses HO1: There is no significant relation on the profile of leadership styles between school administrators and teachers. HO2 : There is no significant correlation between leadership styles and the nature of teaching and learning. HO3: There is no significant correlation between leadership styles and classroom management. HO4: There is no significant correlation between leadership styles and professional development. THE RESEARCH METHODOLOGY The study involves the descriptive survey research method and other mixed methods of qualitative and quantitative research analyses and designs as well as procedures and techniques for data analysis. The data gathered will be processes and analyzed utilizing any level of measurement scales. Appropriate statistical tests either parametric or non-parametric will be applied to the data and subjected at .05 level of significance. The results will serve as basis for making decisions, conclusions and the like. Flow of the Study Figure 3 LOCATION MAP OF THE RESEARCH ENVIRONMENT Environment The research environment is the Royal Oaks International School located in two places: Mandaue Royal Oaks International School and Guadalupe Royal Oaks International School. The study will be conducted within the school year 2017-2018. Subjects/Respondents The respondents comprise three sections: Teachers, Administrators and School Personnel performing administrative or supervisory functions. Instruments The main instrument used in this study is the teacher-made questionnaire, unstructured and structured form whose ideas for every statement were adopted from (OECD, TALIS Database, 2009). The instrument will be administered to the three (3) sections of the school as stated above: The instrument consists of 3 main parts: Administrative style, Supervisory or Instructional leadership style and Teaching-Learning Process. Composition of the indices for the three main parts: 1. Administrative Leadership Style: 1.1 Accountability management 1.2 Bureaucratic management 2. Supervisory/Instructional Leadership Style: 2.1 Management-school goals 2.2. Instructional management 2.3 Direct supervision of instruction in the school 3. Teaching and Learning Process 3.1 The nature of teaching and learning 3.2 Classroom practices/management 3.3 Professional Advancement The three main parts and the composition of its indices are stated and described in behavioral terms. The ideas and statements in the questionnaire where derived from (OECD, First results from TALIS, 2009). The questionnaire will be used to gather and collect the data from the respondents. An informal interview to be conducted if time permits to collect additional information that can be used to process the data. These data will be analyzed, interpreted in order to arrive at a more conclusive statements and implications of the results. This will serve as basis in formulating the output of the study. Data Gathering Procedures Gathering of data and information with regards to the study will be treated with utmost confidence. This is done to avoid annoyance or filthy remarks from readers and other persons involved or interested in this study. Once the data are organized and presented either in tabular or textual manner, the qualitative and quantitative aspects of the study will be subjected to statistical treatment based on .05 level of confidence. The researcher will observe the criteria for evaluation of the research study. Administering and Retrieving of the Questionnaire Frequency counts and percentage response to the questionnaire will used to qualify and quantify the data. These data will be converted into the indices of the three main parts of the study; Instructional leadership style, Administrative leadership style and the teaching-learning process. The variables will be subjected to appropriate statistical test at .05 level of significance. A series of analysis and interpretation of the results follow. Scoring Procedure Nominal and ordinal scales are used to qualify and quantify the data gathered from the instrument. A five point Likert scale is used to describe and interpret the meaning of the results. These data will be translated into other level of measurements so as to fit the appropriate statistical analysis of the variants or variables in the study. Furthermore, appropriate parametric or non-parametric test will be utilized to analyze the variances at.05 level of significance. This will be done in order to meet the requirements of the questions stated in the problem and the answer or analysis and interpretation of the statements in the hypotheses. Finally, the scores or data stated in the list of tables will be discussed and statistically analyzed and interpreted to get the desired findings and conclusions. DEFINITION OF TERMS The terms used in this research is defined operationally. Leadership style – refers to the practices of administrators/principals to lead people to work and make things happen and get it done. Administrative leadership style – the strategy employed according to the basic tenets of the job among rank and files. Institutional leadership style – refers to the administrative/supervisory rules and procedures employed to accomplish the desired instructional learning outcomes. Teaching and learning – refers to the beliefs and attitudes of teachers and educators towards pedagogy; about instruction by direct transmission or more autonomy to the students in the learning process through the teacher as a facilitator. Classroom management – classroom practices employed by administrators and teachers towards; structuring, student-oriented practices to enhance learning activities, to achieve the learning goals and outcomes. Professional advancement – refers to the collaborative leadership behavior of teachers/administrators to cooperate with each other for effective instruction and enhancement of the teaching-learning process. Learning outcome - teachers’ appraisal on students’ learning outcome thru the use of students’ scores as an evaluation for teachers’ performance in promoting effective instruction. Professional development – an appraisal criterion, indicating higher levels of instructional leadership style in promoting the school’s development plan thru trainings, seminar workshops and continuing education. Teachers’/administrators’ beliefs – refers to the level of job satisfaction and efficacy in facilitating the teaching-learning of students. Classroom practices of teachers – refer to such activities as stating learning goals, checking and reviewing students understanding of their work, etc. Administrators – refers to school heads, deans, principals, TIC’s, OIC’s Supervisors or the like holding management or supervisory positions. Teachers – refers to those who are in actual classroom teaching practices which include the master teachers, assistant teachers and facilitators in the teaching-learning process. Research Questionnaire Kindly read all the statement in this questionnaire carefully. Each statement is to be answered with a check mark. 1 Never 2 Occasionally 3 Always. There are no correct or wrong answers. Rest assured that responses to these instrument is treated with utmost confidentiality of the respondents. I. Data of the respondents Kindly Check. Age Group Sex Civil Status ___ 21 ___ 30 yrs. ____ Male ___ Single ___ 31 ___ 40 yrs. ____ Female ___ Married ___ 41 ___ up ____ Others ___ Separated ___ Widow(er) Educational Qualification Length of service ___ B. S. degree ___ 1 – 10 years ___ Masteral degree ___ 11 – 20 years ___ Doctoral degree ___ 21 – up II. Leadership Styles Instructional Leadership Styles 1. School principals manage school operations in accordance with the school’s goals. Never Occasionally Always 2. School heads ensure that teacher’s instruction in classrooms aim to achieve these goals. Never Occasionally Always 3. Principals or school heads use student performance levels and examination results to set goals. Never Occasionally Always 4. Principals or administrators utilize students’ performance and examination results in promoting curricular development. Never Occasionally Always 5. Principals/administrators endeavor to ensure clarity within the school about the responsibility for coordination the curriculum. Never Occasionally Always 6. Principals/school heads make sure that teachers professional development activities are aligned with school goals and curricular objectives. Never Occasionally Always 7. Principals/administrators work with teachers to address weaknesses and pedagogical problems. Never Occasionally Always 8. Principals/school heads solve problems with teachers when there are challenges to teaching-learning in a particular classroom. Never Occasionally Always 9. Principals/administrators inform teachers about possibilities to update their curricular knowledge and instructional skills. Never Occasionally Always 10. Principals/administrators spend significant amounts of their time to improve classroom instruction. Never Occasionally Always 11. Principals/administrators spend significant amounts of their time to improve classroom instruction. Never Occasionally Always 12. Principals/school heads frequently use direct observation of teachers’ pedagogical practices. Never Occasionally Always 13. Principals/school heads make frequent suggestions to teachers on how to improve instruction in classrooms. Never Occasionally Always 14. Principals frequently monitor students’ academic efforts and works. Never Occasionally Always 15. Principals/school heads undertake more direct supervision of instruction. Never Occasionally Always Administrative leadership style 16. Principals/administrators see their role as making the school accountable internally and to stakeholders outside the school. Never Occasionally Always 17. Principals/school heads ensure that DepEd approved instructional approaches are explained to new teachers. Never Occasionally Always 18. Principals/administrators make sure that all teachers are held accountable for improving their teaching skills. Never Occasionally Always 19. Principals/administrators focus on convincing students’ parents of the need for new ideas and procedures at the school. Never Occasionally Always 20. Principals/administrators ensure that everyone in the school follows the official rules. Never Occasionally Always 21. Principals/school heads significantly involved in dealing with problems of scheduling of teachers and courses. Never Occasionally Always 22. Principals/school heads ensure adequate administrative procedures in reporting to higher authorities. Never Occasionally Always 23. Principals/administrators focus on creating an orderly and task-oriented atmosphere in the school. Never Occasionally Always Teaching-Learning Process 24. Principals/administrators work with teachers’ beliefs and attitude towards pedagogy. Never Occasionally Always 25. Principals/school heads work on teachers’ view as a facilitator of learning. Never Occasionally Always 26. Principals/school heads with more instructional leadership style work with teachers who believe in a constructivist approach to instruction and learning. Never Occasionally Always 27. Principals/school heads take cognizance of other factors about teachers’ professional background. Never Occasionally Always 28. Principals/administrators believe on teachers who strongly engaged in direct transmission of instruction with more traditional attitudes. Never Occasionally Always 29. Principals, school heads believe on teachers who hold firm that teaching facts is necessary as this how students accumulate knowledge. Never Occasionally Always 30. Principals/administrators assessed teachers in structuring practices which include stating learning goals. Never Occasionally Always 31. Principals/schools heads assessed teachers involved in student-oriented practices working in groups. Never Occasionally Always 32. Principals/school heads evaluate teachers’ enhanced learning activities like having students work on projects. Never Occasionally Always 33. Principals/school heads utilize student learning outcomes as teachers’ appraisal criteria for effective instruction. Never Occasionally Always 34. Principals/administrators include innovative teaching as criterion for teachers’ appraisal. Never Occasionally Always 35. Principals/school heads appraised teacher’s participation in professional development. Never Occasionally Always Thank you… Very respectfully, The Researcher BIBLIOGRAPHY A. Books Aquino, Gaudencio V. Educational Management Principles Function and Concept. Rex Book Store, 2000. Black, James M. The Basics of Supervisory Management. New York: McGrawhill Book., Inc. 1975. Broadwall, Martin M. 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(CSCST, March, 1989) D. Journal Menez, Froilan M. “How to be an effective leader” Philippine Journal of Education, Vol. LXXV, No.4, September 1996. CURRICULUM VITAE Cristy O. Manatad Lapyahan, Labogon Mandaue City, Cebu 09185650563 cobijames121110@gmail.com ___________________________________________________________________ PERSONAL INFORMATION Date of Birth: April 11, 1989 Place of Birth: Labogon, Mandaue City Gender: Female Civil Status: Single Nationality: Filipino QUALIFICATIONS Proficiency in Teaching Ability to do multi- tasking Computer Literate Trainable and Adaptable to learn new technology Master’s Degree: Master of Arts in Education major in Administration and Supervision School: Cebu Technological University – Main Campus Address: R. Palma Street, Cebu City Year: November 2016 – February 2018 Vocational Course: Computer System Servicing NCII EDUCATIONAL BACKGROUND School: Technical Education and Skills Development Authority Address: Archbishop Reyes Avenue, Cebu City Philippines Year: January 30, 2017 – March 31, 2017 Collegiate Degree: Bachelor of Elementary Education- General Education School: Larmen De Guia Memorial College Address: U.N. Ave. St., Alang- Alang, Mandaue City Year: March 22, 2016 Secondary School: Labogon National High School Address: Labogon, Mandaue City Year: 2000- 2004 Elementary School: Labogon Elementary School Address: Labogon, Mandaue City Year: 1995- 2000 ORGANIZATION 2013- present - Choir Adviser - SILYC Garing, Consolacion 2013- 2016 - SSG Vice President February 1-5, 2017 Five-Day Seminar Workshop on Pedagogical Approaches in Teaching and Learning K to 12 Basic Education Program Jan. 30-Mar. 31, 2017 Training Certificate for CSS NC II SEMINARS and WORKSHOPS ATTENDED July 30, 2015 Public Consultation on the Policies, Standards and Guidelines on Sale, Merger and Consolidation of Private Higher Education Institute in the Philippines October 7, 2014 Advocacy Forum on Adolescent Sexual and Reproductive Health March 19, 2008 Computer Literacy by the Alternative Learning System ( ALS ) REFERENCES Mrs. Maria Cecelia A. Queniahan School Principal Royal Oaks International School 09229473320 Ms. Krystil Ray S. Canillas Masterand / Teacher Royal Oaks International School 09561474892 Mrs. Tilma O. Allauigan Teacher Moabog Elementary School 09486314961 6 II