University Thrust

Chapter I
Introduction
A Thrust is a broad statement of intended strategic actions. The statement should provide a “compelling theme that knits together otherwise independent activities and focuses the energies of functional groups on things that matter in the market.” A thrust is intended to create a broad, sharedunderstanding of what strategic actions are intended in planning. Universities around the world must maintain their focus in providing quality education. The institutions’ programs and activities are embedded in its thrust to achieve their vision- mission and objective. A Thrust, when referred to an institution, means as the powerful force in leading the institution in its desired disposition. According to Prof. Edwin L. Apawan, a faculty of College of Education in Notre Dame University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational institution, Thrust is very much important for it is the reason why it runs. Everything that the institution does is anchored from its thrust. In Notre Dame University, being an educational institution has cited its University Thrust namely: Formation, Instruction, Research and Extension (FIRE). The focus of the study is to know the Thrust specifically in the field of Instruction and Extension and whether if it is running in the Teachers Education Program in Notre Dame University. Instruction is defined by Saylor and his colleagues as “the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan” cited by Aquino, 1986. The higher education institution must exhibit a continuing quest for excellence in instruction through the quality of its educational programs, outstanding achievements of its students, and above national average performance in the majority of the programs offered requiring government instructions. While each constituent units may have its own thrust in extension that responds to their service area, it may institute mechanisms for the coordination and integration of these activities for more effective use of resource and in order to achieve bigger goals (Sarmiento III, 2009).
The University, being a storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community.
The higher education institution must have credible outreach programs which may take the form of continuing education, application of the research results community services, and many others.
The study aims to assess the operation of the Notre Dame University Thrust if it is being worked out in the Teachers Education Program of the said institution among its students.
Statement of the Problem The study aims to determine if the University Thrust, particularly in the field of Instruction and Extension are really working in the Teachers Education Program as assessed by the third and fourth year students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to answer the following questions: 1. What is the profile of the students as to their age, sex and year level? 2. How will the respondents assess if the University Thrust, particularly Instruction and Extension arein reality operating in the Teachers Education Program in terms of: a.) Instruction delivery by the College Faculty; b.) Community extension Programs initiated by the College; and c.) Involvement of the College to community exposures? 3. How is University Thrust been able to run in Teachers Education Program?
Significance of the Study The study will tell if the University Thrust is working in the College. The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education.
Administrator
Knowing the Thrust runs in the college or not, may help the Administrators become aware of the college’s needs and problems regarding the implementation of the programs and activities that fulfill the operations of the University Thrust especially in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts.
Faculty
The result of the study will help the teaching staff be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Instruction. This would help them whetherthey will espouse, amend, and seek new ways in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique. This will help them achieve the criteria recommended by the Community Extension.

Students The students’ assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in developing them accordingly, especially driven by the University Thrust.
Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, INSTRUCTION, RESEARCH, and EXTENSION (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University. Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College: if students are aware of the University Thrust (FIRE); if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE); and if the teaching staff’s delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust.
Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013.
Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally:
University refers to Notre Dame University as an educational institution.
University Thrust refers to the FIRE (Formation, Instruction, Research, Extension); the driving force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms; it intends to create a broad, shared understanding of what strategic actions are intended in planning; it is where the university’s programs and activities are inclined.
Administration refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program.
Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension.
Students refers to the third and fourth year students of the College of Education; the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty.
Instruction refers as one of the University Thrust which is focused on the Curriculum and other learning opportunities involved; as the word itself defines, it is the programs of studies done.
Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution; also refers to the community involvement and community service.

Chapter II
Review on Related Literature This chapter contains the summary of relevant concepts, ideas, and research findings as well as conceptual framework.
Related Literature Topics discussed include the following: Thrust as the driving force of an institution; Instruction and Extension as Thrust of an educational institution; Administration and Faculty’s role in the operation of Thrust in the Teachers Education Program.
Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc., said that “Thrust is a driving force that provides the meaning why an institution carries out a certain action or work. This action or work is commonly known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission.” In an interview with Prof. Elsa C. Tamse, the Executive Assistant to the President of Notre Dame University, she defined Thrust as the direction and guide of the school for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain. It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the school’s vision for the year.
Instruction
Instruction is defined by Saylor and his colleagues as “the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and implemented by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards. The teaching and learning process used in instruction should be appropriate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions’ teaching learning framework. Learning should be available inside and outside the classroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well-equipped and can offer comfort and can accommodate a number of students per session.
The learning outcomes of the academic program should be well-defined. Instructional supervision program should exist that includes practical measures: requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if there are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU).
Extension
One of the important functions of a higher education institution is to have an Extension program. Vis-à-vis instruction and in light of recent technology advancement, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community.
It is in this light that the university has the Community Involvement. This acts as the university’s arm in directly reaching out to the people in the community who need help – technical, financial and moral- to improve their living conditions.
This mandate is carried out by means of programs like: training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible.
Through Extension the university shall contribute to the development of empowered citizenry capable of making the rational decisions pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community. Generally, Extension service is the process by which technology and innovation are transferred to an identified clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the “masang” Pilipino, if not, the poorest of the poor.(www.mseuf.edu.ph, 2012)
Community involvement should be one of the basic aspects of the University. This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the pursuit of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the personal development. A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must consist not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment. It must also include guiding and motivating students, faculty and staff towards community service and give them chance to be exposed to the community and actual service and to make them more sensitive to extension as an integral part of instruction and research; to establish the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programs; to establish necessary infrastructure to sustain the extension program of the University; to integrate extension into both curricular and co-curricular activities; to formulate clear-cut policies on extension among the various sectors/colleges in the University: and to strengthen coordination and cooperation between and among sectors. The university’s commitment to community service and development should be carried out through projects and activities, which are well planned, organized, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable distribution of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort. It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance.
The role of Administrators and Faculty in the operation of Thrust in the Teachers Education Program
Administration
The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents. For an administration shall: * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel relationship; * Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff; * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the same; * Understand the curriculum and instructional processes of the institution (Aquino, 1986); * And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994).
The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver ‘what is due to them’.
Litchfield (1956) has identified three broad, functional areas of administration: (1) policy, (2) resources, and (3) execution. These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization. The resources of administration are composed of people, money authority, and materials. Execution is a function of integration and synthesis of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986).
Faculty
The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University. Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services. One aboriginal formal description of these functions was pertained in the 1915 “Declaration of Principles” produced by the American Association of University Professors (AAUP). According to the declaration, the colleges’ and universities’ functions are “to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, and to develop experts for various branches of the public service” (Joughin, pp.163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals. They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good judgment and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students.
Theoretical Consideration
Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s: The X Theory and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools.com, 2013)
The Theory Y behavioral pattern states that: * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers will exercise self-direction and self control in the service of attaining goals and objectives. * They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under proper condition. They seek responsibility to grow and develop as responsible person.
The work groups have different values that influence the managerial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action. (Pereda, 2011)
On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processes the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school.

Chapter III METHODOLOGY This chapter contains research design, respondents, research instruments, sampling design, and data gathering procedure.
Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education; profile of the College of Education Third and Fourth Year students; and programs and activities being conducted in the College anchored in the University Thrust.
Respondents
There are 105 third year students, composed of 17 males and 88 females, and 91 fourth year students, composed of 27 males and 64 females who are the respondents of the study with the total number of 196 students. The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013.

Research Instrument The researchers will use a Key Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data needed in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head. The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable. The survey questionnaire will cover two (2) parts: Part I, it’s the profile of the students, specifically the name, gender, and age; Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension).
Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013.
Data Gathering Procedure The activities to be undertaken in the process of gathering relevant data which the study requires: The instruments ready, researchers’ sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the approval of the letters, the researchers will personally distribute the questionnaire to the respondents.

APPENDIX October 18, 2012

DR. MA. CORAZON C. NATAÑO
Dean. College of Education
Notre Dame University
Cotabato City

Dear Dr. Nataño:

Greetings of peace and love!

We, the students of Notre Dame University taking up Bachelor in Secondary Education major in English are currently enrolled in Educ 314B with the descriptive title Thesis Writing.
In line with this, may we ask permission from your good office to get a list and conduct a survey for our thesis entitled “An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University”. The data will be helpful to us in the completion of our study.

We are hoping for your positive response towards our humble request.

Very truly yours,

MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUÑEZ Researcher Researcher Researcher

Noted by:

CHARLITO K. CORTEL, JR.
Research Adviser
January 16, 2013

DR. MA. CORAZON C. NATAÑO
Dean, College of Education
Notre Dame University
Cotabato City

Dear Dr. Nataño:
Greetings of peace!
We are in the process of formulating our survey questionnaire in relation to the study “An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University”.
We thought of looking into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to ask permission to have a copy of such documents with the assurance to keep it confidential.
Our sincerest thanks for being a helping factor to our research.

Respectfully yours,

MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUÑEZ Researcher Researcher Researcher

Noted by:

CHARLITO K. CORTEL, JR.
Adviser

January 9, 2013

DR. DOLORES S. DAGUINO
Vice President for Academic Affairs
Notre Dame University

Dear Dr. Daguino:
Greetings of peace and love.
We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department.
We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust.
Thank you very much for your kindness. Respectfully yours,

MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUÑEZ Researcher Researcher Researcher

Noted by: CHARLITO K. CORTEL, JR.
Adviser

DR. MA. CORAZON C. NATAÑO
Dean, College of Education

January 9, 2013

PROF. ELSA C. TAMSE
Executive Assistant to the President
Notre Dame University

Dear Prof. Tamse:
Greetings of peace and love.
We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department.
We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust.
Thank you very much for your kindness. Respectfully yours,

MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUÑEZ Researcher Researcher Researcher

Noted by: CHARLITO K. CORTEL, JR.
Adviser

DR. MA. CORAZON C. NATAÑO
Dean, College of Education
Key Informant Interview Questionnaire: 1. What is University Thrust? 2. How important it is especially to be run in the College of Education? 3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Are those activities/programs enough? Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust?

Survey Questionnaire:
Part I: Students’ Profile
Name: _________________________________ Sex: ________
Age: ________ Year Level: _________

Part II: Survey questions
Instruction: Rate the following questions according to what you have observed in the College.
Scale: 4- Strongly Agree (SA) 2- Disagree (D) 3- Agree (A) 1- Strongly Disagree (SD)
Instruction:
1. The objectives and learning 1 2 3 4 outcomes are well-defined and clearly stated. 2. The given objectives meet 1 2 3 4 the prescribed standards. 3. The learning objectives reflect 1 2 3 4 to the institution’s teaching learning framework. 4. The teaching and learning 1 2 3 4 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1 2 3 4 used by the teachers varied depending of students’ learning styles and multiple intelligences. 6. The strategies used in 1 2 3 4 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being 1 2 3 4 facilitated well in the class 8. The instructions used 1 2 3 4 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented 1 2 3 4
Instruction.
10. The teachers require students with 1 2 3 4 research-based assignments, projects and assessment tasks. 11. The teachers provide for 1 2 3 4
Collaborative activities that encourage
Students to work with learning teams. 12. The teachers provide for 1 2 3 4 individual tasks that develop students communication skills and promote students HOTS and critical thinking. 13. The teachers conduct activities 1 2 3 4 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues 1 2 3 4 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural 1 2 3 4 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks 1 2 3 4 that requires students to develop their
ICT skills and utilize technology resources. 17. The faculty in the college 1 2 3 4 encourages the students to join activities such as seminars and educational associations. 18. The teacher is using seat plan 1 2 3 4 and checks the attendance. 19. The learning environment 1 2 3 4 is conducive for the students. 20. The learning environment 1 2 3 4 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes 1 2 3 4 of every academic program held in the College are well- defined. 22. The students are well- oriented 1 2 3 4 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated: * Enhancement program in English 1 2 3 4 * Tutorial Class in Mathematics 1 2 3 4 * Faculty-Student Consultation 1 2 3 4
(eg. tutorial, thesis consultation)

Extension: 1. The college has an adopted community. 1 2 3 4 2. The college has programs involving 1 2 3 4
Community extension. 3. The students in the College of Education are 1 2 3 4 exposed to community. 4. The college is developing students by 1 2 3 4 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities 1 2 3 4 whereincommunity extension involved.
Specify what kind of activity/ies: __________ 6. The college also gives technical assistance 1 2 3 4 in formof functional education, community organizing, health programs and other community programs. 7. The college includes: a. Guiding and motivating students, 1 2 3 4
Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1 2 3 4 will ensure coordination, communication, planning, linkages and monitoring of extension programs. c. Establishes necessary infrastructure 1 2 3 4
To sustain the extension program of theUniversity. d. Integrates extension into both 1 2 3 4 curricularand co- curricular activities. e. Strengthens coordination and 1 2 3 4 cooperation between and among students. 8. The college’s commitment to 1 2 3 4 community service anddevelopment are carried out through projects and activities which are well- planned, organized,implemented, evaluated and supported by the University.
BIBLIOGRAPHY
Aquino, Gaudencio V. 1985. Educational Administration Theory and Practice. Philippines: Rex Book Store
Aquino, Gaudencio V. 1986. Curriculum Planning For Better Schools. Philippines: Rex Book Store
Maquiso, M. 1984. Educational Administration. Manila, Philippines: National Book Store, Inc.
Franco, E., ed. 1994. Educational Planning. Mandaluyong, Philippines: National Book Store, Inc.
Sarniento, U. 2009. Revised Expanded Edition.Education Law and the Private Schools. Philippines.
Pereda, P. and Pereda,P. 2011. Organization and Management. Manila, Philippines: Mindshapers Co., Inc.
Wakat, J.K. 2010. Philippines Association For Extension Program Implementers Inc.(PAEPI). Philippines

WEBLIOGRAPHY www.mseuf.edu.ph/index.php?option=com_content&view=article&id=205&Itemid=1042 www.lcup.edu.ph/outreach-programs/ www.nwu.edu.ph/index.php/research/community-extension http://www.mindtools.com/pages/article/newLDR_74.htm

Bibliography: Aquino, Gaudencio V. 1985. Educational Administration Theory and Practice. Philippines: Rex Book Store Aquino, Gaudencio V Maquiso, M. 1984. Educational Administration. Manila, Philippines: National Book Store, Inc. Franco, E., ed. 1994. Educational Planning. Mandaluyong, Philippines: National Book Store, Inc. Sarniento, U. 2009. Revised Expanded Edition.Education Law and the Private Schools. Philippines. Pereda, P. and Pereda,P. 2011. Organization and Management. Manila, Philippines: Mindshapers Co., Inc. Wakat, J.K