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1. Chapter 4

The Introduction Reyma Dacles BEED 3B & Editha Briol

2. The Introduction The introduction is very important in establishing the cognitive setting of the research which involves: (a) rationalizing why there is a need to research on the problem; (b) clarifying the important terminologies for the reader to easily understand what the research is all about; and (c) establishing the degree of seriousness of the problem which prompts the researcher to look for solutions

3. 1. What is the rationale of the problem? This question is answered by sharing with the beneficiaries the reasons why the researcher has been persuaded to look for solutions to the problem. A narration of the researcher’s experience that led him/her to conduct the study is commonly done.

Examples are personal experience, an article read, a scene witnessed, news heard, a theory that needs to be clarified, etc. The proponent should describe the existing and prevailing problem situation based on his/her experience. The scope may be local, national, or international.

4. 2. What is the setting of the problem? The setting forms part of the delimitation of the study, as it defines the geographic boundaries of the study and implies certain demographic characteristics. This describes to the reader the place where the research was conducted, as the setting has a significant bearing on the variables being studied.

5. 3. What is the basic literature foundation of the study? This is different from the review of related theories, conceptual literature, and research literature. This part purports to provide the researcher clarity of the terms or variables used in the study. The terms and variables must be clear to the researcher so that he/she can make his/her reader understands them. A backgrounder assists the investigator in determining the boundaries of the study. This part is derived from different literature sources. The use of various references is highly called for in this part of Chapter 1.

6. 4. How serious is the chosen research problem? Why is there a need to look for a solution to the problem? In this aspect, the investigator is tasked to see the intensity and magnitude of the problem. When the gravity of the problem has been established already, the investigator may take action to work on the problem. Mostly, the researcher at this juncture looks for statistical or quantitative evidence to assess the weight of the problem.

7. 5. What is the general objective of the problem? This is derived from the general statement of the problem and should also be the basis of the enumerated statements of specific problems. 6. What is the overall purpose of the problem? It is very significant to note that the researcher must be totally aware of the purpose of the research problem. He/She must ask how it will help his/her colleagues, or in this case, students of various disciplines.

8. INTRODUCTION Example 1: The Intrapersonal and Interpersonal Competencies of School Managers: Basis for A Human Relation Intervention Program (Cristobal, 2003)

9. Most individuals become members of one organization or another-a college, a sports team, a musical or theatrical group, a religious or civic organization, a branch of the armed forces, a business, or even an educational institution. The organization one belongs to will obviously differ from other organizations in many ways. Some organizations like the army or a large corporation may be organized very formally. But regardless of how they differ, all organizations have several basic things in common.

10. Perhaps, the most obvious common element the organizations have is a goal or purpose. The goals will vary to win a league championship, to entertain an audience, to sell a product-but without a goal, no organization has any reason to exist. The organization will also have some program or method for achieving its goals to practice playing skills in order to win games, to rehearse a certain number of times before each performance, to manufacture and advertise a product, or to produce graduates who will be assets of the society. Without some plan for what it must do, no organization is likely to be very effective.

11. The organization must acquire and allocate the resources necessary to achieve its goals-a playing field or rehearsal hall must be available; money must be budgeted for wages. An organization is not self-contained, but always exists in an environment with other organizations that it depends on for the resources it needs a team cannot play without the required equipment; most manufacturers must maintain contracts with many different suppliers. Finally, an organization will have leaders or managers responsible for helping the organization achieve its goals. Who the leaders are will probably be more obvious in some organizations than in others. But without some managers-a coach, a conductor, a sales executive, a principal-the organization is likely to flounder.

12. The role of a manager in an organization is very vital and indispensable. The goals and objectives set by an organization is impossibly fulfilled without the manager, thus, he/she should be familiar with the different aspects of management. Based on the different moves conducted to assess the Philippine educational system like the EDCOM, 1992 and PCER (Philippine Commission on Educational Reforms) 2000, there is a common finding that the quality of the educational system is deteriorating. School effectiveness seems to be a dream and unrealistic. There are many factors to consider why this degradation happened. One of the major factors to consider is the quality of the administrator or manager of an educational institution.

13. The school manager has varied functions as enumerated in the Education Act of 1982. Some of these are: (1) he/she is accountable for the efficient and effective administration and management of the school; (2) he/she must develop and maintain a healthy school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning and to harmonious and progressive school-personnel relationship and; (3) he/she is to assume and maintain professional behavior in his/her work and in dealing with students, teachers, academic or teaching personnel, administrative staff, and parents or guardians.

14. Pefianco (1995), in her speech during the Annual Convention of the Public Elementary Schools Principal Association in Los Baños , Laguna, saw an urgent need to dramatically improve education. As such, the school principal is looked upon as the key variable for quality education in the basic educational system since he/she is supposed to be an instructional leader or manager. Hence, there is a need for a more empowered and liberated principal whose quality of decisions will impact heavily on the quality of learning taking place in the classroom.

15. In order for the manager to be effective, there are a lot of competencies that he/she has to possess and master. Some of these are competencies that will largely be used in dealing with people. Hersey and Blanchard (as cited in Martinez, 1992) aptly said “Many of the most crucial problems are not in the world of things, but in the world of people.” The study of human behavior therefore is just as important, if not more important than the study of things. Indeed, there is no other subject more interesting and challenging than people. Thus, the manager should be familiar with human behavior; he/she has to study it.

16. Martinez continued that there is a need to study human behavior even as one participates in the day-to-day processes and activities of human life. The need to understand the behavior of others, especially those that one comes in contact with and the need to anticipate and predict how others may act in certain situations are important since they are affected by their own actions. At the heart of human relationship are people. To a great extent, this is true. An individual, for his/her own reason, is the most important person in the operation. This demands that managers should have the deepest insight to the many aspects of human relationship.

17. The Code of Professional Ethics for Public School Teachers and Officials states in Article VI, Sections 7 and 8 that “Effective school supervision and administration demand responsible leadership and direction by all school officials who should at all times show professional courtesy, helpfulness, and sympathy towards their teachers; and in the interest of the service, a school official before formulating major policies or introducing important changes in the system should give his teachers opportunity for broadminded discussion and constructive criticism, in the spirit of earnest inquiry and for the good of the pupils and students.”

18. According to Leveriza (1993), the textual usage of human relations has acquired several meanings. Each of these meanings has a relationship to the management of people at work. It is often used in the sense of interpersonal dealings and relationships among individual with an individual, individual with a group, and group with a group. Human relations are an approach to the design of jobs based on the assumption that employees like to take responsibility for their work.

19. Most important from a management perspective is that no one escapes human relationship in an organization. Its effects are both personal and organizational and they affect organizational effectiveness. So, in the organization, a person gets realistic on this matter by sticking with work issues. Only by standing together can they prevail. How can a na manager bring out the best in his/her subordinates toward developing a certainty about their own personal worth and in own building their own inner strength or self-confidence? There are no easy answers to these queries. But no problem is too big not to be resolved by an innovative and flexible manager.

20. For one thing the establishment of long-cherished human bonds of relationships could be a good beginning in this direction. It could provide a new appreciation for the sacredness of human relationship, a fire that burns into the nights of humanity. With it, the changes wrought by history and technology have profound meanings and consequences for the organization and its people. It may be partly accounted for by the empowerment to preserve and enhance human relationship within the organization where people are an integral part.

21. Unfortunately, some organizations seldom share the situation. Management skills alone do not make a good manager. One cannot understand the management of organizations without understanding the human relationship of people. The demand of the organization and its people is often mutually conflicting. Nowhere is it more possible to miss the forest for the trees than in the organization. Too often people just think of themselves, forgetting that they are part of the organization.

22. In addition and practice, it is, of course, obvious that a manager should understand the demands of others in their own lives and he/she should know how conflict in human relationship might be presented and resolved. He/she should be able to make them realize that only human solidarity in the organization can make their dreams come true with the realization of the organizational goals. Still in the end, it is likely that those competing demands need to be balanced.

23. Attitudes, outlook, and the ability to do what needs to be done even if one doesn’t feel like doing it are the true measurements of human relations. Here, in effect, certain qualities that distinguish true leaders from mere managers of organization could be tested by experience. There are some rules a manager should follow to make any system work for him/her. Unfortunately, it is difficult to establish the rules on human relations. Often, humans are guided by their feelings. Hence, he/she stays close to his subordinates to know and understand their feelings. He/she tries to shed a few of his authorities and responsibilities by delegating them to his/her people.

24. Hills (1976) made it very clear that referring to relationships between the components of an organizational structure points to relationships between and among people, either as individuals or as groups. An renzational structure diagram can do individuals indicate a general redajionship between the separate functional components: it cannot spell the just how this is to be interpreted by the individuals concerned and it is latter that really matters. The organizational structure should simply be the way people work together that’s the way an organization will overcome its problems and attain its desired goals.

25. A manager should, therefore, be idealistic and yet practical in his/ her relationships with the people in the organization. Either way, he/she knows of the work group’s influence on individual behavior. This reveals the importance of recognizing the individual and group dimensions of behavior. After all, he/she moves forward boosting his/her importance and long-term relationship. But he/she may not want to settle for a compromise, while going for something of substantial value that would prove to be completely satisfactory. That, however, seems likely, at least in the short

26. The understanding of people’s behavior makes the anticipation and prediction of events easier and smoother. This can influence them to think, feel, and act accordingly Mann (1990), defined human relation skills as the knowledge about human behavior and interpersonal processes which include the ability to understand feelings, attitudes, and motives of others for what they say and do, ability to communicate clearly, and opportunity and ability to establish effective and cooperative relations.

Moreover, the manager in an organization should be aware that he/she is in a complex system.

27. An organization is an extremely complex system. As one observes, an organization seems to be composed of human activities on many different levels of analysis, personalities, small groups, inter-groups, norms, values, attitudes that all appear to contribute to exist in an extremely complex multi-dimensional pattern. This complexity seems at times beyond comprehension. Yet it is the very complexity that is, on one hand, the basis for understanding organizational phenomena and or the other, that makes life difficult for an administrator.

28. Finally, a manager considering interpersonal relationship should not overlook the fact that an organization was created according to organizational goals, and he/she occupies his/her post to attain them with the support of his/her people ( Leveriza , 1993). Viewing an administrator as an individual in a position of authority in a formal organization is however more than just a manager according to Shaw (1980). To deal with humans, he/she changes his/her attitudes; he/ she motivates his/her people; and in short, he/she is an engineer moving not things but people. The manager then brings his/her personal character with him/her when he/she is in a group and exerts a powerful influence upon group process.

29. Thus, his/her manners of behaving, his/her typical reactions to others, and his/her skills and abilities not only determine his/ her behavioral patterns but also, to a major extent, the reaction to him of other people as a group.

Therefore, the relationship of the manager to his/her people and all aspects affecting the organization, if not faced properly, will result in a disaster and a poor performance.

30. There are six major human relation areas requiring additional research emphasis according to Tannenbaum , Weshler , and Massarik (in Leveriza , 1993). These are: (1) an understanding of the factors underlying interpersonal effectiveness, (2) the dynamics of change of attitudes and behavior; (3) the centers of evaluation of performance, (4) inter-group relation involving conflicts and cooperation; (5) the effects of cultural variables and (6) the individual in the organization. In the six research priority areas, it is shown that intrapersonal and interpersonal competencies are vital in any organization.

31. It is in this light that this research is to be conducted to determine factors and relationship of the different competencies to have an effective human relation and at the end realize school’s effectiveness. This study proposes to focus on two major competencies intrapersonal and interpersonal which are needed for effective human relation.

32. INTRODUCTION Example 2: Predictors of Students’ Performance in Chemistry Laboratory of Selected Private Schools (Estrella, 2009) Experimenting is one of the tasks in a science class. No science course is ever complete unless students have been given the opportunity to conduct an experiment. It opens opportunities to students to be exposed to hands- on activities in which they discover the answers to their scientific queries. Laboratory activity requires students to use many of the other scientific process skills like observation, measurements, inference, prediction, and generalization.

33. All students from primary, secondary, and tertiary levels experience laboratory activities. It is a well-known fact that college students taking up professional courses cannot do away with science as one of their basic subjects. However, it has been observed that students still find difficulties even in identifying common laboratory apparatuses and following simple procedures. This is despite the fact that they have been exposed to science activities during their high school years.

34. To cite, they have integrated science in first year, biology in second year, chemistry in third year, and physics in fourth year. It is, therefore, expected that they are already familiar with the basics of a science experiment. However, this is not the case. Most of the time, the teacher repeats simple laboratory procedures, whereby, it must explained properly “by the letter” and all the observations would lead the teacher to teach the “ABC” of doing a laboratory activity so that they can perform it correctly. In addition, the teacher would have to orient them even with the basic and the most commonly used laboratory apparatuses.

35. Knowledge applied to technology has immensely affected man’s lifestyle such as chemical products for energy, food, clothing, shelter, health care, transportation, and even leisure. However, as cited by Cuyegkeng (2008), in the Philippine educational system, one of the most disturbing problems is the poor achievement of Filipino students in the areas of science and technology. Educators agree that one of the major causes of this problem has to do with the method of facilitating the learning of science concepts, processes, and poor laboratory practices inside the classroom. Somehow, this indicates that the current methods do not fully develop skills of both students and teachers.

36. Earlier studies show that one of the problems of students in general is the failure to connect the chemistry principles they have learned in class with the problems in the real world. They fail to appreciate chemistry concepts and draw connections between them because chemistry is usually presented as a very theoretical, abstract body of knowledge. This is especially true if the teacher is not properly trained, which is often the sad plight of the Philippine secondary schools and if this is coupled with poor learning facilities and materials, the result is a failure in science education.

37. Puno (2005), citing specific issues concerning higher education, mentioned that academic excellence must be viewed in terms of excellence in practical or applied learning theories. Application and practical use of these theories and concepts will make the learner a productive member of society. It is not the quantity of knowledge but more importantly how much of this knowledge can be put to good use. We need graduates whose lives will be full of action and not have heads just full of facts.

38. All these ideas point out to the significance of learning by doing. For this reason, it is viewed that in studying science, students should not only focus on theories but on application as well. There are many experiments that may be conducted and performed in any science unit of study, and yet conducting them may not be that effective and the mark of knowledge is absent. At present, the researcher as a college instructor is experiencing the above mentioned scenario in science education. If not dealt with properly, it might result in poor performance in science laboratory activities. It is in this light that this research is conducted to determine the factors affecting the student’s performance in the Chemistry laboratory.

39. INTRODUCTION Example 3: Problems of State Universities and Colleges’ Middle Level Managers: A Basis for the Development of Management Intervention Program ( Muello , 2002)

Since time immemorial, conflict has been a natural part of human existence. It exists on many levels and takes many different forms. It is an inevitable part of organizational life.

40. Although conflict is natural and unavoidable, it is important that administrators learn to manage conflict effectively and turn it towards a constructive end. When properly handled, it does not disrupt the normal operation of the organization. At its intense level, however, conflict may lead to more radical measures s of reform like strikes, mass leave of absence, and even unwanted unionism. Therefore, managers need to understand the nature and cause of conflict. Managers need to analyze what the conflict is where it comes from, and how it develops and dissipates.

41. Managers must understand that conflict is an almost constant and continuous process ( Himoc , 1989). By sound planning and action, management leaders can constantly direct the energies of conflict into productive and creative channels of related endeavors. This perspective on conflict gives the manager additional roles like those of referee and counselor who help the protagonist reach an acceptable solution.

42. They act as motivators who direct human energies towards organizational goals. Ultimately, this educational experience of resolving conflict could provide the managers a deeper insights into and a greater understanding of the goals of the organization, the interests and needs of their subordinates. The feedback on conflicts may serve as clues in potential problem analysis and enhance the development of measures to minimize conflict and maximize smooth interpersonal relationship.

43. Today’s educational leaders are faced with more changes, more conflicts, and more pressures than in any other decades in the 20 th century ( Gmelch , 1981). This is largely due to substantial increases in their responsibilities. Many factors have also contributed to the broader scope and expanded amount of work that leaders need to fulfill. Among such factors are the tremendous increases in the school population and additional job requirements necessitated by many educational innovations.

44. Not only are they expected to continue their traditional duties such as planning and over-all school organization, but also they are asked to give personal leadership and inspiration. Leaders are expected to actively engage in establishing educational programs and in developing good teachers’ morale. Thus, it has become exceedingly important that school administrators and teachers understand and are prepared to meet the beny responsibilities inherent to their position. Thus, time management buienes exceedingly important for managers to efficiently attend to their duties and avoid conflicts ( Muello , 2002).

45. The researcher being a manager, will surely be personally benefited Proes the results of this study which generally aims to analyze the commod colleges encountered by which aims to ante universities and Propes in Region IV widdle level managers itilized as the basis for proposing a management intervention program.

46. Thank you