PRINCIPAL AS TRANSFORMATION LEADER AND GOOD COMMUNICATOR
By: EMILY I. FERNANDEZ, P-II Munoz North Elementary School
The ultimate power to change is and has always been-in the heads, hands, and hearts of educators who work in the schools. Most of the times however, this crucial role rest upon school head being the captains of their school. Therefore, the kinds of leadership employed by them are increasing not only its academic of a school performance as a whole.
School today need leader who are highly committed and inspired to work for the accomplishment of objectives, leader who can stimulate their co-workers to willingly support and cooperate in the implementation of thrust and projects as well as leaders who can turn on their abilities to the fullest and stretch their potentials to the limits.
HERSHEY AND Blanchard as cited in kreitner (2004) explained that leadership style has varying emphasis on task accomplishment and maintenance activities. In connection with this, leaders are expected to develop leadership skills in understanding, diagnosing, and influencing human behavior at work with the objective of developing personnel so that they will contribute in achieving goals and promoting organizational success.
Public school principals nowadays are expected to be transformational leaders. These are the kind of leaders who are found excellent in the four dimensions of transformational leadership.. They have the capability to provide meaningful professional and personal support to teachers as well as to other school administrators which transform them into an assembly of educators who are willing to work above and beyond the call of duty. They work harmoniously with their colleagues so that they are able to show their expertise in the formulation of plans, programs and projects that can be successfully implemented for the attainment of better quality education.
Mediocrity may give way to excellence in the educational system if the public school principal possesses the qualities of a transformational leader, teachers will surely follow their examples if they see the result of this kind of leadership. They can be role of leadership that builds man’s needs.
Public school principals, as transformational leaders, can play vital roles in the process of enjoying other school heads and teachers in producing high quality learners in elementary schools. They can do this if they possess the charisma and individual consideration and if they can inspire and stimulate the individual capabilities of their co-workers.
Vital to the attainment of excellent performance is the promotion of academic excellence, culture and innovation and the principal’s effectiveness well and gain credibility when they are effective communicators.
The role of public school principals as communicators is very critical. He, as an educational manager does not only initiate communicators but also pass them on to and interpret them for subordinates. The four managerial skills such as planning, organizing, influencing and facilitating improve organizational productivity and performance yet they can only get most people doing mostly acceptable work. These skills may not be enough. They only yield modest acceptable until managers use their interpersonal communication skills to talk with their people about their performance.
The pivotal role assumed by the public school principal school principals in the province of Nueva Ecija in leading their teachers to embrace to a culture of excellence in public service and to work for the attainment of the mission of educating the child so that he is able to discover his full potential in a child-centered and value-driven teaching-learning environment demand that these educational leaders should be transformational, should possess the competencies of a effective managerial communicator and should perform well.
By: EMILY I. FERNANDEZ, P-II Munoz North Elementary School
The ultimate power to change is and has always been-in the heads, hands, and hearts of educators who work in the schools. Most of the times however, this crucial role rest upon school head being the captains of their school. Therefore, the kinds of leadership employed by them are increasing not only its academic of a school performance as a whole.
School today need leader who are highly committed and inspired to work for the accomplishment of objectives, leader who can stimulate their co-workers to willingly support and cooperate in the implementation of thrust and projects as well as leaders who can turn on their abilities to the fullest and stretch their potentials to the limits.
HERSHEY AND Blanchard as cited in kreitner (2004) explained that leadership style has varying emphasis on task accomplishment and maintenance activities. In connection with this, leaders are expected to develop leadership skills in understanding, diagnosing, and influencing human behavior at work with the objective of developing personnel so that they will contribute in achieving goals and promoting organizational success.
Public school principals nowadays are expected to be transformational leaders. These are the kind of leaders who are found excellent in the four dimensions of transformational leadership.. They have the capability to provide meaningful professional and personal support to teachers as well as to other school administrators which transform them into an assembly of educators who are willing to work above and beyond the call of duty. They work harmoniously with their colleagues so that they are able to show their expertise in the formulation of plans, programs and projects that can be successfully implemented for the attainment of better quality education.
Mediocrity may give way to excellence in the educational system if the public school principal possesses the qualities of a transformational leader, teachers will surely follow their examples if they see the result of this kind of leadership. They can be role of leadership that builds man’s needs.
Public school principals, as transformational leaders, can play vital roles in the process of enjoying other school heads and teachers in producing high quality learners in elementary schools. They can do this if they possess the charisma and individual consideration and if they can inspire and stimulate the individual capabilities of their co-workers.
Vital to the attainment of excellent performance is the promotion of academic excellence, culture and innovation and the principal’s effectiveness well and gain credibility when they are effective communicators.
The role of public school principals as communicators is very critical. He, as an educational manager does not only initiate communicators but also pass them on to and interpret them for subordinates. The four managerial skills such as planning, organizing, influencing and facilitating improve organizational productivity and performance yet they can only get most people doing mostly acceptable work. These skills may not be enough. They only yield modest acceptable until managers use their interpersonal communication skills to talk with their people about their performance.
The pivotal role assumed by the public school principal school principals in the province of Nueva Ecija in leading their teachers to embrace to a culture of excellence in public service and to work for the attainment of the mission of educating the child so that he is able to discover his full potential in a child-centered and value-driven teaching-learning environment demand that these educational leaders should be transformational, should possess the competencies of a effective managerial communicator and should perform well.
FROM THE HEART AND SOUL OF A SCHOOL HEAD
By: EMILY I. FERNANDEZ, P-II Munoz North Elementary School
My heart is bleeding every time I would hear comments, concern and sentiments from my co-school heads particularly the head teachers who have been waiting long enough for their Principal I position. I was a witness to their struggles and pains in making their schools. I was a witness to on how they run their schools smoothly and effectively.
I salute our Education Secretary for having magnificent reforms and projects to really uplift our educational system. One way of ensuring the success of such projects is to have a very able and competent school leader who will shepherd the school towards the realization of these goals. One of which is the qualifying examination for principals that is very essential to gauge the abilities and capabilities of school heads. However, the qualifying examination still touches the hearts of head teachers especially in the elementary level. They are already entrusted with schools to mange and assume the same roles as that of a principal. Yet they still need to hang around the bridge and swim with their might with Teacher I,II, and III who haven’t proven anything yet in terms of administration and supervision. I guess it’s just right and proper that classroom teachers shifting to administration should pass head teacher position as a requirement for taking the qualifying exam for the P-I position. In this era of high stakes testing, head teachers cannot do otherwise but to give in to the demands and requirement of the past. M head teacher colleagues took the exam but were not able to make it for someone reasons we don’t know. If brains and experiences were two of the criteria they could have passed it from the very start… call it fate I do not know… if only those in the higher us would see these accomplished educational leaders probably they would award the P-I position to them without the qualifying reexamination if only I can do something for them. I would have done it. May these articles be ready by the people concerned? CARRY ONHEAD TEACHERS, THERE’S A LIGHT AT THEEND OF THE TUNNEL.
By: EMILY I. FERNANDEZ, P-II Munoz North Elementary School
My heart is bleeding every time I would hear comments, concern and sentiments from my co-school heads particularly the head teachers who have been waiting long enough for their Principal I position. I was a witness to their struggles and pains in making their schools. I was a witness to on how they run their schools smoothly and effectively.
I salute our Education Secretary for having magnificent reforms and projects to really uplift our educational system. One way of ensuring the success of such projects is to have a very able and competent school leader who will shepherd the school towards the realization of these goals. One of which is the qualifying examination for principals that is very essential to gauge the abilities and capabilities of school heads. However, the qualifying examination still touches the hearts of head teachers especially in the elementary level. They are already entrusted with schools to mange and assume the same roles as that of a principal. Yet they still need to hang around the bridge and swim with their might with Teacher I,II, and III who haven’t proven anything yet in terms of administration and supervision. I guess it’s just right and proper that classroom teachers shifting to administration should pass head teacher position as a requirement for taking the qualifying exam for the P-I position. In this era of high stakes testing, head teachers cannot do otherwise but to give in to the demands and requirement of the past. M head teacher colleagues took the exam but were not able to make it for someone reasons we don’t know. If brains and experiences were two of the criteria they could have passed it from the very start… call it fate I do not know… if only those in the higher us would see these accomplished educational leaders probably they would award the P-I position to them without the qualifying reexamination if only I can do something for them. I would have done it. May these articles be ready by the people concerned? CARRY ONHEAD TEACHERS, THERE’S A LIGHT AT THEEND OF THE TUNNEL.
Project ANGEL (Academic Necessity for Genuine Enhanced Learners) Towards the Increased of School Participation Rate in Franza ES: Using a Multi-Component Partnership-Based Approach.
by: ANGELICA M. BURAYAG,PH.D
FRANZA ES/Head Teacher I
I. Situation
Education indicators are statistics that reflect important aspect of the education system .One of the most important indicators in the education system particularly in the school is the Participation Rate or the net enrolment rates that refer to the ratio between the enrolments in the school- age range to the total of that age- range. Therefore, the responsibility of the school head is to find out the total population of the pupils ranging their ages from 5-12 years old in the barangay. The researcher found out Barangay Franza ha a total land area of 437.75 Ha and there is only 6.07 Ha for the residential that consist of a total population of 2578 people living in the barangay. There are seven Purok namely Purok Villa Ruiz that consist of 77 students or 23.05% of the total participation rate in the elementary, Purok Toma Cruz consist of 31 students or 9.28% of the total PR, Purok Galam has 14 students or 4.19% of the total PR, Purok Domingo has 12 students or 3.60% of the total PR, Purok Centro obtained the biggest population of student for a total of 83 or 24.85% of PR , Purok Cabiawan has a total population of 57 students or 17.07% of the participation rate and Purok Nagsabaran consist of 60 students in the elementary or 17.96% of the total participation rate.
The total population of student in the elementary in Brgy. . Franza is 334.And out of 334 populations in the brgy. Only 140 pupils were enrolled in Franza Elementary School which is an equivalent of 41.92 % of the total participation rate while 58.08% or 194 elementary students were enrolled in other schools like Bical ES ,Rizal ES, Munoz North ES. Munoz Central ES, Linglingay ES and Private Schools. That scenario led the researcher to conduct a study and take an appropriate action and intervention for this problem.
II. Problem
As the researcher of this research, I have found out that there is a low participation rate in Franza Elementary School because out of 100% of participation rate 58.08% of this rate were enrolled in other schools according to the data gathered, making it impossible to achieve the goals of high learners enrolment rate in Franza Elementary School.
The possible causes of this low participation rate were characterized by poor-parental participation, poor communication campaign, lack of classroom and other physical facilities, low academic performance, pupils were not academically challenge, lack of exposure in extra-curricular activities, combination class and lack of permanent teacher and school head.
Specifically, the study aims to answer the following questions
1. What are the profile of the respondents in terms of:
a. Gender of pupils
b. Address of pupils
c. Pupils’ Grade Assignment
2. What is the perception of the respondents in the school services (Project ANGEL)?
III. Hypotheses
The Project ANGEL (Academic Necessity for a Genuine Enhanced Learner) Using a Multi-Component Based Approach will influence the increased of school participation rate in Franza Elementary School.
IV. Plan of Action
1. The researcher will spend meeting with key school and community personnel like LGU to understand school needs and to build support for the research project which is the Project ANGEL (Academic Necessity for a Genuine Enhanced Learner).
2. Identify key stakeholders group. Meetings will be held with various representatives from key stakeholders group including administrators, teachers, parents and community and external stakeholders.
3. Explore optimal ways with which to communicate with parents, teachers and students. These includes making flyers and publication that will be handed out at the school, sending a brief letter signed by school head and PTA President, attending a parent-teacher organization meeting and being available each week at the school to answer questions and concerns.
4. Meet with teachers and parents and barangay officials to explain in the projects and programs in the school like “Sagip-Bakod Project”, Drum & Lyre Project & Organization, Gulayan sa Paaralan, & other culminating activities that will enhance the Physical Facilities of the school for a safe and secure place for them and will give exposure to students to boost self-confidence and develop their skills.
5. Coordinate with some of the external stakeholders especially the 58.08% of the total participation rate of students in Brgy. Franza to attend orientation of Project ANGEL (Academic Necessity for a Genuine Enhanced Learner).
6. Conduct Survey as regards with the Parents’ Perception on the Needs of School Services.
7. Work out with the result and findings of the survey and meet the internal stakeholders of the school.
v. Action
Strategy
Survey Questionnaire
Data Collected
Pupils Grade Assignment, Pupils Gender, Name and Number of Pupils Enrolled ,Actual No. of Enrollment per Purok and Frequency of Respondents Perception Towards the Needs of School Services
Data Analysis/Interpretation
Description of the Pupils Profile and the Frequency of Respondents Perception Towards the Needs of School Services
VI. Evaluates and Follow- Up Action
This was described based on the results appearing after the plan of action was carried out. Tables with interpretation of results are provided and so are graph.
A. Pupils’Profile
Table 1. Actual No. of Enrollment per Purok in Brgy. Franza
The table shows that there are 334 pupils who were enrolled this school year. Majority of the pupils or 24.85% from Purok Centro and 23.05% of Purok Villa Ruiz were presently enrolled this school year. It is also shows that there is a low enrolment in Purok Domingo which has 3.60% or only 12 pupils were enrolled this school year from Purok Domingo the same with Purok Galam which has only 4.19 % or only 14 pupils were presently enrolled this school year.
Table 2. Grade Assignment of Pupils Enrolled in Other School
The table shows that there were 194 pupils who were enrolled to other schools and that the pupils were distributed in different grade level from kindergarten to Grade VI. It also shows that there were similarity of percentile of enrolment among the three grade levels that has 14.95% .Grade VI pupils shows that majority of them 19.07 % 0r 37 out of 194 pupils were enrolled to other schools. While the lowest enrollee came from Grade IV which has 11.34% or only 22 pupils out of 194 were enrolled to other schools.
Table 3. Pupils’ Gender
As regards with the gender of pupils most of the male pupils were presently enrolled to other schools enrolled but there were only 2% differences to their gender.
Table 4. Name of School and No. of Pupils Enrolled
Results shows that the highest enrollees were in Bical ES that has 89 pupils or 45.88% while the lowest enrollees were in Linglingay ES that has only 1.03% or only 2 pupils were enrolled in their school who is residing in Brgy. Franza..The table als0 shows that there was 5.15% or only 10 pupils were enrolled in some of the Private Schools located here in Science City of Munoz.
A. Table 5
Frequency of Respondents Perception on Needed School Services
The table above shows the respondents perception on the needs school services. As regards with the respondents perceptions 69.53% claimed that providing
permanent teachers and classrooms in all grade level was really a necessity as well as providing safe and secured environment were very effective and it was 59.28%
perceived by the respondents in two (2) out f the ten (10) services enumerated above but, on the other hand , introducing pupils and parents to the school physical environment as well as organizing school programs and projects were found also very effective that results to 45.36% 0r 88 out of 194 respondents. The same with services that in item no .3 inviting parents and stakeholders for a meeting was also very effective as perceived by the respondents. This only means providing permanent teachers and classrooms in all
grade level as well as providing safe and secured environment , inviting parents and other stakeholders for meeting , assisting pupils need by the school head and teachers , organizing programs and projects and introducing pupils/parents to the school physical environment as a component of the school services or Project ANGEL produce favorable to both pupils and parents as well to the school.
However, the parents also perceived that some of the components school services (Project ANGEL) presented were moderately ineffective and slightly effective like
producing tarpaulin on school awards and providing information through schools publication. And the table shows also that the parents perceived that producing information through leaflets / letters to school pupils/parents was ineffective and it has 29.38% of response.
VII. Conclusion
Based on the above findings the following conclusions were drawn.
1. Majority of the pupils were enrolled in BICAL ES which is accessible to Brgy. Franza.
2. There were only 2% differences among the gender of students.
3. Majority of pupils residing in Purok Villa Ruiz and Centro were enrolled in other schools.
4. Parents perceived that the needs of school services like PROJECT ANGEL were generally important.
5. Finally , the hypothesis stating that the Project Angel will influence the increased of Participation rate of Franza Elementary School was accepted.
I. Recommendations:
1. The school head may continue the Project ANGEL (Academic Necessity for a Genuine Enhanced Learners) to understand the school needs and to
increase the participation rate of the school.
2. Education implementers of Franza Elementary School are encouraged to organize workshops, seminars and conference on different intervention of the school services together with their internal and external stake holders.
3. More research should be done focusing on how to increased participation rate in school.
4. Survey instruments may be constructed to all internal stakeholders to ascertain reliable response to describe over all school services in Franza Elem. School.
5. The school should also monitor the progress of monthly enrolment of pupils.
6. The teachers should attend a lot of seminars to produce academically challenge students.
7. The school head may request to the Division Personnel to provide permanent teachers and classrooms in all grade level.
8. Encourage teachers to give more assistance to their pupils need so that the parents will reveal it to the community.
by: ANGELICA M. BURAYAG,PH.D
FRANZA ES/Head Teacher I
I. Situation
Education indicators are statistics that reflect important aspect of the education system .One of the most important indicators in the education system particularly in the school is the Participation Rate or the net enrolment rates that refer to the ratio between the enrolments in the school- age range to the total of that age- range. Therefore, the responsibility of the school head is to find out the total population of the pupils ranging their ages from 5-12 years old in the barangay. The researcher found out Barangay Franza ha a total land area of 437.75 Ha and there is only 6.07 Ha for the residential that consist of a total population of 2578 people living in the barangay. There are seven Purok namely Purok Villa Ruiz that consist of 77 students or 23.05% of the total participation rate in the elementary, Purok Toma Cruz consist of 31 students or 9.28% of the total PR, Purok Galam has 14 students or 4.19% of the total PR, Purok Domingo has 12 students or 3.60% of the total PR, Purok Centro obtained the biggest population of student for a total of 83 or 24.85% of PR , Purok Cabiawan has a total population of 57 students or 17.07% of the participation rate and Purok Nagsabaran consist of 60 students in the elementary or 17.96% of the total participation rate.
The total population of student in the elementary in Brgy. . Franza is 334.And out of 334 populations in the brgy. Only 140 pupils were enrolled in Franza Elementary School which is an equivalent of 41.92 % of the total participation rate while 58.08% or 194 elementary students were enrolled in other schools like Bical ES ,Rizal ES, Munoz North ES. Munoz Central ES, Linglingay ES and Private Schools. That scenario led the researcher to conduct a study and take an appropriate action and intervention for this problem.
II. Problem
As the researcher of this research, I have found out that there is a low participation rate in Franza Elementary School because out of 100% of participation rate 58.08% of this rate were enrolled in other schools according to the data gathered, making it impossible to achieve the goals of high learners enrolment rate in Franza Elementary School.
The possible causes of this low participation rate were characterized by poor-parental participation, poor communication campaign, lack of classroom and other physical facilities, low academic performance, pupils were not academically challenge, lack of exposure in extra-curricular activities, combination class and lack of permanent teacher and school head.
Specifically, the study aims to answer the following questions
1. What are the profile of the respondents in terms of:
a. Gender of pupils
b. Address of pupils
c. Pupils’ Grade Assignment
2. What is the perception of the respondents in the school services (Project ANGEL)?
III. Hypotheses
The Project ANGEL (Academic Necessity for a Genuine Enhanced Learner) Using a Multi-Component Based Approach will influence the increased of school participation rate in Franza Elementary School.
IV. Plan of Action
1. The researcher will spend meeting with key school and community personnel like LGU to understand school needs and to build support for the research project which is the Project ANGEL (Academic Necessity for a Genuine Enhanced Learner).
2. Identify key stakeholders group. Meetings will be held with various representatives from key stakeholders group including administrators, teachers, parents and community and external stakeholders.
3. Explore optimal ways with which to communicate with parents, teachers and students. These includes making flyers and publication that will be handed out at the school, sending a brief letter signed by school head and PTA President, attending a parent-teacher organization meeting and being available each week at the school to answer questions and concerns.
4. Meet with teachers and parents and barangay officials to explain in the projects and programs in the school like “Sagip-Bakod Project”, Drum & Lyre Project & Organization, Gulayan sa Paaralan, & other culminating activities that will enhance the Physical Facilities of the school for a safe and secure place for them and will give exposure to students to boost self-confidence and develop their skills.
5. Coordinate with some of the external stakeholders especially the 58.08% of the total participation rate of students in Brgy. Franza to attend orientation of Project ANGEL (Academic Necessity for a Genuine Enhanced Learner).
6. Conduct Survey as regards with the Parents’ Perception on the Needs of School Services.
7. Work out with the result and findings of the survey and meet the internal stakeholders of the school.
v. Action
Strategy
Survey Questionnaire
Data Collected
Pupils Grade Assignment, Pupils Gender, Name and Number of Pupils Enrolled ,Actual No. of Enrollment per Purok and Frequency of Respondents Perception Towards the Needs of School Services
Data Analysis/Interpretation
Description of the Pupils Profile and the Frequency of Respondents Perception Towards the Needs of School Services
VI. Evaluates and Follow- Up Action
This was described based on the results appearing after the plan of action was carried out. Tables with interpretation of results are provided and so are graph.
A. Pupils’Profile
Table 1. Actual No. of Enrollment per Purok in Brgy. Franza
The table shows that there are 334 pupils who were enrolled this school year. Majority of the pupils or 24.85% from Purok Centro and 23.05% of Purok Villa Ruiz were presently enrolled this school year. It is also shows that there is a low enrolment in Purok Domingo which has 3.60% or only 12 pupils were enrolled this school year from Purok Domingo the same with Purok Galam which has only 4.19 % or only 14 pupils were presently enrolled this school year.
Table 2. Grade Assignment of Pupils Enrolled in Other School
The table shows that there were 194 pupils who were enrolled to other schools and that the pupils were distributed in different grade level from kindergarten to Grade VI. It also shows that there were similarity of percentile of enrolment among the three grade levels that has 14.95% .Grade VI pupils shows that majority of them 19.07 % 0r 37 out of 194 pupils were enrolled to other schools. While the lowest enrollee came from Grade IV which has 11.34% or only 22 pupils out of 194 were enrolled to other schools.
Table 3. Pupils’ Gender
As regards with the gender of pupils most of the male pupils were presently enrolled to other schools enrolled but there were only 2% differences to their gender.
Table 4. Name of School and No. of Pupils Enrolled
Results shows that the highest enrollees were in Bical ES that has 89 pupils or 45.88% while the lowest enrollees were in Linglingay ES that has only 1.03% or only 2 pupils were enrolled in their school who is residing in Brgy. Franza..The table als0 shows that there was 5.15% or only 10 pupils were enrolled in some of the Private Schools located here in Science City of Munoz.
A. Table 5
Frequency of Respondents Perception on Needed School Services
The table above shows the respondents perception on the needs school services. As regards with the respondents perceptions 69.53% claimed that providing
permanent teachers and classrooms in all grade level was really a necessity as well as providing safe and secured environment were very effective and it was 59.28%
perceived by the respondents in two (2) out f the ten (10) services enumerated above but, on the other hand , introducing pupils and parents to the school physical environment as well as organizing school programs and projects were found also very effective that results to 45.36% 0r 88 out of 194 respondents. The same with services that in item no .3 inviting parents and stakeholders for a meeting was also very effective as perceived by the respondents. This only means providing permanent teachers and classrooms in all
grade level as well as providing safe and secured environment , inviting parents and other stakeholders for meeting , assisting pupils need by the school head and teachers , organizing programs and projects and introducing pupils/parents to the school physical environment as a component of the school services or Project ANGEL produce favorable to both pupils and parents as well to the school.
However, the parents also perceived that some of the components school services (Project ANGEL) presented were moderately ineffective and slightly effective like
producing tarpaulin on school awards and providing information through schools publication. And the table shows also that the parents perceived that producing information through leaflets / letters to school pupils/parents was ineffective and it has 29.38% of response.
VII. Conclusion
Based on the above findings the following conclusions were drawn.
1. Majority of the pupils were enrolled in BICAL ES which is accessible to Brgy. Franza.
2. There were only 2% differences among the gender of students.
3. Majority of pupils residing in Purok Villa Ruiz and Centro were enrolled in other schools.
4. Parents perceived that the needs of school services like PROJECT ANGEL were generally important.
5. Finally , the hypothesis stating that the Project Angel will influence the increased of Participation rate of Franza Elementary School was accepted.
I. Recommendations:
1. The school head may continue the Project ANGEL (Academic Necessity for a Genuine Enhanced Learners) to understand the school needs and to
increase the participation rate of the school.
2. Education implementers of Franza Elementary School are encouraged to organize workshops, seminars and conference on different intervention of the school services together with their internal and external stake holders.
3. More research should be done focusing on how to increased participation rate in school.
4. Survey instruments may be constructed to all internal stakeholders to ascertain reliable response to describe over all school services in Franza Elem. School.
5. The school should also monitor the progress of monthly enrolment of pupils.
6. The teachers should attend a lot of seminars to produce academically challenge students.
7. The school head may request to the Division Personnel to provide permanent teachers and classrooms in all grade level.
8. Encourage teachers to give more assistance to their pupils need so that the parents will reveal it to the community.