Brigada Eskwela : Evaluated by Supervisors
(Brigada Eskwela 2014)
RODOLFI A. DIZON
EPS-I
Plumbing, carpentry, electrical, and landscaping are some of the help that you can offer.
The department of Education launched the National School maintenance week or Brigada Eskwela led by Secretary Dr. Armin Luistro. It is a nationwide voluntary effort of all DepEd employees, barangay officials, different organization both private and public, parents and students to do the clean-up and repairs in public school to prepare the facilities for the school opening.
This said activity is a school maintenance program that encourages every individual to share their skills that will help the school ready for the learners.
This year the Brigada Eskwela started on May 19 to 24. On the first day, the School-division superintended lead motorcades and civic parades to help call for support and instil public awareness to the project.
The 36 schools of the Division of Science City took action in repairing the damaged chairs, tables, windows, and other school facilities.
The practices learned were resourcefulness, “bayanihan”
spirit among the people in the community, volunteerism and
building good rapport to the stakeholders, government and
non-government organization.
The activity also proved that the poverty can’t hinder
the upliftment and achievement of quality education.
There must be allocated funds for the implementation of
the program especially for the major repairs of the
physical facilities of the school. Strong communication
with the stakeholder, government and non-government
organization is highly recommended.
As supervisor in the division wea re given a task to monitor and evaluate the brigada eskwela .It is indeed a satisfaction for us to see that all our public schools implemented the said deped program.
Mabuhay DepEd Family…
(Brigada Eskwela 2014)
RODOLFI A. DIZON
EPS-I
Plumbing, carpentry, electrical, and landscaping are some of the help that you can offer.
The department of Education launched the National School maintenance week or Brigada Eskwela led by Secretary Dr. Armin Luistro. It is a nationwide voluntary effort of all DepEd employees, barangay officials, different organization both private and public, parents and students to do the clean-up and repairs in public school to prepare the facilities for the school opening.
This said activity is a school maintenance program that encourages every individual to share their skills that will help the school ready for the learners.
This year the Brigada Eskwela started on May 19 to 24. On the first day, the School-division superintended lead motorcades and civic parades to help call for support and instil public awareness to the project.
The 36 schools of the Division of Science City took action in repairing the damaged chairs, tables, windows, and other school facilities.
The practices learned were resourcefulness, “bayanihan”
spirit among the people in the community, volunteerism and
building good rapport to the stakeholders, government and
non-government organization.
The activity also proved that the poverty can’t hinder
the upliftment and achievement of quality education.
There must be allocated funds for the implementation of
the program especially for the major repairs of the
physical facilities of the school. Strong communication
with the stakeholder, government and non-government
organization is highly recommended.
As supervisor in the division wea re given a task to monitor and evaluate the brigada eskwela .It is indeed a satisfaction for us to see that all our public schools implemented the said deped program.
Mabuhay DepEd Family…
A BASIC TECHNIQUE EVERY TEACHER MUST KNOW
(Life Saving Technique: Heimlich Maneuver)
Mr. Fhriessy Cruz S. Bermuda, II
Administrative Officer V
Every teacher has their own techniques when it comes to teaching. They are experts in their own fields of specialization. But what will you do when one of your pupil suddenly choked by a piece of eraser that was accidentally swallowed? Uh-oh, for sure expertise will surely turn to panic mode once it’s happening right before your eyes. It’s because not all teachers know a very important life saving technique called the Heimlich maneuver.
Heimlich maneuver is a first-aid technique for choking. Abdominal thrusts can dislodge foreign bodies from the airway. The action involves exerting pressure on the bottom of the diaphragm that may be enough to cause movement of the article sufficient to allow clearance of the airway. This amounts to an artificial cough.
The onset of choking will often be sudden, and knowing how to do it properly and being willing to use that knowledge can save someone's life. Learn the method for performing the Heimlich maneuver by following these simple steps.
Stand behind the victim. Stand with your legs separated, to form a "tripod" shape if the victim faints or becomes unconscious (this will help you to catch them and stabilize their fall quickly).
· Reach around the victim from behind. Circle your hands around the victim's abdomen (stomach).
· Make a fist with your dominant hand. The thumb of this fist should point into the fist. Place this fist just above the victim's navel (belly button) and under the breastbone.
· Wrap your other hand firmly around this fist. Be sure to keep your thumb away from the victim's body, to prevent injury to the victim.
Perform the Heimlich maneuver, also known as abdominal thrusts:
· Pull inward and upward, pressing into the victim's abdomen with quick upward thrusts, using good force. Make the motion similar to the letter "J" – in, then up.
· Make the thrusts quick and forceful, as if you are trying to lift the victim off his or her feet from this position.
· Perform 5 abdominal thrusts in quick succession. Repeat the series of thrusts until the object is dislodged and expelled. The victim will cough out the obstacle obstructing their airway if this maneuver is successful.
· Use less force if the victim is a child.
· If the victim falls unconscious, stop the thrusts immediately. Be aware that this can happen if the object is not removed.
Check to see if normal breathing has returned. Once the object is gone, most people will return to breathing normally. If normal breathing has not returned, continue the thrusts.
Call for help immediately if you fail to dislodge the obstruction. If the victim is unconscious, stop abdominal thrusts:
· Call emergency services. Ask for immediate assistance. Have someone else do this where possible, to save time.
· Seek to clear the victim's airway (check the mouth and see if you can dislodge anything obvious) and provide artificial respiration (CPR).
· Remain with the victim constantly. This is life threatening and he or she could die any moment; continue to administer artificial respiration to try to prolong their chances.
*Heimlich maneuver procedure was based on the procedures from wikiHow (How to Perform the Heimlich Maneuver: 8 Steps).
(Life Saving Technique: Heimlich Maneuver)
Mr. Fhriessy Cruz S. Bermuda, II
Administrative Officer V
Every teacher has their own techniques when it comes to teaching. They are experts in their own fields of specialization. But what will you do when one of your pupil suddenly choked by a piece of eraser that was accidentally swallowed? Uh-oh, for sure expertise will surely turn to panic mode once it’s happening right before your eyes. It’s because not all teachers know a very important life saving technique called the Heimlich maneuver.
Heimlich maneuver is a first-aid technique for choking. Abdominal thrusts can dislodge foreign bodies from the airway. The action involves exerting pressure on the bottom of the diaphragm that may be enough to cause movement of the article sufficient to allow clearance of the airway. This amounts to an artificial cough.
The onset of choking will often be sudden, and knowing how to do it properly and being willing to use that knowledge can save someone's life. Learn the method for performing the Heimlich maneuver by following these simple steps.
Stand behind the victim. Stand with your legs separated, to form a "tripod" shape if the victim faints or becomes unconscious (this will help you to catch them and stabilize their fall quickly).
· Reach around the victim from behind. Circle your hands around the victim's abdomen (stomach).
· Make a fist with your dominant hand. The thumb of this fist should point into the fist. Place this fist just above the victim's navel (belly button) and under the breastbone.
· Wrap your other hand firmly around this fist. Be sure to keep your thumb away from the victim's body, to prevent injury to the victim.
Perform the Heimlich maneuver, also known as abdominal thrusts:
· Pull inward and upward, pressing into the victim's abdomen with quick upward thrusts, using good force. Make the motion similar to the letter "J" – in, then up.
· Make the thrusts quick and forceful, as if you are trying to lift the victim off his or her feet from this position.
· Perform 5 abdominal thrusts in quick succession. Repeat the series of thrusts until the object is dislodged and expelled. The victim will cough out the obstacle obstructing their airway if this maneuver is successful.
· Use less force if the victim is a child.
· If the victim falls unconscious, stop the thrusts immediately. Be aware that this can happen if the object is not removed.
Check to see if normal breathing has returned. Once the object is gone, most people will return to breathing normally. If normal breathing has not returned, continue the thrusts.
Call for help immediately if you fail to dislodge the obstruction. If the victim is unconscious, stop abdominal thrusts:
· Call emergency services. Ask for immediate assistance. Have someone else do this where possible, to save time.
· Seek to clear the victim's airway (check the mouth and see if you can dislodge anything obvious) and provide artificial respiration (CPR).
· Remain with the victim constantly. This is life threatening and he or she could die any moment; continue to administer artificial respiration to try to prolong their chances.
*Heimlich maneuver procedure was based on the procedures from wikiHow (How to Perform the Heimlich Maneuver: 8 Steps).
NEW ROLES AND FUNCTIONS OF THE ADMINISTRATIVE SERVICES IN THE RATIONALIZED DIVISION OFFICE OF THE DEPED PART I
(Major Tasks of the Oversight for Administrative Services) (Based on the Draft Guidelines of the RAT Implementation in the Schools Division Office) Mr. Fhriessy Cruz S. Bermuda, II Administrative Officer V The discussions will be based on the Draft Guidelines of the RAT Implementation in the SDO. It will be presented on an “as-is” basis for coherence and consistency and the arrangement will be part by part. This Part I issue will deal only to the Major Tasks of the Oversight for Administrative Services, the duties and responsibilities of the section chief. The statement of purpose of the Administrative Services is to provide the Schools Division Office with timely, responsive and economical administrative services in personnel and records management, cash disbursement, procurement, security and custody of property and the maintenance of facilities, in order to ensure efficient operation of the schools division office towards enabling schools and learning centers provide accessible and quality and basic education. The Oversight for Administrative Services houses the section chief (Administrative Officer V) of the Administrative Services in the Office of the SDS and one (1) Administrative Aide VI that will provide clerical and secretariat support to the AO V and administrative services function. The main job purpose of the Administrative Officer V is to supervise the team that will provide the Schools Division Office with timely, responsive and economical administrative services in personnel and records management, cash disbursement, procurement, security and custody of property and the maintenance of facilities in order to ensure efficient operation of the schools division office towards enabling schools and learning centers provide accessible and quality basic education. The major tasks, duties and responsibilities of the AO V is reinforced by all the guidelines and issuances related to Administrative Services (e.g. Cash, Personnel, Records, Supplies and Procurement, General Services). Major tasks include the implementation of administrative guidelines and issuances from CO, RO and government oversight agencies and recommend other issuances and guidelines relevant to the SDO. Another task involves the monitoring of the implementation of policies and guidelines issued on administrative matters. Major tasks pertaining to personnel administration involves the review, recommends for approval or approves documents by Personnel Unit in matters requiring his/ her action (e.g. service records, Form 6 & 7). Review and recommends all pertinent personnel actions for the approval of the SDS. Sit as member of the PSB during deliberations and provides inputs related to CSC rules and regulations. Certify on the appointment papers that vacant positions have been published. Major tasks on records management involves the review and validation of documents authenticated and verified by reviewing pertinent documents submitted by records. Validates and signs certifications issued by records. Reviews annual administrative reports submitted by records and follows through recommendations. Reviews process for the conduct of annual inventory of records and monitors adherence to the process as well as evaluates findings and recommendations. Presents to the SDO management the “Report on the Conduct of Annual Inventory of Records” and follows through on recommendations. On cash management, major tasks are to provide oversight on cash management functions. Review and approve reports on cash collection, disbursement and liquidation for submission to accountant. Review and approve advice of checks issued and cancelled for submission to the Bureau of the Treasury and authorized government depository bank. Supply and procurement major tasks include the review and of the consolidated Annual Procurement Plan (APP) prepared by Supply and Procurement and validates with budget. Review Agency Procurement Request (APR) against submitted APP and recommends approval or adjustments as needed. Reviews “Disposable Material Inventory” and “Report of Waste Materials” by conducting ocular inspection of said materials for disposal to monitor proper disposal and accounting of such materials. Conducts monitoring of equipment, materials and other issuances against Invoice Receipt of Property (IRP). Major tasks on security and custody of properties are to develop together with management an “SDO Safety and Security Plan” and monitors implementation of such plan. Search and initiate procurement of services of a Security Agency for the SDO and manage the contract with the agency. Maintenance of SDO grounds and facilities, major tasks consists of the development and implementation of SDO office configurations and utilization plans and initiate necessary constructions for the various offices in the SDO. Initiate procurement of Janitorial Services for the SDO and monitor contract with service provider. Develop and implement a cleanliness and maintenance plan for the SDO grounds and facilities and monitor implementation. Monitor and ensure uninterrupted provision of all necessary utilities fro the SDO (electricity, water, telephone, internet service, etc.). Develop and implement with management an SDO Facilities Improvement and Upgrading Plan to support the current and future needs of the SDO with regard to buildings and facilities. Finally, for the administrative services performance the major tasks are to prepare and manage the budget for administrative and submits this to be part of the schools division budget. Manage personnel work assignment to ensure equitable work distribution towards accomplishment of administrative services goals and targets. Integrate and submit accomplishment report of administrative services and inform SDO management of progress, issues and challenges for corrective action. Conduct performance appraisal feedback and ratings on direct reports towards continuous improvement of performance. Prepares and implements a Professional Development Plan for Administrative Services personnel. Attend management and coordination meeting and conduct staff meeting to ensure flow of information and communication critical to the operational efficiency and effectiveness of the unit. Conduct regular meetings of Administrative Services staff for regular updates and work condition. Cultivate a supportive environment for the staff to perform and meet targets through continuous workplace improvement and establishing enabling structures and systems. |
OMNIBUS RULES ON MONETIZATION OF LEAVE CREDITS
(Excerpts from Rule XVI of the Omnibus Rules Implementing Book V of EO 292) Mr. Fhriessy Cruz S. Bermuda, II Administrative Officer V It is an important tool for every government employee to be informed of their entitlement to different leave privileges. One of the many privileges for the non-teaching and other related teaching group is the monetization of their accumulated leave credits. Thus, the Omnibus Rules concerning the monetization of accumulated leave credits must be known to everyone. Monetization as defined by the Rule I, Omnibus Rules Implementing Book V of Executive Order No. 292 refers to the payment in advance under prescribed limits and subject to specified terms and conditions of the money value of leave credits of an employee upon his request without actually going on leave. The discussions below were taken directly from the Omnibus Rules Implementing Book V of EO 292, Rule XVI Section 22-24: Section 22. Monetization of leave credits. - Officials and employees in the career and non-career service whether permanent, temporary, casual or co-terminus, who have accumulated fifteen (15) days of vacation leave credits shall be allowed to monetize a minimum of 10 days: Provided, that at least five (5) days is retained after monetization and provided further that a maximum of thirty (30) days may be monetized in a given year. (Provided under CSC MC No. 41, s. 1998) Section 23. Monetization of 50% or more of vacation/ sick leave credits. – Monetization of fifty percent (50%) or more of accumulated leave credits may be allowed for valid and justifiable reasons such as: a. Health, medical and hospital needs of the employee and the immediate members of his family; b. Financial aid and assistance brought about by force majeure events such as calamities, typhoons, fire, earthquake and accidents that affect the life, limb and property of the employee and his/ her immediate family; c. Educational needs of the employee and the immediate m embers of his/ her family; d. Payment of mortgages and loans which were entered into for the benefit or which inured to the benefit of the employee and his/ her immediate family; e. In cases of extreme financial needs of the employee or his/ her immediate family where the present sources of income are not enough to fulfill the basic needs such as food, shelter and clothing; f. Other analogous cases as may be determined by the commission. The monetization of 50% or more of the accumulated leave credits shall be upon the favorable recommendation of the agency head and subject to availability of funds. Immediate family*** is used herein as defined in Rule I (Defenition of Terms) of the Omnibus Rules Implementing the Administrative Code of 1987. (As amended by CSC Resolution No. 020731 published June 7, 2002 in Today) Money value of the monetized leave No. of days to be monetized Section 24. Computation of Leave Monetization. – Either of the following formula shall be used for the computation of Monetization of Leave Credits: Monthly salary CF (.0478087)* = OR 20.916667** Money Value of the monetized leave = x No. of days to be Monetized Monthly Salary *Constant Factor based on Section 40 of CSC MC No. 14, s. 1999 **Equivalent number of days in a month for computation of MLC based on the total number of working days per year (251) [Section 40 ofCSC MC No. 14, s. 1999] divided by the number of months in a year (12). ***Immediate family refers to the spouse, children, parents, unmarried brothers and sisters and any relative living under the same roof or dependent upon the employee for support. (Amended by CSC MC 6, s. 1999) |
MISCONCEPTIONS ON LEADERSHIP
Mr. Fhriessy Cruz S. Bermuda, II Administrative Officer V Leadership and leaders is an inevitable element in groups and organizations, it is a necessary prerequisite in coordinating the behavior of a group in a quest of common goal. This article focuses on the process and sense of leadership that are understood at present. It is by way of considering what leadership is, not in the way of getting its connotation in the books and exploring its vague definition. There are so many misconceptions about leadership. The idea that leadership is about power over others is a false impression. This idea assumes that leaders are capable of manipulating, controlling and forcing their followers into obedience. However, a leader should know how to win and influence others for the best interest of the group not for the benefit of the leader alone or his accomplices. Another false impression is that some people are “born leaders. This suggests that the ability to lead is inherent to a certain individual only and that it stems from a genetically interpersonal quality within the person. In other word, the ability to lead is the talent that exists in a privileged individual only. However, some writers disprove the idea of “born leaders”. The famous scholar Stogdill wrote that it is rather more of the idea that the “ability to lead is acquired through practice” and is supposed to have been responsible for promoting the concept that the qualities of character do not play much part in leadership. This suggests that leadership is an achievement, not a birthright or a fate of heredity. Third misconception on leadership is that “a good leader in one situation will prove to be a good leader in another situation”. Although “great leaders” do exist but depending on a given situation. A good general of the army that is a proficient combatant and war tactics manager will surely have a hard time thinking what to do on a nursery full of babies crying simultaneously without any assistance of a nanny or a childcare practitioner. A fourth erroneous idea is that “good leaders are well-liked”. Not all leaders develop this kind of appeal to people that tends to create a lasting sense of likeness by their followers. In most cases, a leader has no absolute momentum when it comes to likeness that will last forever. Past and present leaders particularly the elected ones were very much liked by their constituents at their first term of office. But as their term extends likeness is gradually decreased together with their popularity. However, leadership is more than a popularity contest it is about winning your group and making them believe in you. Although some leaders may have been well-liked by the others in their group, it does not necessarily mean that they believe in their leaders. The ability to inspire does not also mean winning their affection. The concept of leadership is emphasized in several denotations from various schools of thought: 1. Leadership is a reciprocal relationship involving the leader who directs, guides and facilitates the groups’ behavior and accept suggestions for improvement (Hollander 1978). 2. Leadership is a process of legitimate influence/ power rather than quality of a person (Grimes 1978). 3. The right to lead is in most instances voluntary conferred upon the leader by some in all members of the group (Kochan, Schmidt and de Cottiis 1975). 4. Leadership involves motivating group members to extend more energy in attaining the goals of the group (Katz and Kahn 1978) The above concepts candidly validate that leadership is about the ability to influence other people to do their part and the measure of how effective the leadership is the achievement of the common goal or purpose. |
HOW ABOUT SCHOOL ADMINISTATION
by: Rodolfo A. Dizon – EPS I In the Philippines, there are different forms of running the administration of school, be it public or private elementary and secondary schools. To be able to understand how the system is being implemented, it helps that we as parents and teachers need to know how schools are managed based on their charter and or the type of administration they follow. School Administration may be classified into two types: the autocratic and the democratic. The autocratic type of school administration is based on the assumption that the individual exist merely for the organization. The individual teachers must b made to “toe the line”. Communication is a one-way process: from above down through the line. Ways of doing things are prescribed. Suggestion from the rank-and-file are disregarded and even condemned. There is no respect for the dignity and worth of the individual. There is suppression and, as a consequence, there is a lot of frustration and aggression against the powers-that-be. Another assumption on which autocratic type of school administration is based is that the administrator’s task is only to lead and command and that what all co-workers should do is to follow and obey. He is the “supreme law giver” who makes all the decisions. He interprets any disagreement with his views as insubordinates. He acts as some sort of dictator. The democratic type of school administrator is the opposite of the autocratic. Considerable value is attached to the individual-his dignity and the worth of his person. Thus his views are heard, he is allowed to voice suggestions and make constructive criticisms. Moreover, all possible opportunities are provided for developing and making use of his potentialities. There is involvement in democratic type of school administration. School personnel are given opportunities to participate in the planning of activities and in carrying them out. There is mutual respect and understanding. Harmony, cooperation and efficiency are some of its hallmarks. In other words, the democratic school administrator is a leader among his co-workers. A strong believer in group process, he stimulates the group to work cooperatively for the achievement of common purposes. He is also a strong advocates and defender of the dignity of man. And because of this he prefers reason to violence and follows the rules of good sportsmanship. As a school administrators of the 21st century, what have you been practice? Being an autocratic or a democratic type of school head? Always be reminded that everything that will happen in school, good or bad, the school administrator is accountable for it. Your management style will really contribute to the success of attaining DepEd Vision and Mission. |
Take Advantage on Your Own Learning Style
by: Rodolfo A. Dizon – EPS I
Arrange or re-arrange your environment to take advantage of your learning style strengths. For example if you like to hum while working, find a quiet place where you won’t bother anyone else. If you need space, don’t work at the desk where you keep your computer. If you need to take breaks, structure your time to allow them but make sure you turn the task after a set interval.
Determine whether you are step-by-step analytical processor or global learner who needs to see the big picture before you can concentrate on details. Each of the learners is equally intelligent, but functions differently. Global learners often hum, speak, or sing to themselves to provide the sound they crave while thinking.
They tend to become hyperactive or tense in brightly-lit rooms. They can’t sit at desks or tables for more than 15 or twenty minutes without sprawling, squirming or moving. They snack, whisper, crouch, and lose interest in whatever they are exposed to when taught analytically. Conversely, analytics thinks best in a formal, quite, brightly lit area with minimum food or snacks.
Recognize that each person is uniquely different, has different strengths, and learns different. Research suggests that you are more effective when you use strengths. However, without taking stock of our learning style, many of us try to produce through our weaknesses. This leads to loss productivity at work and wasted time at home.
Identify your learning style. While some differences among people are readily obvious, others are not. Therefore, it is important to use a reliable and valid standardized instrument.
Once you know your style, use it to teach yourself anything difficult or challenging. This may be any complex task that requires concentration like outwitting the government or writing notes to your child’s teacher. When there is greater harmony between how you learn and how you work, things will seem easier and move more rapidly.
Forget about the age-old wisdom, “what you don’t know will hurt you.” What you don’t know about your learning-style strength can hurt you. Although people can be productive in the wrong style, they are significantly more so when they work with their learning style.
by: Rodolfo A. Dizon – EPS I
Arrange or re-arrange your environment to take advantage of your learning style strengths. For example if you like to hum while working, find a quiet place where you won’t bother anyone else. If you need space, don’t work at the desk where you keep your computer. If you need to take breaks, structure your time to allow them but make sure you turn the task after a set interval.
Determine whether you are step-by-step analytical processor or global learner who needs to see the big picture before you can concentrate on details. Each of the learners is equally intelligent, but functions differently. Global learners often hum, speak, or sing to themselves to provide the sound they crave while thinking.
They tend to become hyperactive or tense in brightly-lit rooms. They can’t sit at desks or tables for more than 15 or twenty minutes without sprawling, squirming or moving. They snack, whisper, crouch, and lose interest in whatever they are exposed to when taught analytically. Conversely, analytics thinks best in a formal, quite, brightly lit area with minimum food or snacks.
Recognize that each person is uniquely different, has different strengths, and learns different. Research suggests that you are more effective when you use strengths. However, without taking stock of our learning style, many of us try to produce through our weaknesses. This leads to loss productivity at work and wasted time at home.
Identify your learning style. While some differences among people are readily obvious, others are not. Therefore, it is important to use a reliable and valid standardized instrument.
Once you know your style, use it to teach yourself anything difficult or challenging. This may be any complex task that requires concentration like outwitting the government or writing notes to your child’s teacher. When there is greater harmony between how you learn and how you work, things will seem easier and move more rapidly.
Forget about the age-old wisdom, “what you don’t know will hurt you.” What you don’t know about your learning-style strength can hurt you. Although people can be productive in the wrong style, they are significantly more so when they work with their learning style.
Upgrade the Salary of Teachers
by: Rodolfo A. Dizon – EPS I
A high standard of salary is needed to attract the best young talents into teaching. The joy of service is not sufficient to gain the teacher’s interest. School teachers are like persons in their desire to earn as much as possible, and they inevitably drift toward the vocation which pays high salaries.
The teachers desire the same comforts and luxuries and have the same needs as other persons. The salary must be high enough to enable the teacher to gain the respect of the public or to take his place in the community life. It should be sufficient to give him a feeling of security and to maintain for himself a standard of living approximately equal to that of the most cultured people in the community wherein he is teaching. We get better results by way of efficient work from an employee who is satisfied with his pay. If the salary is low, there is a danger that the best and the most qualified members of the profession will be misplaced to other vocations, especially on prosperous times. It is axiomatic that good teaching is impossible without technically trained teachers.
Now, it is the time to upgrade the salary of public school teacher. Listen to their demand and give them favourable incentives to the services they render as a public servant. Provide enough salaries that are commensurate to their sacrifice and devotion to raise the literacy rate of the community where they teach.
by: Rodolfo A. Dizon – EPS I
A high standard of salary is needed to attract the best young talents into teaching. The joy of service is not sufficient to gain the teacher’s interest. School teachers are like persons in their desire to earn as much as possible, and they inevitably drift toward the vocation which pays high salaries.
The teachers desire the same comforts and luxuries and have the same needs as other persons. The salary must be high enough to enable the teacher to gain the respect of the public or to take his place in the community life. It should be sufficient to give him a feeling of security and to maintain for himself a standard of living approximately equal to that of the most cultured people in the community wherein he is teaching. We get better results by way of efficient work from an employee who is satisfied with his pay. If the salary is low, there is a danger that the best and the most qualified members of the profession will be misplaced to other vocations, especially on prosperous times. It is axiomatic that good teaching is impossible without technically trained teachers.
Now, it is the time to upgrade the salary of public school teacher. Listen to their demand and give them favourable incentives to the services they render as a public servant. Provide enough salaries that are commensurate to their sacrifice and devotion to raise the literacy rate of the community where they teach.