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All Journal Journal of Community Service and Society Empowerment Journal of Governance and Public Administration
Quinto, Ronald
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Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Public Health Social Sciences

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Project WRITE (Writing Inclusive Text on Ethnicity) in Mind Sampang, Jethro Jake; Pecson, Ryan; dela Rosa, John Albert; Reyes, Jeniel; Marticio, Benjun; Quinto, Ronald
Journal of Community Service and Society Empowerment Том 3 № 03 (2025): Journal of Community Service and Society Empowerment
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jcsse.v3i03.1855

Abstract

Language can be a powerful conveyor of bias in both blatant and subtle forms. Language bias can impact race and ethnicity as it echoes stereotypical perceptions about other people and their actions. To avoid language biases in instructional materials developed and/or used by teachers, an extension project is proposed by the College of Education (COEd) of Bataan Peninsula State University (BPSU) in cooperation with the City Schools Division Office (SDO) of Balanga City to train teacher-writers on text-based biases based on ethnicity, empowering them on developing instructional resources (i.e., self-learning materials) to promote cultural sensitivity and alleviating ethnicity-grounded biases on learning materials used in Grades 1 to 3 among public schools. The extension project commenced after the Memorandum of Agreement (MOA) between the university and the SDO. The extension project employed the facilitated group extension method in training teacher-writers. Select 30 teacher-writers from Grades 1 to 3, teaching Araling Panlipunan (Social Studies) and Edukasyon sa Pagpapahalaga (Values Education), are purposively selected to serve as the project beneficiaries. The extension team conducted a series of training sessions, material development (learning activity sheets), technical assistance, monitoring, and evaluation of the project to ensure its success. At the outset, the extension project has achieved the following: determined the needs, strengths, and challenges of teacher-writers in identifying text-based biases in ethnicity in the learning materials used as bases for needs improvement; provided seminar-workshops in tracing text-based biases and writing culture sensitive self-learning materials free from language biases based on ethnicity; developed and utilized teachers’ guide in addressing text-based biases and writing culture-sensitive self-learning materials; and established linkage/partnership to improve culturally-sensitive instructional practices. Additionally, three research publications have emerged as by-products of the extension project. To ensure sustainability, the project has been adopted by other schools division (SDO-Bataan).
CHALLENGES AND PRACTICES IN FISCAL MANAGEMENT OF PUBLIC SCHOOLS TOWARDS A CAPACITY BUILDING PROGRA Quinto, Ronald; Gaor, Mark Jeno
Journal of Governance and Public Administration Vol. 3 No. 2 (2026): Maret
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jogapa.v3i2.3197

Abstract

This study examined the fiscal management challenges and practices among public elementary school heads in the Schools Division Office (SDO) of Bataan, Philippines, during Fiscal Year 2024, to inform a capacity-building program. A convergent parallel mixed-methods design was applied, assigning equal weight to quantitative and qualitative data. A stratified sample of 106 school heads completed a survey measuring challenges across four domains: budgeting, accounting, procurement, and asset management. The overall composite mean of 2.21 (“Slightly Challenging”) indicated general competency, with notable issues including excessive documentary requirements and unforeseen expenditures. Analysis of variance revealed significant differences in budgeting challenges by school size (p < .05) and accounting challenges by district (p < .05). Qualitative data from semi-structured interviews with 12 school heads yielded six thematic practices aligned under the HEROES Framework—Holistic Stewardship, Empowered Decision-Making, Resource Optimization, Organizational Transparency, Engagement of Stakeholders, and Sustained Capacity Development. Integrated analysis revealed a misalignment between principals’ ethical commitment and technical proficiency due to systemic barriers. The study recommends implementing the HEROES Capacity Development Program to enhance fiscal literacy, ensure policy compliance, and improve governance at the school level.
Co-Authors dela Rosa, John Albert Gaor, Mark Jeno Marticio, Benjun Pecson, Ryan Reyes, Jeniel Sampang, Jethro Jake