Personal and Professional Attributes and Interpersonal Effectiveness

PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS
Q: How do we prioritize problems?

a.
b.
c.
d.
Relevance, Urgency, cost, growth

Relevance, Urgency, growth , cost
Urgency, relevance, growth, cost
Urgency, cost, relevance, growth
Answer : B
All problems are equally important nor is there a need for them to be solved at
the same time, there is a need to prioritize the school problems using the
following criteria:
a. Relevance- how relevant is the problem to school academic improvement
b. Urgency- if the problem is not addressed immediately, will it become worse?
c. Growth potential- if the problem is not solved, will it become worse?
d. Cost- if we do not solve the problem now, will it cost more to solve later?
Q: Which of the following are not considered rights of a Public School Teacher?
a. Safeguard in disciplinary procedures
b. Administrative charges shall be heard by the committee
c. enjoy academic freedom in the discharge of their professional duties,
particularly with regard to vacant period using their personal cellphone
browsing social media like facebook with their students.
d. Equality in salary scales
Answer: C
social media is not an academic freedom specially in school. DepEd vows strict
implementation of cell phone ban during classes.
Legal basis : DepEd order No. 83 Series 2003.
Q: The marketing officer of a private higher educational Institution (HEIs) offers

to give a brand new laptop to the Principal of Bakawan High School in
Erich D. Garcia Ed.D. | NQESH REVIEWER FOR DEPED PAMPANGA

exchange of a favor. The deal was to encourage 50 students to enroll in that
school. Is it legal?
a. Yes, it can be used by the principal for his own faculty and/or professorial
chairs
b. No, it is beyond delikadesa of a public officials.
c. Yes, gifts or donations shall be for improvement of classrooms and
laboratory of library facilities
d. Yes, through financial assistance and other forms of incentives to schools,
teachers, pupils and students.
Answer : C
Sec. 47. Relating to Gifts or Donations to Schools. All gifts or donation in favor
of any school, college or university recognized by the Government shall not be
subject to tax; Provided, That such gifts or donations shall be for improvement of
classrooms and laboratory of library facilities, and shall not inure to the benefit of
any officer, director, official, or owner or owners of the school, or paid out as
salary, adjustments or allowance of any form or nature whatsoever, except in
support of faculty and/or professorial chairs.
Q: The father of Krisel Mallari already accept the fact that her daughter was not
the Class Valedictorian. During the interview with the media it shows that her
father want to access the grades of the declared valedictorian for comparison.
It is right to write a letter asking the teachers to agree to show the computation
of the grades.
a. Yes, it is the right of her father to organize by himself and/or with teachers
for the purpose of providing a forum
b. No, It is the prerogative of the school not to act to arrogant parents
c. Yes, it is their right to access to any official record directly relating to the
children who are under their parental responsibility.
d. No, it is against the policy of the school to show the records of other
students grades.

Answer : C
BATAS PAMBANSA BILANG 232
Sec. 8. Rights of Parents. In addition to other rights under existing laws, all
parents who have children enrolled in a school have the following rights:
1. The right to organize by themselves and/or with teachers for the purpose
of providing a forum for the discussion of matters relating to the total
school program, and for ensuring the full cooperation of parents and
teachers in the formulation and efficient implementation of such
programs.
2. The right to access to any official record directly relating to the children
who are under their parental responsibility.
Q: Mr. Swabe is a regular client of MTMAS for the past 15 years. He always pay
his dues on time until one day Mr. Swabe work abroad as migrant worker.
Because of negligence he forgot to pay his remaining dues amounting to 75,000
Pesos. His four (4) co-makers were deducted payment from their salaries
causing them to file complain to MTMAS.
Is the basis of the lending company to deduct amortization to its co-worker
valid?
a. Yes, they are responsible to pay even in half because of a member
negligence
b. Yes, they reserves the right to consider the entire balance of the loan due
and demandable as co-maker
c. No! No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such
deductions
d. No! It is a violation of their rights as teachers borrower
Answer: B
The moment the co-worker affix their signature as co-maker The payment of this
loan shall be through salary deduction and the undersigned member-borrower
agrees and hereby authorizes the Payroll Service Division of the DepEd or

Paymaster to deduct said amount from the borrowers salary and other
compensation.
In case of non-payment for three (3) consecutive installments, the Association
reserves the right to consider the entire balance of the loan due and
demandable, notwithstanding the imposition of applicable penalties, in
accordance with existing policies of the Association on
delinquent accounts.
Legal basis :
Form No. OP-004, Revised 092013 APPLICATION FOR LOAN MTMAS
Deduction prohibited. No person shall make any deduction whatsoever from
the salaries of teachers except under specific authority of law authorizing such
deductions: provided however, that upon written authority executed by the
teacher concerned, (1) lawful dues and fees owing to the Philippine Public
School Teacher association and (2) premiums properly due on insurance
policies, shall be considered deductible.
Answer: B
We should keep in mind that teaching is our first job profession and never
consider it as part time for selling goods to co-worker and students.
We should keep in mind that our work is the source of basic needs, My bread
and butter
It is the expression of our talent. It is a proof that we have a contribution to the
world and a source of advancement and growth.
Q: What exactly is the Basic Education Sector Reform Agenda or BESRA?

A: BESRA is a package of interrelated policy actions intended to bring about a
fundamental change in how education is delivered across the basic education
sector, and in how reforms in the basic education sector are planned and
implemented.
Q: What are the five key reform thrust of the BESRA policy action?
A: The BESRA policy actions are organized under Five Key Reform Thrusts:

1. Strengthened School- Based Management (SBM) The first KRT relates to
the reform principle that the best people to improve the quality of schools
are the people most directly affected by the schools operations namely
the school heads, the teachers, the students parents and others in the
community . Ex. Implementation of School and Annual Improvement Plans
MOOE maintenance/ operation of expenses based on needs
2. Improved teaching effectiveness and teacher development The second
KRT focuses on the important role of the teachers as driving force in
improving student learning and educational quality at the school level. Ex.
Teachers in-service trainings, seminars and scholarships. National
Competency Based Teachers Standards or ( NCBTS ) application and
implementation
3. Enhanced quality assurance through standards and assessment . The third
KRT is focused on ensuring wide social support for learning in schools.
People from all sectors of society play an important role not only in
supporting the work of the teachers, but also in supporting schools and all
the curricular processes that aim to promote student learning. Ex. Brigada
Eskwela, GPTCA, Brgy. RTA, Vendors, Govt. Officials, Private sectors and
NGOs
4. Improved access and learning outcomes through alternative learning,
etc. The fourth KRT emphasizes the variety of educational experiences
that can help learners attain the learning goals. This includes having early
childhood learning experiences, alternative learning systems, and other
varied learning experiences to help students attain highest levels of
learning. Ex. Full implementation of RBEC instruction, learning resources,
curricular and extra-curricular activities .
5. Institutionalized culture change in the DepEd The fifth KRT refers to the
Department of Educations institutional culture to have a change from
prescribing actions through orders and memos to facilitating school
initiatives and assuring quality.
Q: WHAT ARE THE NINE POSITIVE QUALITIES OF BESRA?
Answer :
THE FOLLOWING ARE THE NINE POSITIVE QUALITIES OF BESRA:
1. First, BESRA focuses on the improving student learning processes and
outcome.

2. Second , BESRA affirms the need to employ diverse approaches to
facilitating learning in the classroom.
3. Third , BESRA locates the reform interventions at the level of the school
and the classroom.
4. Fourth, locating the reform initiatives at the school level also creates
stronger accountabilities to the community, and allows for more
responsive and more relevant school programs.
5. Fifth, BESRA recognizes the important role of teachers and teacher
development in improving student learning outcomes.
6. Sixth, BESRA builds on community-school relationships, and aims to
strengthen such relationships by looking at the community as a resource
for improving schools, and by ensuring that schools are accountable to
the community.
7. Seventh, BESRA reforms are based on previous interventions that worked.
Derived from pilot projects such as the Third Elementary Education Project
( TEEP ), the Basic Education assistance for Mindanao (BEAM) and the
Strengthening Implementation of Visayas Education ( STRIVE ) and other
reform initiatives.
8. Eighth, the BESRA shifts the reform initiatives of the DepEd from project
approach to a more organic approach.
9. Finally, the BESRA reforms are truly positive because BESRA is DepEds
reform initiative. It is not imposed by an external agency, or some foreignassisted project. In developing the specific components of BESRA, the
DepEd offices responsible undertook a most extensive consultation with a
wide range of stakeholders within the Deped and among the various
stakeholders of the Philippine Basic Education Sector.
Q: What is School Based Management ( SBM )?

A: School Based Management ( SBM )is a key component of the DepEds Basic
Education Sector Reform Agenda ( BESRA ) which is a widely- accepted reform
initiative which recognizes that schools as they are the key providers of
education, should be able to continuously improve by being empowered to
make informed and localized decisions based on their own unique needs. The
school heads and teachers are given the chance to create linkages with the
local government and the private sector, which can help improve local schools
.

Q: What is NCBTS?
A: National Competency Based Teachers Standard. It is an integrated
theoretical framework that defines the different dimensions of effective
teaching. It provides a single framework that defines effective teaching in all
aspects of a teachers professional life & in all phases of teacher development. Minimize confusion about what effective teaching is. - Provides a better guide
for all teacher development programs & projects from the school-level up to the
national level.
Q: How Should Teachers Use the NCBTS?
A: As a guide to reflect on their current teaching practices; As a framework for
creating new teaching practices As a guidepost for planning for professional
development goals As a common language for discussing teaching practices
with other teachers As the guide for thinking critically about whether the
teachers current practices are helping students attain the learning goals in the
curriculum.
Q: How Can the NCBTS Help Teachers Improve Their Teaching?
A: First, it makes certain assumptions about improving teaching. NCBTS assumes
that: - Individual teachers have various types and levels of motivation. Individual teachers have different capabilities. - Individual teachers have diverse
ranges of opportunities to teach better, in whatever situations they are. - The
process of improving teacher is an individual process, but this is sustained and
enhanced when the efforts are collaborative and synergistic among
communities of teachers.
Q: How Can the NCBTS Help Teachers Improve Their Teaching?
A: The full impact on student learning is best achieved by integrated and
cumulative improved efforts of many teachers. - The qualities of good teaching
are found in individual teachers, but these are strengthened & valued more
when it is supported by communities of teachers & educators. - Teachers
personal efforts are enhanced when groups of teachers work together to
improve their teaching and when the immediate and larger work environment
supports the efforts of the teachers.
Q: How Does the NCBTS Define Good Teaching Nature/quality?

A:
How
well
are
the
essential
qualities
or
critical
features
demonstrated/observed in the positive teacher practices? Frequency,
consistency and appropriateness: How often is the ideal teaching practice
demonstrated?, Is the demonstration appropriate to the particular teacherlearning process?, and Is the teacher consistent in demonstrating this ideal?
Self-awareness: Is the teacher aware or mindful of the premises, rationale,
nature, and effects of the demonstrated teacher-learning process?
Q: Experiential learning is demonstrated when.
a. A teacher shares his personal experience with the children.
b. The students are allowed to read stories about experiences of characters
in a story.
c. The children reflect on and learn to from their own experiences.
d. Teachers give the learners opportunity to experience failure and success.
Answer: D
Teachers give the learners opportunity to experience failure and success.
GUIDELINES FOR EFFECTIVE INFORMATIONAL MEMOS AND LETTERS
1. Double-check the accuracy of any information you intend to convey.
2. Double-check the content of any memo or letter you are responding to.
3. Be direct and save the readers time. If youre asking for information, put
your request in the first sentence. Get right to the point with a few words
as possible. Make your first sentence lead directly to the point.
4. Use the following basic structure for the main body of your memo or letter.
Begin with your main point, and make it important to your reader
Follow with well-organized details and explanations
Close with a request for action or friendly comment or goodwill
Dont make mistakes in spelling, grammar or punctuation. People cant help but
make unfavorable judgment about you if you do make mistakes.
PHILIPPINE EDUCATION FOR ALL (EFA)

What is EFA 2015 Plan?
The Philippine Education For All (EFA) 2015 is a vision and a holistic program of
reforms that aims at improving the quality of basic education for every Filipino
by 2015.
Overall Goals & Objectives of Philippine EFA 2015
1. Universal coverage of Out of School Youth (OSY) and adults in the
provision of basic learning needs;
2. Universal school participation and elimination of drop outs and repetition
in Firsts three grades;
3. Universal completion of full cycle of basic education schooling with
satisfactory achievement levels by all at every grade or year;
4. Total community commitment to attainment of basic education
competencies for all.
Real Dimensions of EFA
EFA aims to provide basic competencies to everyone to achieve functional
literacy for all.
The four components outcomes to achieve EFA goals are as follows:
1. Universal coverage of out-of-school youths and adults in the provision of
basic learning needs. All persons who failed to acquire the essential
competence to be functionally literate in their native tongue, in Filipino,
and in English.
2. Universal school participation and elimination of drop-outs and
repetition in first three grades. All children aged six should enter school
ready to learn and prepared to achieve the required competencies for
Grades 1 to 3.
3. Universal completion of the full cycle of basic education schooling with
satisfactory achievement levels by all at every grade or year.
4. Total community commitment to attainment of basic education
competencies for all: Every community should mobilize all its social,
political, cultural and economic resources and capabilities to support
the universal attainment of basic education competencies in Filipino
and English.

Nine Urgent and Critical Tasks
1. Make every school continuously improve its performance.
2. Expand early childhood care and development coverage to yield more
EFA benefits.
3. Transform existing non-formal and informal learning options into a truly
viable alternative learning system yielding more EFA benefits;
4. Get all teachers to continuously improve their teaching practices.
5. Increase the cycle of schooling to reach 12 years of formal basic
education.
6. Continue enrichment of curriculum development in the context of pillars
of new functional literacy;
7. Provide adequate and stable public funding for country-wide attainment
of EFA goals;
8. Create network of community- based groups for local attainment of EFA
goals;
Monitor progress in effort towards attainment of EFA goals.
LARGER STAKES TO THE NATION
1. Language. Education for all should enable everyone to speak in the
vernacular, Filipino and English.
2. National Identity. Education should not only develop critical thinking, but
also enlarge horizons and inspire self reflection and hope in every
generation.
3. Social capital. Education for all builds social capital. It makes possible the
achievement of certain ends that would not otherwise be attainable in
absence.
4. Cultural practices. Cultural values can be a highly productive component
of social capital, allowing communities and the whole country to
efficiently restrain opportunism and resolve problems of collective action
such as individual refusal to serve the public good, etc.
5. Individual freedom. Education for all is really about assuring the capacity
to fully exercise freedom by all.
I. General Introduction
10

1. Filipinos have deep regard to for education. Education occupies a
central place in Philippine political, economic social and cultural life. It
has always been strongly viewed as a pillar of national development and
a primary avenue for social and economic mobility.
2. A clear evidence of the value placed on education is the proportion of
the national government budget going to the sector. The Department of
Education (DepEd), thecountrys biggest bureaucracy 1 , is given the
highest budget allocation among government agencies each year as
required by the 1987 Philippine Constitution.2
3. The 1987 Constitution likewise guarantees the right to education of every

Filipino. It provided that, The State shall protect and promote the right of
all citizens to quality education at all levels and shall take appropriate
steps to make education accessible to all.
.
4. The right of every Filipino to quality basic education is further emphasized
in Republic Act 9155 or the Governance of Basic Education Act of 2001.
Along with Republic Act 6655 or the Free Secondary Education Act, these
laws reaffirm the policy of the State to protect and promote the rights of
all Filipinos by providing children free and compulsory education in the
elementary and high school level. This pertains to six years of free tuition
fees for children aged 6 to 11, and free four years of secondary schooling
for those aged 12 to 15.
5. Along with Education for All, the Philippines is also committed to pursue
eight timebound and specific targets under the Millennium Declaration
which it signed on September 2000. The Declaration, in general, aims to
reduce poverty by half in 2015 (22.65 percent proportion of the
population below poverty incidence and 12.15 percent below
subsistence incidence by 2015). With the adoption of the Declaration, the
Philippines likewise affirmed its commitment to the Millennium
Development Goals (MDG) geared towards reducing poverty, hunger,
diseases, illiteracy, environmental degradation and discrimination against
women. These goals have been mainstreamed in the countrys Medium
Term Philippine Development Plan (MTPDP) 2004-2010 including policies
and plans related to children, access to primary education and gender
11

equality. Specifically, Part IV of the MTPDP focused on Education and
Youth Opportunity.
6. However, despite the legal mechanisms, budget prioritization and
increased access, Philippine education has been dogged with issues.
Among the issues that needs to be resolved but have improved lately
include the high dropout rates, high number of repeaters, low passing
grades, lack of particular language skills, failure to adequately respond
and address the needs of people with special needs, overcrowded
classrooms and poor teacher performances. These problems in turn
resulted to a considerable number of illiterate Filipinos and out of school
youths and graduates who are not prepared for work.
A. Philippine Education Structure
7. The Philippine education system includes both formal and non-formal
education. The formal education is a sequential progression of academic
schooling at three levels: elementary (grade school), secondary (high
school) and tertiary (college and graduate levels). By structure, Philippine
education is categorized either as basic (preschool, elementary and high
school) or tertiary (college, graduate and technical/vocational).
8. Basic education pertains to optional preschool at age 3 to 5, then six
years of elementary schooling for aged 6 to 11, and four years of
secondary schooling for aged 12 to 15. Excluding early childhood care
and development (ECCD) or preschool, Philippine formal basic education
subsystem is one of the shortest in the Asia Pacific with just 10 years of
basic schooling compared with 11 to 12 years in other countries.
9. Basic education is being handled by the DepEd while college is under the
Commission on Higher Education (CHED) and vocational/technical and
non-degree training under the Technical Education and Skills
Development Authority(TESDA), which is under the Department of Labor
and Employment (DOLE). TESDA runs a variety of skills development
centers throughout the country. Although being overseen by CHED, local
colleges, however, are being operatedby local governments as indicated
in the local government code.
10. DepEd also handles the alternative learning system (ALS) for out-of-school
youths and adults through its Bureau of Alternative Learning System
12

(formerly Bureau of Non-formal Education). Islamic educational institutions
or Madaris (plural of Madrasah) are also under the jurisdiction of DepEd,
although most operate independently of each other and exist without
passing through the standardization process. Most madaris are privatelyowned and rely on the support of the local community or donors.
B. Overview on EFA
1. In 1990, there was a World Declaration on Education for All (EFA) in
Jomtiem, Thailand, which prescribed that Basic Learning Needs shall be
met for all by various means. As a response, the Philippines crafted and
implemented the 10-year EFA Philippine Plan of Action covering 19912000.
The EFA plan articulated the countrys national goals, objectives, policies and
strategies, as well as the regional programs
for implementation for the first decade of the EFA movement. Under the 19912000
Plan (EFA 1), the thrusts included:
Early Childhood Development
Expansion of self-sustaining community-based ECCD
Use of innovative approaches to parent education
Promotion of preparatory education
Accreditation of private pre-school programs and institutions
Differentiated approaches for special categories of children
Strengthening of health, nutrition and other allied services
Socio-cultural adaptation of curriculum, materials and approaches
Single agency to coordinate programs for ECCD
Universalization of Quality Primary Education
Enhancing the holding power or student retention of schools
Using alternative teaching-learning delivery modes
Strengthening home-school partnership
Emphasis on higher-level thinking skills
Upgrading teacher competencies
Alternative Learning Systems
13

Eradication of illiteracy in selected areas
Promotion of continuing education and development
Implementation of integrated programs
In 2000, the Philippines, as a reaffirmation of the vision set in the 1990 World
Declaration, committed itself to the following EFA 2015 Goals at the World
Education Forum in Dakar:
Goal 1: Expand and improve comprehensive early childhood care and
education, especially for the most vulnerable and disadvantaged children;
Goal 2: Ensure that by 2015, all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to
complete free and compulsory primary education of good quality;
Goal 3: Ensure that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
Goal 4: Achieve a 50 percent improvement in levels of adult literacy by 2105,
especially for women and equitable access to basic and continuing education
for all adults;
Goal 5: Eliminate gender disparities in primary and secondary education by
2015, with focus on ensuring girls full and equal access to and achievement in
basic education of good quality; and
Goal 6: Improve every aspect of the quality of education, and ensure their
excellence so that recognized and measurable learning outcomes are
achieved by all, especially in literacy, numeracy and essential life skills.
13. Based on the Dakar Framework for Action, the country came up with the
Philippine EFA 2015 National Action Plan entitled Functionally Literate Filipinos,
An Educated Nation. Like what the MTPDP does to the economy, the current
EFA is the overarching framework for basic education. The EFA 2015 Plan
emphasizes the need to provide basic education for all and add a dimension to
what has been thus far almost exclusively school-based education. It points to
an urgent need to respond to the learning needs of youth and adults who are
either have never been to school, have dropped out, reverted to illiteracy, or
14

need basic or advanced skills to find jobs. It suggests a viable alternative
learning system to formal schooling that together with the schools can ensure
that minimum learning achievement will be a reality for all Filipinos. Thus, the
EFA 2015 Plan emphasizes that educational opportunities are channels of
learning which can become effective conduits of values
orientation, consciousness and information useful and relevant to a wide range
of social goals.
14. Though the government officially approved the Philippine EFA 2015 Plan only
in 2006, it was already used by the DepEd as its overall planning and policy
framework as early as 2003 and was already integrated in the formulation and
updating of the MTPDP 2001-04 and 2005-2010. Instead of six target dimensions
as advanced by global EFA, the Philippines grouped them into four component
objectives when it considered the local situation, all geared towards the overall
goal of providing basic competencies to everyone to achieve functional
literacy by 2015. This will be done through four component objectives (as
against the six of global EFA), namely:
a. Universal coverage of out-of-school youth and adults in the provision of
learning needs;
b. Universal school participation and total elimination of drop-outs and
repetition in Grades 1 to 3;
c. Universal completion of full cycle of basic education schooling with
satisfactory achievement levels by all at every grade or year; and
d. Commitment by all Philippine communities to the attainment of basic
education competencies for all Education for All by All.
15. To attain the above goals, nine urgent and critical tasks were formulated.
The six production tasks will hopefully yield the desired educational outcomes
while the three enabling tasks will be necessary to sustain effective
implementation of the production aspects. These tasks are enumerated below:
Production Tasks
a. Better Schools: Make every school continuously perform better;
b. Early Childhood Care and Development: Make expansion of coverage yield
more EFA benefits;
15

c. Alternative Learning System: Transform non-formal and informal
interventions into an alternative learning system yielding more EFA benefits;
d. Teachers: Promote practice of high quality teaching;
e. Longer Cycle: Adopt a 12-year program for formal basic education - Two
more years added, one each for elementary and high school, to the existing
10-year basic education schooling;
f. Accelerate articulation, enrichment and development of the basic education
curriculum in the context of the pillars of new functional literacy;Enabling Task
g. Funding: Provide adequate and stable public funding for country-wide
attainment of EFA goals. Adoption of funding framework for basic education
that combines the national and local government funding to support the most
cost-effective local efforts to attain quality outcomes in every locality across
the whole country;
h. Governance: Create a network of community-based groups for local
attainment of EFA goals. A knowledge-based movement which reach,
engage and organize persons in each locality to form a nationwide network of
multi-sectoral groups advocating and supporting attainment of EFA goals in
their respective localities; and
i. Monitor progress in efforts towards attainment of EFA goals. Of particular
importance is the development and implementation of indicators of quality
education.
2015 Principals' Test (NQESH 2015)

June 21, 2015 will be the schedule stated in the DepEd Memorandum No. 18 s.
of 2015
The following are eligible to take the test
1. One year as Head Teacher
2. 2 years as Master Teacher or Teacher in Charge
3. Five Years as T-III
Current Issues/Topics:
1. Senior High School
2. School Based Management
3. DepEd Rationalization Plan
4. RPMS
16

5. PBB (Performance-Based Bonus
Review the following: (Updated)
1. DECS Manual (very important to have a copy of this)
2. RA 9155 - "Governance of Basic Education Act of 2001"
3. RA 4670 - "Magna Carta for Public School Teachers"
4. EFA - Education for All
5. BESRA - Basic Education Sector Reform Agenda
6. EMIS/BEIS - Basic Education Information System
7. K to 12
8. Writing Correspondence
9. NCBTS-IPPD
10. Code of Ethics for Professional Teachers
11. Grammar and Vocabulary (Identifying Errors etc...)
12. Child Protection Policy
13. Anti Bullying
14. RA 7610 (Child Abuse Law)
15. DepEd Mission and Vision
16. 14. DepEd Orders (you may browse website of Deped)
* Test Practice in Reading Comprehension
I hope you will passed the NQESH Principals' Test 2015 on June 21, 2015
Sample of DepEd order that you may review
-Anti Bullying
- Deped Mission and Vision
17

Personal and Professional Attributes and Interpersonal Effectiveness

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Personal and Professional Attributes and Interpersonal Effectiveness

Transféré par

Droits d'auteur :

Formats disponibles

PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS

Q: How do we prioritize problems?

Relevance, Urgency, cost, growth

Q: The marketing officer of a private higher educational Institution (HEIs) offers