Contextualizing the Algorithm of Assessing Students’ Learning Vis-à-vis Teachers’ Adherence to Assessment Protocols

This paper aimed to contextualize the algorithm of assessing students’ learning in consonance with the adherence of selected teachers of higher education institutions in the Philippines to Assessment Protocols. The research problems addressed to in this investigation were to appraise the teachers’ adherence  to the protocols of assessment techniques in assessing students’ learning through objective test items, namely true-false type, Matching  type, Multiple Choice Format, and multiple Response; (a.2) subjective test items: essay tests and short-response items;  (a.3) alternative forms of assessment, specifically the problem solving test format, and performance assessment; through presentations, oral defense, dialogues, and audio-visual demonstrations utilized by teachers and (a.4) portfolio assessment that are more focused on the process, product, and showcasing of students’ outputs.The research work also delved into which among the assessment schemes are most adhered to by teachers to assess students’ learning, and in what areas of the current approach to assessment and evaluation to appraise student progress do teachers need essential information. Adherence of teachers to assessment protocol is very high, this is very commendable, most specifically on the use of objective test formats, multiple choice format, true-false tests, and multiple responses, among others.Teachers’ adherence to the subjective test formats such as the use of problem solving test and performance assessment, is also very high. The portfolio assessment measured through Process (journals, reflections, independent work, teacher and self-evaluations), Product (short, more accessible documents at mastery level), and Showcase (documentation, mementos of their favorite learning activities, creative investigation), were the least adhered to by the selected teachers of higher education institutions in the Philippines.Results of this research investigation showed that teachers have a very good content knowledge of the algorithms in designing test items; most specifically in designing traditional objective and subjective testing. To enhance the proficiency of teachers on the construction of more learner-centered  test items; enhanced use of more innovative algorithms of test construction  be observed to be more reflective  of  the course learning outcomes, learners’ perspectives, the diversity of the learning environment and the appropriateness of the assessment schemes to the specific fields of discipline. Keywords:  Adherence to  assessment protocols, objective test formats, subjective test formats, alternative test formats, portfolio assessment

Adjudging the Teacher Perceived Authentic Leadership, Leader- Member Exchange (LMX) Model of Management and Managerial Competence of Educational Leaders

Teacher -perceived Authentic Leadership Dexterity, Leader-Member (LMX) Management Skills and Managerial Competence of Educational Leaders in Region VI, Western Visayas, Philippines are empirically adjudged in this research work. Authentic Leadership Dexterity was investigated in terms of the authentic standards of Insight, Influence, Initiative, Impact and Integrity, the Leader-member (LMX) Management Skills in terms of Role Making, Role Taking and Routinization management aspects; and the Managerial Competence of Educational Leaders in terms of Planning, Organizing, Communicating, Controlling and Directing management functions. Significant correlations between and among the Authentic Leadership Dexterity, Leader-member (LMX) Management Skills and Managerial Competence of the Educational Leaders as perceived by the Teacher-respondents were statistically determined.The hypothesis presented was that there are no significant correlations between and among the Authentic Leadership Dexterity, Leader-member (LMX) Management Skills and Managerial Competence of the Educational Leaders. Descriptive method of research was used in this study, the data gathering tools employed were sets of questionnaires on Authentic Leadership, the Leader-member (LMX) Management Skills, and Managerial Competence. Detailed methodological instructions were embedded in the research instrument. Mean was used with its corresponding verbal interpretations for research questions 1,2, and 3, while Pearson’s Product Moment Correlation Coefficient was computed as the data-analysis instrument to determine the significance of the correlation between the paired variables, and processed through the Statistical Program for Social Sciences (SPSS).Authentic Leadership of Educational Leaders, as well as their Managerial Competence, were rated as very good while their management skill based on the Leader-member (LMX) model was excellent, most specifically on Role-taking and Role making, with a significant correlation between and among manifestations of Authentic Leadership, Managerial Competence and the Leader-member (LMX) Model Management Skill   of educational leaders.In conclusion, the results of this research investigation implied that the teacher perceived Authentic Leadership in terms of Insight, Influence, Initiative, Impact and Integrity, significantly correlate with their managerial skills on Planning, Communicating, Directing and Organizing, have a high positive correlation with   their excellent management skills on Role-taking, Role making and Routinization. Moreover, based on the empirical data correlating the various managerial functions for  future researchers to  investigate the skills of educational leaders utilizing the LMX scale since as posited by experts, it can assess the degree of leaders and followers’ mutual respect for each other’s capabilities, involving subordinates in brainstorming and decision making activities, require a research agenda from every department that will look into collective constituents’ efficacy, teacher-student relationships, re-routing frame of reference in  designing pro-active successful planning with due consideration to routinization of activities; consistent monitoring of human resource activities to strengthen the trust, confidence and persistence among in-group team members, and providing innovative mentoring schemes to support teachers who are  deployed in their areas of assignments .      The themes correlating managerial competency and authentic leadership performance, educational management and innovation, comparing competencies in high performing and low performing institutions of learning, and competency profile of educational leaders, could be some of the research strands on leadership and management for future research undertakings. Keywords: Educational Leaders, Teacher Perceived Authentic Leadership, Leader-member (LMX) Management Skills, Managerial Competence DOI: 10.7176/JEP/10-12-04 Publication date: April 30th 201

Articulating Negotiation Skills: Its Prevalence and Correlates

This paper aimed to articulate the negotiation skills of stakeholders in various business organizations in the United Arab Emirates, and its possible correlation with the stakeholders’ nationality, types of work sector, principal business interest, age, and gender. Descriptive- quantitative method was utilized in this study and analysis of the data gathered was processed through the use of a statistical software. Results of the research work showed that collaborating was the most prevalent negotiating skills engaged by stakeholders in the various business establishments in the United Arab Emirates. It was further found out that there was no significant correlation between the prevalent negotiating skills of stakeholders when dichotomized according to age, gender, nature of work, length of work experience and principal industry they were involved in but there was a significant correlation between the prevalent type of negotiating skills used by stakeholders with  the  work sectors; implying that their being employed in the government, private or semi-private agencies significantly influence their negotiating skill. Conclusively, various organizations can utilize the information gathered from this investigation to enhance the type of negotiation skills utilized by stakeholders that are expected to achieve the goals of various establishments and may strengthen sustainability and profitability outcomes to the majority of the business organizations in the United Arab Emirates. Keywords: Competing, avoiding, collaborating, accommodating, compromising negotiation skills

Adeptness in Conflict Management of Expatriates deployed in Government, Semi-Government and Private Service Operations in the United Arab Emirates

The purpose of this research investigation is to verbalize the conflict management of expatriates deployed in service operations in government, semi-government and private organizations in UAE, their maturity level, length of work experience, type of industry, location of workplace: Abu Dhabi, Ajman, Dubai, Fujairah, Um Al Quwain, Ras Al Khaimah, and Sharjah; and the length of business operation of the company.     The research design employed was descriptive- correlational, and generally quantitative, as this investigation used post-positivist claims for developing knowledge to test the hypotheses formulated. Data were collected from the group of expatriates who were working in different emirates in UAE, and were deployed in service operations. A questionnaire -survey form was the data collection method utilized with subparts on indicators and respondents’ profiles and comprised of closed-ended questions gleaned from readings and other learning resources. The items were subjected to validity and reliability testing techniques, its validity index established, and the reliability index was generated using the Cronbach Alpha. The Statistical Package for Social Sciences (SPSS) based on the specific research objectives was used to analyze the data gathered. Findings of the study showed that the conflict management skills of expats deployed in the service operations of government, semi-government and private organizations in UAE were High. Expatriates in service operations in the United Arab Emirates have the very high emotional maturity, high in communication skills, and creativity in problem-solving but only have Moderate skill in empathy. Moreover, results showed that the conflict management skills of the expats are significantly influenced by their maturity level, length of work experience and length of service operations of the organizations where the expatriates were employed but the locations of the workplace where the expats were assigned to, do not significantly influence their conflict management skills as expressed in their communication skills, empathy, maturity and creative problem-solving skills. The purpose of this research investigation is to verbalize the conflict management of expatriates deployed in service operations in government, semi-government and private organizations in UAE, their maturity level, length of work experience, type of industry, location of work place, and the length of business operation of the company. Keywords: Adeptness, Conflict Management, Communication Skills, Emotional Maturity, Empathy, Creative Problem Solvin

Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines

Language educators have claimed that the process of independent language learning is not just intellectual, but also social and emotional considering that language is an element of social behavior that are necessary  in communicating between people. Social strategies along with affective and metacognitive strategies may help learners to achieve more effective language learning and obtain a better understanding of different cultures, understand people’s feelings, attitudes, and motivation. As these indicators are considered essential in the nurturing of pre-service teachers who are college students involved in a school-based field experience, under the tutelage or supervision of cooperating teachers, and are gradually taking on more classroom management and instructional responsibilities, it is the aim of this research investigation to adjudge the utilization of   metacognitive, affective and social language learning strategies of the Preservice learners of selected teacher education institutions in Western Visayas. Specifically, this study purported to address the following questions (1). How is Language Learning Strategies utilized by Preservice learners in terms of the Metacognitive, Affective and Social dimensions? (2) Are there significant correlations in the utilization of Language Learning Strategies between and among its sub-dimensions?  The researchers have hypothesized that there are no significant correlations in the utilization of Language Learning Strategies when the sub-dimensions are paired with each other; as: Metacognitive with Affective, Metacognitive with Social, and Affective with Social Language Learning Strategy. To answer these queries, this research study had randomly chosen 349 Preservice learners from selected Teacher Education Institutions in Western Visayas as respondents of the study. The descriptive-quantitative and correlational research design was utilized by subjecting the data to Pearson Product Moment Coefficient of Correlation as the main data-analysis instrument. The data-gathering instrument which was used in this study contained the questionnaire instrument about Language Learning Strategies involving the three sub-dimensions namely Metacognitive, Affective and Social Language Learning Strategies. Furthermore, the data to determine the information required to respond to the specific problems in this research investigation were gathered by subjecting the identified respondent -Education students to a written examination. Based on the results of this research endeavour, it is concluded that Language Learning Strategies are used by Preservice learners to a High extent, in each of the sub-dimensions namely, Metacognitive, Affective and Social Language Learning Strategies but among the three dimensions, the metacognitive strategy is the most utilized by the Preservice learners. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies. Conclusively, Preservice teachers have used the three identified indirect Language Learning Strategies usually true more than half the time. Depending upon the teaching-learning environment, their use of the indirect language strategies manifest their adequate competence in syntax, mechanics, morphology and semantics, and a high retention of learning in terms of metacognitive and affective language learning strategies. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies. These results imply and maybe interpreted to mean that the utilization of Metacognitive strategies that help learners to coordinate language learning, in encouraging learners to focus on certain language activities and skills, maximize their energy and effort, as well as monitor errors and evaluate their learning progress, may be significantly influenced or affected by the utilization of their affective strategies that deal with their  emotions, attitudes, motivation and values that have an impact on learners and language learning in an important way, including their anxiety management. Nonetheless, the use of the Metacognitive and Social strategies in language learning are interchangeably affected or correlated with their use of the Social strategies that empowered language learners in asking questions, cooperating and in empathizing with others. The researchers, being Language Teachers,  recommend to introduce  class activities for strategies on metacognitive, which can be used for explicit teaching, word games, readings, discussions either in online and offline  venues, or oral presentations, affective strategies that can use language focus with strategies on storytelling, show and tell, oral presentations, discussions (online and in-class), role-playing, online skyping, peer evaluations. For future research directions, the researchers further hope to encourage other Language Teachers to investigate on the language awareness of preservice learners, their proficiency in the use of  direct and indirect strategies  to develop their communicative competence, conduct similar comparative studies  between the less successful learners and achievers on the utilization of the different language learning strategies to determine which is a more effective language teaching strategy to enhance students’ learning. The researchers gratefully acknowledged  the cooperation and support of all the School Presidents, Vice Presidents for Academics, Deans, Faculty members and Staff of all the Teacher Education Institutions in Region VI, Western Visayas, Philippines in giving permission to allow the researchers to conduct this research investigation; the Preservice Learners of their respective Colleges/Schools of Education, for the latter’s unselfish gesture of sharing their time and effort  in answering the questionnaire.  Due respect and recognition are likewise extended to all the authors, educators, researchers and other renowned concept writers for their expertise, wisdom and contributions in the field of language teaching and learning, and their postulates about language learning strategies, and other second language learning theories and concepts. Keywords: Metacognitive, Affective, and Social Language Learning Strategies, Preservice learners DOI: 10.7176/JEP/10-35-04 Publication date: December 31st 201