, this study will explore on the assessment of the current status of ecological structure of Managok National High School as the selected locale of the study

1. "ECOLOGICAL LEADERSHIP: ASSESSING THE IMPACT OF TEACHERS' ECO-
FRIENDLY PRACTICES ON THE ENVIRONMENTAL STRUCTURE OF
MANAGOK NATIONAL HIGH SCHOOL"
An Action Research Proposal
PASTOR P. ABEJUELA, III
REA LIZA A. MENDOZA
FLORENCE L. DUBLAS

2. I- Context and Rationale
Teachers’ roles and functions are diverse, multiple and multifaceted. These
roles are not just limited and confined to classroom-based teaching and instructional
delivery. Teachers also assume profound and in-depth socially-oriented and values-
oriented roles and responsibilities in the education sector especially in terms of
educating the learners. Teachers are not just viewed and deemed as facilitators of
instruction and teaching-learning process but also as role models and exemplars for
the students and youth. Thus, educators are expected and recognized to consistently
set good examples in the various aspects and areas of life.
These relevant aspects of life where teachers need to exemplify positive actions
and deeds include environmental concerns or areas. Before teachers could fully hone
their students into becoming young environmental stewards, they also need to
realistically become genuine and sincere environmental advocates. Education about
environmental awareness, protection and advocacy can be best taught and imparted
to the students when teachers themselves execute eco-friendly practices in real-life.
Therefore, teachers are summoned to be both models and participants or exemplars
and contributors to the endeavor and advocacy of fostering school’s ecological
structure, balance and sustainability.
There is no doubt that teachers play the most important and foundational roles
and contributions in orienting, awakening and enlightening the youth about the need
to protect, conserve and nurture the ecological system not only of the school
community but even of the local communities supporting the school. This is the noble
reason why all schools throughout the country integrate environmental advocacies in
their mainstreamed programs on school-community linkages. Obviously, these

3. school-community environmental programs and projects wouldn’t be materialized and
emerged successful without the services and contributions of the educators as
facilitators of environmental education and implementers of eco-friendly policies, rules,
advocacies and programs.
Thus, in view of these, this study will explore on the assessment of the current
status of ecological structure of Managok National High School as the selected locale
of the study. The highlight of the research is the analysis of the significant roles of
educators in shaping and improving the ecological structure and status of the school.
It is also in the need to determine and assess the significant improvement in the level
of the ecological structure of the school after the implementation of the eco-friendly
practices of the teacher-respondents, that this study is hereby proposed.
Related Literatures
The concepts of this study pose connection with the following related citations:
Torres (2015) focused on the assessment of the teachers’ competence as
facilitators of environmental education. The respondents were the selected 120 public
elementary teachers in the Division of Aklan. The study made use of Descriptive
method of research. The results showed that most of the respondents were highly
competent in the execution of their functions as facilitators of environmental education.
It was also found that this endeavor was attained by the teacher-respondents in terms
of careful and intelligent instructional integration of environmental concepts to relevant
learning areas.
Galindo (2016) determined the opportunities and challenges faced by the
educators as implementers of eco-friendly programs. The study selected a sample of
135 teachers in the Division of Masbate who were subjected to survey and focus group

4. discussion. The findings of the study showed that the major opportunity for teachers
was the capacity to become innovative in eco-friendly practices while the major
challenge observed among the respondents was limited support systems received by
the teachers from stakeholders in pursuing eco-friendly advocacies.
The study of Romero (2016) analyzed the roles, practices and functions of
teachers in fostering environmental advocacy programs in schools. The respondents
were the selected 250 teachers from the selected public schools in the Division of
Baguio City. It was found that 85 percent of the teacher-respondents were actively
involved in eco-friendly programs of their individual schools. It was also revealed that
this involvement was made evident in terms of teachers’ participation in eco-friendly
trainings and school-community linkages for stakeholders that center on
environmental advocacies.
II- Action Research Questions
This study aims to determine and analyze the educators’ roles in shaping and
implementing the ecological structure of education.
Specifically, it will seek to answer the following questions:
1. What is the current status of ecological structure of Managok National High
School in terms of:
a. clean and green and
b. solid waste management?
2. What are the significant roles of the educators in shaping and implementing
the ecological structure of the school?

5. 3. Is there any improvement in the ecological structure and status of the school
after the implementation of the eco-friendly practices of the educators?
4. What recommendations may be proposed to enhance the ecological
structure of Managok National High School?
III- Proposed Innovation, Intervention and Strategy
The main challenge in this study is to develop and improve the ecological
structure and status of Managok National High School. Thus, the researcher promotes
the implementation of the eco-friendly practices of teachers towards the sustainability
of the ecological structure of the school as the proposed innovation, intervention and
strategy in this research. These eco-friendly roles include instructional integration of
eco-friendly concepts to relevant learning areas, development of alternative learning
materials on environmental education, participation in eco-friendly trainings for
stakeholders, engagement in the implementation of programs with school-community
linkages on environmental advocacies and mentoring and coaching services to
learners on environmental stewardship.
IV- Action Research Method
This study will make use of Descriptive method. The Descriptive method will be
applied in this study in the analysis and discussion of the following salient research
concepts: 1. the current status of the ecological structure of Managok National High
School; 2. the significant roles of educators in shaping and implementing the

6. ecological structure of education and 3. the improvement in the ecological structure
and status of the school after the implementation of eco-friendly structure and status
of the school.
a. Participants and other Sources of Data and Information
The key respondents of this study will be the selected grade 9 teachers of
Managok Elementary School. They are selected through total enumeration as they
represent the total number of grade 9 teachers in this school.
b. Data Collection Methods
The pertinent data in this study will be gathered using survey-questionnaires
and interview guide. The survey-questionnaires to be used in this study will be
composed of two salient parts. The first part will seek to gather data about the current
status of the ecological structure of Managok National High School. Meanwhile, the
second part will serve to gather information about the significant roles of educators in
shaping and implementing the ecological structure of education.
c. Plan for Data Analysis
Descriptive Statistics will be applied in this study for the statistical treatment of
data. For the first objective about the current status of the ecological structure of
Managok National High School, the data will be treated using weighted mean. For the
second objective about the significant roles of educators in shaping and implementing
the ecological structure of education, weighted mean will be also applied for data

7. treatment. Finally, for the third objective about the improvement in the ecological
structure and status of the school after the implementation of eco-friendly structure
and status of the school, Pearson Correlation will be applied to statistically treat the
gathered data.
V- Action Research Work Plan and Timeline
ACTIVITIES TIME FRAME
PERSONS
INVOLVED
SUCCESS
INDICATOR
Pre-implementation
Phase:
1. Preparation of the
Research
Proposal
2. Submission of the
Research
Proposal for
approval
3. Revision (if any)
4. Implementation of
the Research
Proposal
January 2024
School principal,
proponent, PPRD
Prepared,
submitted
research
proposal for
approval
Revised
proposal
Implemented the
research
proposal
Implementation
Phase:
1. Determining the
final list of the
respondents
2. Orientation to the
respondents
3. Formulation of
data gathering
tools
4. Implementation of
the research study
5. Administration of
pre-tes and post-
test
6. Collection,
tabulation,
analysis, and
interpretation of
data
March 2024
School Head,
proponent,
respondents
Determined or
identified the
respondents
Oriented the
respondents
Administered
pretest &
posttest
Implemented the
research study
Collected,
tabulated,
analyzed, &

8. 7. Formulation of
conclusion and
recommendation
interpreted the
data
Formulated
conclusion &
recommendation
Post-
Implementation
Phase:
1. Submission of the
Accomplishment
Report
2. Revision (if any)
3. Submission and
Acceptance of the
Final Report
April 2024 School Head,
proponent
Accomplishment
Report of the
Research
VI- Cost Estimates
ITEM QUANTITY AMOUNT
TOTAL
AMOUNT
1. Preparation and formulation of action
research proposal
P5,000.00 P5,000.00
2. Preparation and Production of Survey-
Questionnaires
P 1,000 P 1,000
3.Preparation and Formulation of the
completion report of the action research
project
P5,000.00 P5,000.00
4.Documentation P2,000 P2,000
5.Others P1,000.00 P1,000.00
TOTAL P 14,000 P 14,000

9. VII- Plans for Dissemination and Utilization
ACTIVITIES TIME FRAME
PERSONS
INVOLVED
SUCCESS
INDICATOR
1. Present the action
research proposal
2.Conduct/implement
the actual action
research study
3. Formulate
Findings,
conclusions and
recommendations of
the student through
the completion report
January 2024
February 2024
March 2024
Proponent
Proponent
Proponent
Approved
Proposal
Approved Action
Research Study
Positive
Outcomes of the
Entire Study
References
Torres, Erika M. (2015). Assessment of the Teachers’ Competence as Facilitators of
Environmental Education in the Division of Aklan. Thesis. Batan Community
College. Aklan.
Galindo, Ismael N. (2016). Opportunities and Challenges among Teachers as
Implementers of Eco-Friendly Programs. Thesis. Masbate College.
Romero, Anthony N. (2016). Analysis of the Roles, Practices and Functions of
Teachers
in Fostering Environmental Advocacy Programs in Schools. Thesis. Easter
College Inc. Baguio City.