SHAIRA GRACE B.

DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

COMPREHENSIVE EXAMINATION
FOUNDATIONS OF EDUCATION
1. What are the major theories and principles in the foundations of
education and why are these important in the study of education?

Generally, there are five widely accepted learning theories teachers rely on:
Behaviorism learning theory
Since they can be investigated systematically and observably, behaviorism is
primarily interested in observable stimulus-response behaviors. This could be viewed as
in the foundation of learning is a system of practices that "drill" knowledge into a
student's memory bank, as well as encouraging comments from instructors and the
educational setting itself. If kids perform exceptionally well, they are praised and called
out for recognition.
Cognitive learning theory
This theory, which was created in the 1950s, pushes away from behaviorism to
emphasize the importance of the "mind’s on learning". Learning depends on both
external variables (such knowledge or data) and the interior thought process. "In
cognitive psychology, learning is understood as the acquisition of knowledge: the
learner is an information-processor who absorbs information, executes cognitive
operations on it, and stocks it in memory," the International Bureau of Education states.
Constructivism learning theory
According to Simply Psychology, "Constructivism states that learners construct
meaning only through active engagement with the world (such as experiments or real-
world problem solving), where the passive view of teaching views the learner as 'an
empty vessel' to be filled with knowledge." The learner builds upon his or her prior
experience and understanding to "construct" a new understanding.
Humanism learning theory
This is a learning theory that focuses on” learner-centric approach" where the
potential is prioritized over the process or resources This could be interpreted as the
conviction that individuals are fundamentally good; humanism concentrates on fostering
conditions that enable self-actualization. By doing this, the requirements of the students
are satisfied, and they are then free to choose their own learning objectives with the
teacher's assistance.
Connectivism learning theory
By recognizing and filling up knowledge gaps, connectivism, which is informed by
the digital era, differs from constructivism. Connectivism, a theory that emphasizes a
learner's capacity to regularly source and update accurate information, may be
significantly implemented as impacted by technology. Both the knowledge itself and
knowing where and how to find it are crucial.
The need for knowledge is a natural component of being human. As a result,
many academics, psychologists, and thought leaders have made a profession out of
researching learning theories. The first step in streamlining the learning process is to
comprehend how people learn.
This is why human development and many learning theories are studied so
extensively in teacher pre-service degrees and programs. To be the most successful
teachers or facilitators of learning, all educators must have a clear understanding of how
people learn, and more especially, how a student learns and develops cognitively.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

METHODOLOGY OF RESEARCH
2. What are the two major research designs? Discuss their elements and
processes. Why is it important to have the right research design when doing
research in education?
The "qualitative research design" and "quantitative research design" were the
two main research methods.
Typically, the qualitative research design is described verbally. It aids in
understanding ideas, experiences, or concepts. You can learn detailed information on
poorly understood subjects through this kind of study.
While, quantitative research design is generally expressed in figures and graphs
through the use of appropriate statistical treatment, common qualitative studies include
interviews with open-ended questions, observations stated in words, and literature
reviews that investigate concepts and theories. It is used to validate or put to the test
beliefs and presumptions. Establishing generalizable facts about a subject can be
accomplished through this kind of research. Experiments, tallied observations, and
surveys with closed-ended questions are examples of common quantitative procedures.
The importance of having a right research design in education is to have a
systematic approach or concept used to carry out several activities for a research study
is known as a research design in finding solution, identifying specific problem, and as
well as policy-making baseline. For the researcher to carry out the work properly, it is
critical to understand the research design. The goal of research design is to provide the
researcher with the tools necessary to move forward successfully and without deviating
from the duties. It is a comprehensive, in-depth research process strategy. As a result,
the researcher should be familiar with the various research design types and how they
might be used. Only after carefully comprehending the various research design kinds
can a study design be chosen. Qualitative vs. quantitative are the factors to be taken
into consideration while choosing a research design, applied vs. basic, or empirical vs.
non-empirical.
Furthermore, the topics of research and evaluation here argue how much
educational research has evolved into evaluative in character, reflecting the fact that
critical theory connects the conduct of educational research with politics and policy-
making.
The emergence of complexity theory, which originated in the natural sciences but
is steadily making its way into social scientific study, is a more recent trend. This section
provides an overview of complexity theory and directs visitors to the companion website
for more information. The final portions of this book demonstrate how political agendas
are served by educational research. With the recommendation that "fitness for purpose"
must be the driving concept, different research paradigms are used for different
research goals, the goal of this article is to introduce readers to various research
traditions.

STATISTICS IN EDUCATION
3. What are the different research methodologies? Describe each one in the context of an
education research.

Research method refers to the many strategies and techniques utilized to

effectively portray the research. The procedures improve the research process and
make the methods of doing research more transparent. It aids in elucidating the
research methodologies employed and effectively communicates the concept to the
audience, largely depending on the researcher. In the study, several techniques are
employed to clarify the concepts; we will examine the different types in this article.
However, the choice of the technique is entirely up to the researcher, and there are no
restrictions on the kind. The techniques must appease the researcher.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

Descriptive research, correlational research, and experimental research are the

three (3) most important research approaches utilized in education research. These
each have unique and complementary qualities.
Descriptive Methodology (Descriptive Method)
In this kind of educational study, the researcher only aims to gather information about
the situation as it is at the moment. Determining the status and features of the study
topic that is being understudied forms the basis of descriptive research.
Descriptive research may be categorized as an observational research approach due to
its focus on the "what" of the circumstance. In descriptive educational research, the
researcher uses quantitative research techniques, such as questionnaires and surveys,
to collect the necessary data.
The first step in resolving a particular issue is frequently descriptive educational
research. A few instances of descriptive research are shown below:
 a reading program that will enable you to gauge students' literacy skills.
 an investigation on students' performance in class.
You'll see from these examples that the researcher need not simulate the
research participants' natural environment; instead, he or she can just observe them as
they go about their daily lives. Additionally, the researcher is not interested in
establishing a statistical correlation between the study's variables.
Correlational Methodology (Correlational Method)
This kind of educational research aims to provide light on the statistical association
between two study variables. When doing correlational research, the researcher
examines two variables with the goal of finding a link between them. Research on
correlations may be neutral, harmful, or nonexistent. An increase in variable A causes a
rise in variable B, while an increase in variable A causes a drop in variable B is known
as a negative correlation. The correlation is nonexistent if a change in one of the
variables does not result in a subsequent change in the other.
The correlation is nonexistent if a change in one of the variables does not result in a
subsequent change in the other. Additionally, there is no requirement for external
conditioning in correlational educational research because the variables' natural
environments do not need to be changed.
Correlational studies in education include the following examples:
 study to ascertain the link between student behavior and academic performance.
 an investigation on the connection between pupils' social abilities and their
academic behavior.
Experimental Methodology (Experimental Method)
The purpose of experimental educational research is to identify the causal link
between two variables in the study environment. It uses quantitative research
techniques to establish the links between the variables under study and their causes
and effects.
Two groups are commonly used in experimental educational research: the
control group and the experimental group. While the control group is left in its natural
state, the researcher makes certain changes to the experimental group, such as altering
the environment or adding a catalyst.
The addition of these catalysts enables the researcher to identify the
experiment's causal factor(s). The creation of a hypothesis is at the heart of
experimental educational research; therefore, the total research design depends on
statistical analysis to support or refute this hypothesis.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

Examples of Educational Experimental Research

 a study to identify the most effective teaching and learning strategies in a
classroom.
 a research to determine the impact of extracurricular activities on learning
Fundamental, applied, and action research are the three categories into which
educational research can be divided according to usefulness. Gaining new knowledge is
the main goal of fundamental research, which also aims to offer insights into the study's
variables. Fundamental research doesn't address any particular issues.
Applied research is a research strategy that, as its name suggests, aims to
address particular issues. Findings from applied research are helpful in addressing real-
world issues in the field of education, such as enhancing teaching strategies, changing
curricula, and streamlining pedagogy.
Action research is designed to address current issues unique to a context, such
as the educational difficulties in a nearby elementary school. Action research aims to
answer broad or all-encompassing problems in the educational field and to propose
solutions that are applicable in this situation.

Research methodologies in education pertaining to Data Gathering

Surveys/Questionnaires
A survey is a type of research technique used to gather information on a certain
study context from a designated audience. It often consists of a series of standardized
questions that give you information on the audience's experiences, ideas, and
behaviors.
Physical survey administration methods include paper forms, in-person interviews,
phone interviews, and online forms. Because they enable you to gather precise data
and a bigger sample size, online forms are simpler to manage. You can quickly evaluate
the data from survey respondents by building an online survey using data collection
platforms like Formplus.
You must first determine the study setting and the research subjects that would make
up your data sample size in order to collect correct data via your survey. To develop
and administer your survey with little to no difficulty, you must next select an online
survey platform like Formplus.
Interviews
A qualitative data collection technique called an interview allows you to converse
with respondents and ask them questions to learn more about them. In order to acquire
information that will be helpful to the particular study environment, it is often necessary
to speak face-to-face with the research subjects.
Unstructured, semi-structured, or structured interviews are all possible. Using a
set of standardized questions to elicit information from the research respondents, a
structured interview is a sort of interview that adheres to a predetermined order.
A fluid interview, or one that is non-directive, is one that is unstructured. In a
structured interview, the researcher solicits pertinent information from the respondents
without the aid of a planned list of questions. Instead, they ask questions out of the blue.
The middle ground between organized and unstructured interviews is a semi-
structured interview. Here, the researcher uses a series of conventional questions, but
he or she also does additional research as directed by the conversational flow inside the
research environment.
Audio recorders, digital cameras, questionnaires, and surveys can all be used to
gather data from interviews.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

Observation
The process of methodical selection, observation, listening, reading, touching,
and recording of the behaviors and qualities of live things, things, or phenomena is
known as observation. In the classroom, teachers might apply this strategy to
understand students' behaviors in diverse circumstances.
The method of observation can be qualitative or quantitative. In quantitative
observation, the researcher wants to gather statistical data from participants, and in
qualitative information, they want to gather qualitative information from participants.
Participant or non-participant observation is another category for qualitative
observation. In participant observation, the researcher immerses themselves in the
study setting and engages with the research participants to learn about their behavior.
In non-participant observation, the researcher is merely an observer; there is no active
participation in the research setting.

FINANCIAL MANAGEMENT AND CONTROL

4. What is financial management? Discuss thoroughly and give some examples of
its application in the context of education.
The discipline of financial management entails managing an organization's
financial accounts or projects while also strategically planning, controlling, and directing
them. The application of management principles to an organization's financial
operations is a component of financial management education.
Financial management education's fundamental goals are:
 efficient use of financial resources
 ensuring that there is a source of funding for the needed school materials,
operations, etc.
 offering a selection of smart projects that should be based on School data or
school current situation.
 Financial Management: A Vital Step (Planning, Organizing, Leading, and
Control)
 Finance management or planning helps organizations plan more effectively in
addressing school specific needs.
 Effective fund allocation is made possible for school projects and activities.
It promotes among school faculty and staff the spirit that eventually results in
financial planning. As a result of financial management firms become more valuable
which leads to carefully considering and making financial or fiscal decisions.
Creating a BAC committee under DO 49, S. 2001 - CREATING A BIDS AND
AWARDS COMMITTEE (BAC) FOR THE DEPARTMENT OF EDUCATION is an
example of a good practice for the school principal. The committee should be made up
of 5 to 7 members who will take part in vision sharing, planning, controlling, and
monitoring the school finances throughout financial management as well as budgeting,
accounting, and monitoring the efficient implementation of the school budget.
The majority of financial management abilities include distributing resources and
establishing goals, objectives, and priorities. The fundamental financial competencies
needed by all managers enable them to successfully design budgets, manage budgets,
and manage costs.
The duties of the financial manager, such as the principal, include: ensuring that
the school follows fair and transparent procurement procedures; establishing a system
or structure to coordinate the accurate assessment of all major capital projects before a
final decision is made on the project; and accepting responsibility for the efficient,
organized, reasonably priced, and transparent use of the school's resources.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

EDUCATIONAL PLANNING AND CURRICULUM

PROGRAMMING
5. What is a curriculum? What are the elements and processes involved
educational planning and curriculum programming? Why are educational
planning and curriculum programming these two important in the field of
education?
The entirety of the predetermined educational opportunities that are made
available to students in a certain institution is referred to as the curriculum. Therefore,
the term "curriculum" refers to the complete situation that is selected and structured by
the institution and made available to the teacher in order for the teacher to execute and
to transfer the overall purpose of education into the actual world.
PHASES AND STEPS: There are four fundamental phases that make up the
educational planning and curriculum programming creation process, and they are as
follows: (I) Planning, (II) Content and Methods, (III) Implementation, and (IV) Evaluation
and Reporting. The first step of the curriculum development process is called
"Planning."
Within each phase is a series of processes or activities that must be carried out
in the appropriate order. These stages are not necessarily distinct and different from
one another, but they may overlap and take place simultaneously. For instance, the
team responsible for developing the curriculum is involved in all of the processes.
Evaluations need to take place throughout the majority of the processes in order to
measure progress. After the curriculum has been implemented, the team analyzes the
data to identify what aspects of it function well and which do not, as well as the impact
of the curriculum on the students. The completion of one stage logically leads to the
next. It would be a waste of time and effort to construct learning activities before the
learner objectives and content have been outlined and determined. In the same vein,
the material cannot be decided upon until the learner outcomes have been outlined.
Educational planning is seen as fundamentally important, particularly for the
production of information and access to meaningful school-based learning.
Consequently, educational planning entails establishing objectives and determining how
to reach them. It is important to remember that, prior to planning, it is required to
establish the goals that will be pursued. However, curriculum programming is the result
or evidence that the result of the evaluation under educational planning must be
implemented as a teaching-learning program. Therefore, when developing the
curriculum program, it involves the configuration of a document that aims to collaborate
with the learning of all students, determining the opinion and certain reflections to
enhance the disciplines to be considered in both theory and pedagogical practice.
Consequently, educational planning and curriculum programming are intertwined, since
it entails action-reflection-action in order to confirm the effectiveness of the entire
planned process and, consequently, to consider with relevance the primary goal, the
students' learning.
PERSONNEL MANAGEMENT
6. What are the major principles and theories in personnel management?
Why is the study of personnel management important in education practice?
Personnel management has been described differently by numerous scholars who have
sought to explain the idea. In addition, personnel management is the phase of
management that focuses on the effective control and utilization of personnel as
opposed to other sources of power. It entails planning, organizing, directing, and
regulating different operative functions of acquiring, developing, maintaining, and
employing a labor force in such a way that the company's objectives are reached
efficiently and inexpensively. Moreover, people management is the methodical process
of acquiring, employing, and retaining a contented staff. It is an important aspect of
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

management that focuses on workers at work and their relationships inside the
business. Thus, it is asserted that people management entails two types of activities -
planning, organizing, motivating, and regulating - that are shared by all managers,
especially personnel managers, and done by all of them.
The study of human resources management in education will provide you with
theoretical and practical knowledge about the processes of acquiring employees,
establishing good relationships with them, training and developing them, retaining and
compensating them for their services. These processes are crucial because effective
school leadership and management have become increasingly important in the
management of educational organizations in recent years. Numerous school systems in
developing nations have numerous issues today, and human, financial, and material
resources are few; thus, strategic management of all resources is essential for fulfilling
the goals of educational systems and school organizations.

MANAGEMENT TOOLS AND DECISION MAKING

7. What are the major principles and theories in management tools and
decision-making? What are the elements and processes involved in these
and why is knowledge on these important in education?
The process of determining the organization's objectives is fundamental to educational
administration. In certain circumstances, the principal determines the goals, frequently
in collaboration with senior colleagues and maybe a limited number of lay stakeholders.
However, in many schools, goal-setting is a corporate activity conducted by formal
organizations or informal groups. External environment influences have a significant
impact on school objectives. Many nations have national curricula, which sometimes
offer little room for schools to determine their own educational objectives. In lieu of
defining goals based on their own evaluation of student need, institutions may be left
with the residual responsibility of interpreting external imperatives. Principally at stake is
the extent to which school administrators may affect government policy and build
alternative alternatives based on school-level beliefs and vision. The purpose of theory
is to justify decision-making. Awareness of the theoretical foundation underlying practice
in educational institutions enhances managerial action. There are three basic reasons in
favor of the notion that managers have much to gain from an awareness of theory, so
long as it is founded in practical realities:
Varieties of management theory management tools and decision-making
1. According to the scientific management theory, the scientific method should be
employed to complete tasks in the workplace, rather than depending on the leader's
judgment or the discretion of team members. His concentration on maximizing
workplace productivity by determining the most effective way to execute a task was
beneficial, but he overlooked the humanity of the person. In its purest form, this idea is
not widely applied today, but it highlighted to leaders the importance of workplace
efficiency, the value of ensuring team members receive enough training, and the
necessity of collaboration and cooperation between supervisors and employees.
2. Fundamentals of administrative administration the following are the principles of
administrative management theory:
This refers to the amount of freedom employees should have to carry out their duties
without being coerced or directed.
This idea emphasizes that all members of the company should be treated equally and
that the workplace should be a place of kindness.
Scalar chain: This idea states that there should be a chain of supervisors from the
highest level of management to the lowest level, and that communication flows typically
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

from the top down. He underlined that there is no hard and fast rule about
communication inside the chain of command.
This concept relates to the argument that monetary and non-monetary pay should be
based on performance levels in order to develop a relationship between the employee
and the firm.
This concept says that there should be just one manager per department responsible
for coordinating the group's efforts to achieve a single objective.
According to this idea, employees should be polite and obedient, and an organization
should have rules and regulations that define norms, good supervision, and a system of
rewards and punishments.
This idea says that the overall activity of management should be separated and that
team members' roles should be assigned depending on their talents and interests to
make them more effective and efficient.
Authority and responsibility: According to this theory, there should be a balance
between authority—the power to issue orders and make decisions—and responsibility—
the obligation of an employee to do the assigned duties.
Unity of command refers to the principle that employees must receive orders from and
be answerable to just one immediate supervisor.
Subordination of individual interest to general interest: There must be harmony between
the interests of the person and those of the organization, but the organization's interest
must take precedence since it will offer benefits to the individual.
Centralization: According to this theory, the highest degree of authority should be
centralized to the highest level of management, who has the authority to make the most
crucial choices inside an organization.
Order: According to this idea, for an organization to work properly, the correct person
must be in the right position, and consequently, every item and employee must have a
designated location.
This notion states that employees must have job stability in order to be productive.
Esprit de corps relates to the concept that a cohesive team effort is required and that
collaboration is always superior to the sum of individual accomplishments.
3. Theory of systems management
According to this idea, organizations are comprised of various components that
must operate in concert for the system as a whole to perform efficiently. Therefore, the
success of the organization is dependent on synergy, interdependence, and
interrelationships between subsystems. According to this view, personnel are the most
essential parts of a firm, but departments, workgroups, and business units are also
essential to its success.
Thus, the systems management theory, managers must assess organizational patterns
and events to identify the optimal management strategy. They must interact and work
together to ensure the success of their programs.
4. Theory of contingency management
This idea, developed by Fred Fiedler, is predicated on the notion that no single
management technique is effective for all organizations. Fiedler believed that a leader's
characteristics were closely tied to their ability to lead their team efficiently. He says that
there are aspects of leadership that apply to any scenario and that a leader must be
adaptable in order to adapt to an ever-changing environment.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

ADMINISTRATION AND SUPERVISION

8. What is administration and supervision? What are elements and processes
common to them, and the elements and processes that distinguish one from the
other? Why is knowledge on administration and? supervision important in the
practice of education?
Administration is the process of managing the overall operation of an
organization. It is focused with managing many departments to ensure that objectives
are met. Supervision is the managerial process of monitoring an individual's
performance.
Thereby also, Administration implements, directs and supervision advises,
inspires, explains, leads and guides. Administration makes decisions and issues orders
for execution, whereas supervision aids in making decisions and is involved in
enhancing education. Notwithstanding, it is crucial for school leaders to have a deeper
knowledge on educational administration and supervision since it concentrates on
teaching both teachers and students the broad ideas and procedures for managing
schools and other educational or learning processes which has a great impact on
school management and leadership. In addition, administration's fundamental functions
include planning, organizing, directing, and controlling.
LOCAL GOVERNMENT ADMINISTRATION
9. What are the major principles and theories in local government administration?
Why is the study of this topic important in the field of education?
The Local Government administration outlines the principles governing government
system. These consist of:
 sincerity and transparency

 democratic duty of care

 executing desired results efficiently and effectively

 being conscious of communal opinions

 adopting a long-term stance

 appreciating diversity

 offering possibilities for participation in decision-making

 cooperatively collaborating with other authorities

 using dynamic leadership practices 

 being a responsible custodian of property

 adopting a sustainable strategy.

Managing schools, enforcing local government administration and policies,

creating and implementing their educational plans, employing and supervising qualified
teachers, and local funds or revenue to support school with the use of SEF - provides
the source of funds for the supplementary annual budgetary needs for the operation and
maintenance of public schools within the province, city, or municipality through an
annual SEF Budget,  for the school division needs and, as one of the stakeholder, it is
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

the responsibility of local government administration to support the education

programs ,which is why education is so important to local governments because it helps
them train and educate citizens to meet basic job requirements and make them more
productive

PHILIPPINE VALUE SYSTEM

10. What are the major principles, theories, and values in the Philippine value
system? Why are Filipino values an important factor in education? Give examples
of applications of these in education practice.
Personal alliance structures, such as those based on kinship, obligation,
friendship, religion and business ties, are at the heart of Filipinos' specific value system.
On addition, the way Filipinos live their families is characterized as an impact of one's
culture in Filipino value system ideas and principles. Historically, most Filipinos have
prioritized a certain set of values over others. This is known as the "Filipino Way."
A detailed look of Filipino Founding Principles, Maka-tao, Makakalikasan, and
Makabansa.
Maka-Diyos expresses one's spiritual views while honoring those of others.
Example:
 Participates in beneficial spiritual activities Respects holy sites
 Respects others' religious beliefs
 Exhibits curiosity and a readiness to learn about other spiritual life expressions
 Manifests commitment to moral ideals through preserving the truth
 Admits the truth
 Returns borrowed items in excellent shape
 Exhibits intellectual integrity
 Expects others to be truthful
 Aspirates to be just and kind to all
 Identifies personal prejudices
 Recognizes and respects one's own and others' sentiments
Maka-Tao- is aware of individual, societal, and cultural distinctions.
Example:
 respects others by waiting one's turn
 Takes excellent care of loaned items
 Considers errors as educational opportunities
 Respects the dignity and equality of all individuals, especially those with special
needs
 Individuals willing to aid others in times of need
 Recognizes and respects individuals from diverse socioeconomic and cultural
origins.
Makakalikasan-Cares for the environment and uses resources sparingly, prudently,
and economically, demonstrating a caring attitude toward the environment.
Examples:
 demonstrates waste management practices
 Conservatism energy and materials
 Maintains school supplies, facilities, and equipment
 Maintains a clean and ordered work place during and after work, as well as one's
own job.
SHAIRA GRACE B. DUHAYLUNGSOD
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

Makabansa-Exercises the rights and obligations of a Filipino citizen; demonstrates

national pride Self-identifies as a Filipino. Also exhibits acceptable behavior when
participating in school, neighborhood, and national events.
Examples:
 Respects the flag and the national anthem.
 Takes pleasure in different Filipino cultural manifestations, rituals, and traditions;
promotes Filipino language appreciation and development
 Respects the regulations of the school, community, and nation.
 Allows people to gain an appreciation for and pride in being Filipino.
 Effectively manages time and personal resources and persists in achieving goals
despite adverse conditions.
 Behaves responsibly in a variety of scenarios