BATAAN PENINSULA STATE UNIVERSITY

COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

TITLE DEFENSE MATRIX

Author’s Name: Duran, Florence M. Specialization Social Studies

Mina, Cherry Lyn A. :
Pantaleon, Donna Marie C.
Quilban, Aaron Calvin P.
Rosil, Kristhel Joy A.
Santos, Sherlyn
Degree Program: Bachelor of Secondary Date:
Education

Research Topic: The Leadership of PWD

Working Title: Breaking Barriers, Building Bridges: Navigating the Leadership
Milestones of Persons with Disability
Method: Qualitative

Rationale / As a member of society or as a citizen, I have met many people with

Reason / disabilities who face numerous problems. Regardless of their situation,
Motivation for we want to know how these people attain their aims of being leaders or
Conducting the having potential and a role within society. It is to know the potential
Study: benefits of understanding how people with disabilities who successfully
advanced to leadership positions gain a better sense of self-determination,
higher self-esteem, and a higher level of self-efficacy (Kulkarni &
Gopakumar, 2014; Marsay, 2014; Powers et al., 2002; Ward 2 & Meyer,
1999).

According to the Magna Carta for Persons with Disability (Republic Act
No. 7875): This Philippine law guarantees the rights and privileges of
PWDs, including the right to "equal opportunity for suitable
employment" (Section 10). This provision recognizes the inherent dignity
and worth of persons with disabilities by affirming their right to
meaningful employment opportunities based on their abilities and
qualifications rather than their disabilities. By guaranteeing equal access
to employment, the law seeks to dismantle barriers to economic
participation and empower individuals with disabilities to contribute
actively to society.

The International Disability Rights Monitor (IDRM) reported that 57.1

percent of the PWDs in the Philippines are employed, 30.9 percent of
which are engaged in agriculture such as farmers, forestry workers or
fishermen while 10.8 percent are laborers or unskilled workers. This
proves that those who have disability is not being marginalized for what
they are, but to prove that they have the skills to lead.

Understanding the factors that contribute to the empowerment and

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 BATAAN PENINSULA STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

success of individuals with disabilities in leadership roles is essential for

fostering greater inclusion, diversity, and equality in society. It not only
benefits the individuals themselves but also has ripple effects that can
lead to positive changes in attitudes, policies, and opportunities for
people with disabilities worldwide.
Research Gap: PWDs are a resilient, yet vulnerable, population (Schembri Lia & Abela,
2016). As Georgina (2017) stated, the real struggle of persons with
disabilities will start when they step out of their house. Although we are
in modern society when it comes to accommodating PWD's, especially in
infrastructure, it still needs improvement. Studies show that people with
physical disabilities face multiple forms of oppression, including
workplace harassment, employment discrimination, lack of educational
access, lack of access to public services, and more (O’Keeffe, 1993; Shaw et
al., 2012).

Additionally, people with disabilities have often been excluded from

playing an active part and leadership roles in the political and social life
in their own countries. There remain serious gaps in the literature on
successful strategies for increasing and promoting leadership roles of
persons with disabilities in developing countries. Information gaps also
remain on how best to provide support within the context of promoting
inclusive leadership for persons with disabilities, and there is a need for
additional research to understand how far people with disabilities have
moved "beyond tokenism" and into authentic leadership roles (Beckwith
et al, 2016)

Despite advancements in societal attitudes and policies towards persons

with disabilities (PWD), there remains a gap in understanding the
milestones they achieve in attaining leadership roles within society.
Limited research comprehensively examines the journey and challenges
faced by PWD as they strive to assume leadership positions.

Furthermore, Procknow and Rocco (2021) also stated that leadership

studies have long focused on non-disabled leaders. This emphasis on
non-disabled leaders has resulted in a lack of attention to the unique
experiences, challenges, and contributions of individuals with disabilities
in leadership roles.

By overlooking the experiences of individuals with disabilities in

leadership, researchers and practitioners have missed opportunities to
explore diverse perspectives, innovative approaches, and alternative
leadership styles that may emerge from navigating the intersection of
disability and leadership.

Association of People with Disabilities (AAPD) advocate for increased

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 BATAAN PENINSULA STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

leadership opportunities for PWDs, acknowledging the potential for

diverse perspectives and contributions. However, data and research
specifically exploring the experiences of PWDs with intersecting
identities in leadership roles remain scarce. Lack of available data and
research specifically focused on the experiences of persons with
disabilities (PWDs) who possess intersecting identities, such as race,
gender, sexual orientation, or socioeconomic status, while occupying
leadership roles.
The term "intersecting identities" refers to the complex ways in which
various aspects of an individual's identity, such as disability and race or
disability and gender, intersect and influence their experiences,
opportunities, and challenges. Understanding how these intersecting
identities shape the experiences of PWDs in leadership roles is crucial for
advancing diversity, equity, and inclusion efforts.

Procknow and Rocco's assertion underscores the importance of

expanding the scope of leadership research to include the experiences
and perspectives of individuals with disabilities. Doing so not only
enhances our understanding of leadership but also promotes greater
inclusivity and equity in society at large.

Statement of the This general problem of this study is to determine the leadership
Problem: milestones among Persons with Disability (PWD) in the Provine of
Bataan.

Specifically, this sought to answer the following questions:

1. What are the key milestones and stages in the leadership journey
for persons with disabilities, and how do they differ from those
experienced by individuals without disabilities?
2. How do intersecting identities such as, age and gender intersect
with disability to shape the leadership experiences and
opportunities of individuals with disabilities?
3. What are the primary barriers and obstacles that hinder the
progress of persons with disabilities into leadership roles,
including societal attitudes and organizational limitations?
4. How can people with disabilities effectively deal with leadership
milestones, and what are the success factors, strategies, and best
practices that support it, and how can these be used to promote
greater diversity and representation in leadership positions?
5. Based on the findings, what intervention may be proposed in
promoting inclusivity and empowering PWD to reach their full
leadership potential.

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 BATAAN PENINSULA STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

Research Topic: Engaging the Cultural Heritage in Education

Working Title: Students’ and Teachers’ Needs for Heritage Education: Input for a Self-
Learning Material
Method: Quantitative

Rationale / Understanding the role and importance of cultural heritage begins in the
Reason / school; therefore, education is an essential and indispensable stage
Motivation for (Achille & Fiorillo, 2022). This study will aim to promote cultural
Conducting the understanding and preservation of cultural heritage through education
Study: and training that can contribute to the accomplishment of the awareness
of heritage value and historical knowledge among students and teachers.

As a student insisting on heritage education, I can relate to the

importance of exploring and ensuring our historical and cultural heritage.
It has allowed me to focus on creating self-learning resources to address
the concerns of educators as well as students in these industries.
According to the National Education Association (NEA), cultural
awareness or cultural competence is “understanding your own culture,
other’s culture, and the role of culture in education.” Taking a student’s
culture into account as “a basis for learning, communicating high
expectations, and reshaping curriculum to reflect student’s diversity leads
to better educational outcomes.”

Numerous studies emphasize the benefits of heritage education,

highlighting that valuable insights into cultural heritage are embedded in
artifacts, tools, practices, communication methods, lifestyles, and their
combinations (Kokko & Dillon, 2010). This underscores the need for
effective educational materials to ensure students acquire a holistic
understanding of cultural heritage, encompassing both tangible and
intangible aspects.

The pursuit of heritage education is a commendable endeavour, and your

dedication as a student to creating self-learning resources reflects a
crucial commitment to preserving and promoting cultural awareness. The
NEA's definition of cultural competence underscores the significance of
understanding not only one's own culture but also that of others,
recognizing the pivotal role of culture in education.

Additionally, cultural heritage safeguarding through education and

training has always been a topic of great interest; for instance, it is
directly linked to achieving target 11.4 (Strengthen efforts to protect and

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 BATAAN PENINSULA STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

safeguard the world's cultural and natural heritage) of goal 11

(Sustainable cities and communities) of the 2030 Agenda for Sustainable
Development. Integrating education and training initiatives into cultural
heritage safeguarding efforts not only enhances public awareness and
appreciation of heritage but also fosters a sense of responsibility and
stewardship among communities. By investing in education and training
programs, policymakers and stakeholders can empower individuals and
communities to actively participate in the preservation and safeguarding
of cultural and natural heritage, thereby contributing to the realization of
sustainable and resilient cities and communities for present and future
generations.

Cultural heritage serves as a living classroom, offering invaluable

educational opportunities. The preservation of historical sites, artifacts,
traditions, and intangible elements provides students with tangible
connections to their roots. By engaging with their cultural heritage,
students gain a profound understanding of their identity and heritage.
UNESCO Director-General Irina Bokova (2015) aptly notes that cultural
heritage acts as "a mirror reflecting our shared humanity and a source of
inspiration." This reflection becomes a source of inspiration for
educational institutions to incorporate cultural heritage into their
curricula.

National Cultural Heritage Act of 2009, officially known as Republic Act

No. 10066. The National Cultural Heritage Act of 2009 recognizes the
significance of preserving and protecting the country's cultural heritage
for the benefit of present and future generations. It aims to safeguard
tangible and intangible cultural properties, including monuments, sites,
artifacts, structures, and traditions, that are of historical, cultural, artistic,
and scientific value.

Research Gap: In the midst of a rapidly changing global landscape, the preservation of
cultural heritage stands as a paramount endeavor, ensuring the
continuity of a nation's identity, values, and traditions (Mekonnen, Bires,
& Berhanu, 2022). The cultural heritage being valued depends on the
level of participation and decision-making among the multisectoral. In
order to accomplish this aim, cultural heritage must be recognized as an
integral part of our educational system. This evolution of the meaning of
cultural heritage can only be possible with strong support from all
institutions responsible for the education of each individual.

According to the study of Sustainable Integration of Cultural Heritage

and Tourism (2021), identifies the limited inclusion of heritage education
in school curriculums as a key challenge, emphasizing the need for
stronger integration to foster cultural awareness and appreciation.

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 BATAAN PENINSULA STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

Integrating heritage education more prominently into school curriculums

is essential for nurturing a sense of cultural identity, promoting
inclusivity, and fostering respect for cultural diversity among students.
By prioritizing the incorporation of heritage education, policymakers and
educators can help cultivate future generations who are more
knowledgeable, empathetic, and engaged global citizens. This not only
contributes to the preservation and promotion of cultural heritage but
also fosters a more harmonious and interconnected society.

Research suggests that student engagement and teacher training are

critical factors in the successful integration of heritage education (Smith &
Jones, 2020). In understanding the specific needs of students and teachers
regarding the integration of heritage education into school curriculums.
While the importance of this integration is highlighted, there's a lack of
detailed exploration into how educational institutions can effectively
address these needs. Jones and Brown (2019) argue that understanding
the cultural backgrounds and learning styles of students is essential for
effective heritage education programming. Understanding the
perspectives, challenges, and requirements of both students and teachers
is crucial for implementing successful strategies for heritage education in
schools.

Statement of the The general problem of this study is to determine the needs of students
Problem: and teachers in heritage education as applied in self-learning material.

Specifically, this sought answers to the following:

1. How can self-learning materials be designed and curated
effectively to align with the learning needs of students and the
teaching requirements of educators in the field of heritage
education in terms of:
1.1 Diversity in Cultural Heritage;
1.2 Curriculum Alignment?

2. How do students perceive the relevance of heritage education

in their academic studies in terms of:
2.1 Academic performance;
2.2 Interest in heritage-related topics;
2.3 Future Heritage Education Value?

3. What challenges do teachers face in incorporating heritage

education into their curriculum in terms of:
3.1 Availability of resources/materials;
3.2 Time constraints;
3.3 Limited training/professional growth;
3.4 Student engagement and interest levels?

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COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

4. Based on the findings, what intervention may be proposed to

promote cultural understanding and preservation of cultural
heritage?

Research Topic: Cultural Preservation

Working Title: Community in Action: Multisectoral Initiatives in Cultural Preservations
in the Province of Bataan
Method: Quantitative

Rationale / According to the study of Bergman (2020), understanding historical

Reason / significance is a fundamental aspect of historical thinking, as it plays a
Motivation for crucial role in comprehending both historical change and continuity
Conducting the while shedding light on how contemporary society constructs its
Study: historical narratives. By recognizing the significance of historical events,
individuals gain insight into the forces and factors that have shaped the
world as we know it today. Understanding historical significance allows
us to appreciate the complexities of the past, including the diverse
perspectives, experiences, and motivations of historical actors. This will
help to promote cultural preservation among the community in the
Province of Bataan.

Highlighting the pivotal role of stakeholders’ participation in cultural

preservation serves as the rationale for this study. Reyes et al. (2014)
corroborate this viewpoint by emphasizing the profound impacts of
cultural heritage on the Municipality of Taal, Batangas, spanning social,
economic, environmental, cultural, heritage, and arts domains. Their
findings validate the significance of involving various stakeholders,
including the government, as an integral approach to effectively address
challenges and ensure the enduring preservation of cultural heritage.

Understanding and preserving culture holds profound significance as it

constitutes a fundamental aspect of people's lives. The motivation behind
this study stems from the recognition that culture plays a pivotal role in
shaping individual and community identities. Preserving cultural
heritage becomes imperative for maintaining the unique identity of a
community, contributing to a sense of local identity and solidarities.

Local commitment to cultural preservation, irrespective of economic or

political conditions, emerges as a valuable tool in shaping the
effectiveness of development options and local actions. The confidence
that rural communities derive from their cultural heritage serves as a
foundation for collective efforts to address specific needs and challenges.
This commitment, grounded in shared culture and identity, becomes a
potent force in sustaining local governance, development initiatives, and

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COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

overall social improvement (Brennan, 2023).

The role of individuals in contributing to cultural preservation is equally

crucial. Local culture provides a foundational sense of identity for rural
communities and residents, fostering common understandings,
traditions, and values. This shared identity becomes instrumental in
devising plans of action aimed at improving well-being. It emphasizes the
need for active participation from individuals in preserving and
perpetuating their cultural heritage, ensuring its continuity across
generations.

Hoang's (2021) study underscores that the preservation of cultural values

not only directly contributes to the socio-economic development of a
country, like Vietnam, but also plays a vital role in creating new values
for future generations. A sustainable approach to conserving cultural
heritages is deemed essential for handling these irreplaceable resources
effectively.

Further reinforcing the urgency of cultural preservation, Besmonte's

(2022) study highlights the case of Tabaco City, where immediate
safeguarding is imperative. The diminishing practice of intangible
cultural heritage due to the aging population and the increasing influence
of foreign cultures on the youth accentuates the pressing need for
concerted preservation efforts.

From a personal standpoint, as social studies majors, the imperative to

study cultural preservation is underscored by a background of work with
local communities. These experiences have illuminated the importance of
involving communities actively in the process. Cultural preservation is
not merely a theoretical concept; it manifests as a living, breathing force
within communities. This study seeks to identify strategies empowering
local communities to play an active role in preserving and sharing their
cultural heritage, thereby fostering a sense of pride and ownership.

Research Gap: The identified gap is the Literature Gap. Existing studies pertaining to
cultural preservation reveals a significant gap in the literature, primarily
centered around a dearth of studies addressing multi-sectoral initiatives.
Existing scholarly works predominantly focus on tangible heritages, such
as buildings and monuments, overlooking the vital realm of intangible
heritages—the lived experiences, traditions, stories, and practices intrinsic
to diverse cultures. This lack of local population power can be
attributed to the lack of proper education Thus, governments can keep
poorly educated people under a traditional paternalism regime and
dependent on social benefits (Freire, 2013; Shor, 1992). According to
Penna (2018), she believes that sustainable development initiatives

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COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

would be helped greatly if they were based on cultural heritage

education.

Notably, Verdini (2017) emphasizes the necessity for effective community

participation in cultural heritage management as a strategic goal,
critiquing the exclusive decision-making power held by governments.
Yung, Chan, and Xu (2014) assert that public participation serves as a
practical solution to mediate social tensions among stakeholders.
However, an unfilled space shows, as the literature inadequately explores
the intangible aspects of cultural preservation—the experiences of actual
people within these cultures.

Mekonnen et al.'s (2022) study identifies a research gap in the inadequate

participation of various sectors in cultural preservation, unveiling
challenges stemming from insufficient government commitment,
community involvement, and financial support. The absence of robust
multi-sectoral initiatives, as highlighted by Mekonnen et al., prompts a
call for further investigation into the specific consequences of limited
collaboration among different sectors.

Sutherland (2007) contributes to this discourse by arguing that traditional

approaches to heritage management often neglect the perspectives and
needs of local communities, resulting in a disconnect and lack of
ownership over heritage resources. Sutherland advocates for more
inclusive and participatory approaches that prioritize the voices and
interests of local communities, fostering a sense of ownership and
stewardship crucial for sustainable preservation.

Moreover, Bennett's (2015) examination of cultural preservation in Samoa

underscores the challenges arising from the insufficient allocation of
funds for a cultural museum. The lack of government funding and
community participation poses a significant obstacle to preserving
cultural heritage in Samoa, potentially causing irreparable harm to the
rich cultural tapestry.

In synthesizing these findings, a common theme emerges—the prevailing

focus on tangible heritage in preservation strategies. While progress has
been made, there remains a noticeable gap in research that delves into the
initiatives undertaken by multi-sectors to preserve the intangible aspects
of culture. This gap is a critical area of investigation, as it directly impacts
the efficacy and sustainability of cultural heritage conservation practices.
Therefore, this research seeks to bridge this void by exploring how
enhanced multi-sectoral participation can address challenges, ultimately
contributing to a more comprehensive and sustainable approach to
cultural heritage preservation, particularly in the context of Bataan.

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COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

Statement of the The general problem of this study is how does the multi sectoral
Problem: initiatives preserve the cultural heritage in the Province of Bataan.

Specifically, this sought answers to the following:

1. What are the multi sectoral involved in cultural preservation
initiatives in Bataan in terms of:
1.1 Local Government Unit
1.2 Local Communities
1.3 Cultural Institution
2. What initiatives have multi-sectoral stakeholders in Bataan
undertaken to preserve cultural heritage in terms of:
2.1 Conservation and Restoration
2.2 Community Engagement and Empowerment
2.3 Education and Awareness Programs
3. How do the collaborative efforts of the Local Government Unit,
local communities, and cultural institutions influence the success
of cultural heritage preservation in Bataan in terms of:
3.1 Conservation Practices
3.2 Community Engagement
3.3 Educational Programs
4. What are the challenges faced by multi sectoral partnerships in
implementing cultural preservation initiatives in Bataan in terms
of:
4.1 Limited Resources and Funding
4.2 Sustainability and Maintenance
4.3 Climate Change and Natural Disasters
4.4 Capacity and Expertise
5. 5. What concrete actions and outputs result from the
implementation of multi-sectoral initiatives in Bataan, specifically
aimed at the active preservation and promotion of cultural
heritage within the region?

REFERENCES

Table 1

Colbert, S. M., & Chan, J. Y. (2020). Effects of sexual orientation, disability, and gender identity
on others’ prosocial behavior. Rehabilitation Counseling Bulletin, 64(1), 52–63.
https://doi.org/10.1177/0034355220902240

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COLLEGE OF EDUCATION
City of Balanga 2100 Bataan
PHILIPPINES

Hardy, D. M. (n.d.). Overcoming Barriers to Ascending to Leadership Roles for People with
Disabilities. ScholarWorks. https://scholarworks.waldenu.edu/dissertations/9951/

Özbilgin, M. F., Erbil, C., & Odabaşı, E. (2023). 11 Leaders with Disabilities: A Boardroom
Challenge. In De Gruyter eBooks (pp. 189–204). https://doi.org/10.1515/9783110743647-012

Price, R. (2018, May 4). Strengthening Participation of People with Disabilities in Leadership
Roles in Developing Countries. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13796

Table 2

Achille, C., & Fiorillo, F. (2022). Teaching and learning of cultural heritage: engaging education,
professional training, and experimental activities. Heritage, 5(3), 2565–2593.
https://doi.org/10.3390/heritage5030134

Kokko, S., & Kyritsi, A. (2012). Cultural Heritage Education for intercultural communication.
International Journal of Heritage in the Digital Era, 1(1_suppl), 165–168.
https://doi.org/10.1260/2047-4970.1.0.165

Alvero, J. C. (2023a). Promoting Cultural Heritage Preservation: Analyzing the Effectiveness of

Teaching Historical Significance. . . ResearchGate. https://doi.org/10.13140/RG.2.2.34716.67200

Penna, K. N. (2018). Cultural heritage as an educational base for the traditional pillars of
sustainable development. ResearchGate.
https://www.researchgate.net/publication/330881714_Cultural_heritage_as_an_educational_bas
e_for_the_traditional_pillars_of_sustainable_development

(PDF) The Sustainable Integration of cultural heritage and tourism: ... (n.d.-c).
https://www.researchgate.net/publication/233263745_The_sustainable_integration_of_cultural_
heritage_and_tourism_A_meta-study

UNESCO. (2021). Teaching and Learning with Living Heritage. UNESDOC. Retrieved March 9,
2024, from https://unesdoc.unesco.org/ark:/48223/pf0000381477

Table 3

Reyes, M. A., Felicen, S. S., Buted, D. R., Bancoro, A. M. B., Maligaya, M. E. C., Panaligan, J. R.
P., & Sandoval, R. J. R. (2014). Promotion of cultural heritage in Batangas and Cavite. Asia
Pacific Journal of Multidisciplinary Research, 2(3), 1.
https://oaji.net/articles/2014/1543-1418700334.pdf

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COLLEGE OF EDUCATION
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PHILIPPINES

Brennan, M. (2023). Importance of Incorporating Local Culture into Community Development.

https://extension.psu.edu/importance-of-incorporating-local-culture-into-community-
development

Hoang, K. V. (2021). The benefits of preserving and promoting cultural heritage values for the
sustainable development of the country. E3S Web of Conferences, 234, 00076.
https://doi.org/10.1051/e3sconf/202123400076

Besmonte, E. (2022, May). Identification and safeguarding of Intangible Cultural Heritage (ICH)
of Tabaco City, Philippines, through cultural mapping.
https://core.ac.uk/download/527679342.pdf

Bennett, E. (2015). Challenges to Cultural Heritage Interpretation andPreservation at the

Falemata’aga, the Museum of Samoa. SIT Digital Connections.
https://core.ac.uk/reader/232737660

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Noted and Approved:

_____________________________
Research Adviser

_____________________________
Mr. Ryan Pecson

Date: ________________________

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