0

TEACHING AND NON-TEACHING STAFF COMMITMENT IN RELATION TO

WORK SATISFACTION

A
Research Proposal
Presented to the Basic Education Department
of the
Immaculate Heart of Mary Seminary

In Partial Fulfillment
For the Course Requirement in
Senior High School

by:
Sem. Edgar Martin Doria
Sem. Jade Bonghanoy
Sem. Ron Allen Cuenca
Sem. Carl Jancen Pulta

NOVEMBER 2024
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

In this seminary, The Immaculate Heart of Mary Seminary , students have noticed

that the new teaching personnel in the high school department this school year 2024-

2025, are dedicated to their work, but they are not familiar to the seminary environment,

and noticeable changes have been observed throughout the beginning of the school year

until recently, The high school seminarians have yet to encounter the waning mask of

dedication of the new teaching personnel.

It was noticeable last school year on account that the turnover rates were very

prominent based on the fact that a majority of teaching personnel from last school year

opted to find better opportunities outside instead of staying in the seminary. On the other

hand, the college teaching personnel and non-teaching personnel, are staying longer in

the seminary. We have not known so far as to the reason for them to stay long in the

seminary compared to the teaching staff in the high school department.

Commitment is a firm dedication or devotion for a cause, goal, or relationship,

characterized by a willingness to make sacrifices and persevere through challenges.

(Merriam-Webster's Collegiate Dictionary, 1999). Nowadays, a lot of people have

completed their education but are unemployed, and a number of different individuals
 2

have found jobs but left it because they are discontented with the position and the salary

was too little. However, some employees ended up staying in that position due to their

dedication despite the better opportunities offered outside, yet they would keep their jobs

because they find satisfaction in their work. The situation in the seminary is very similar

to that of its outside counterparts, though the seminary is a unique working place.

Another aim of the study is to get a clear understanding of how satisfied both the

teaching and non-teaching staff are with their roles and overall experience at the

seminary. By gathering their thoughts, feedback, and concerns, we hope we can identify

areas where improvements can be made for better performance and fulfillment, In their

part. The goal is not just to meet their immediate needs but to create a workplace where

they feel genuinely valued and appreciated; moreover, to ensure staff members' problems

are heard which have tp be taken seriously by the administrators to foster a more positive

and collaborative environment. This approach could ensure everyone working in this

institution would grow professionally, thus they could attain satisfaction and fulfillment

in their lives

The researchers chose to explore this topic after observing patterns among

employees within the seminary that may significantly influence both teaching and non-

teaching staff. These behavioral patterns not only affect their day-to-day interactions but

also their job satisfaction, commitment, and the overall work culture. By examining these

differences, the study hopes to better understand how they shape the seminary

environment and identify ways to create a more supportive and cohesive workplace for

everyone involved.
 3

The findings from this research will provide insights into how the seminary can

foster a more supportive and fulfilling workplace, ultimately enhancing employee

commitment, for the betterment of the seminary formation. By addressing these factors,

institutions can develop strategies that promote both individual job satisfaction and

collective commitment, resulting to longstanding sustainability and growth.

 4

THEORITICAL BACKGROUND

In the ever-evolving seminary work environment, the commitment of both

teaching and non-teaching staff play a pivotal role in the overall success and functionality

of the seminary organization. But first, what is commitment? “It is the state or an instance

of being obligated or emotionally impelled” (Merriam-Webster's Collegiate Dictionary,

1999). Satisfied employees are more likely to be committed to their institutions, perform

better, and exhibit lower turnover intentions (Dixon & Cunningham, 2021). Which, in

turn, can enhance organizational effectiveness and student receptiveness. However,

despite the importance of these dynamics, there is limited research made specifically for

probing how work satisfaction influences commitment among the varied staff groups

within the seminary setting. The seminary work environment is distinctly different

compared to other academic institutions. Teaching staff in seminaries not only deliver

academic instructions but also play a critical role in the spiritual and moral formation of

seminarians. “Job satisfaction among secular staff members is often influenced by the

availability of resources, administrative support, and a work culture that aligns with their

professional goals and values. Educators who perceive strong institutional backing and

access to adequate resources tend to exhibit higher levels of job satisfaction and

commitment” (Brown & Smith, 2021).

This study is based on the different theories on job satisfaction and organizational

commitment. The main theory is Maslow’s Needs Hierarchy Theory that suggests the

five levels of human needs: physiological, safety, acceptance, esteem, and self-

actualization. This theory was developed to explain human motivation and job
 5

satisfaction (Maslow, 1958). Healthcare and financial compensation inside an

organization benefit the employee in satisfying their fundamental physiological needs. It

points out the advantages and benefits associated with fulfilling the necessities: salary,

clothing, food, and first-rate, comfortable workplace conditions. Fair treatment, defense

against dangers, and job stability are all necessary for safety. They have a sense of

belonging at work in the organization, positive interactions with their coworkers and

superiors, and a sense of being cherished and welcomed from them.

Another Theory stemming from Maslow’s Hierarchy of Needs is Herzberg’s

Motivation Theory Model, or Two - Factor Theory claims that there are two aspects of an

organization can adapt to affect employee motivation at work. These are Inspiring factors

that are present in the workplace and the hygiene factors, which are related to the

employment. Among the things that motivate people are: accomplishment, recognition,

work itself, accountability, progress, and development. When workers are given these

driving forces, there’s a great degree of production at work. Teachers who are motivated

and inspired to perform better in their roles lead fruitful lives in ideal communities

(Hargreaves & Fullan, 2012)

The ERG Theory by Alderfer (1969) as cited by Pergamino (2021) stated that

“ERG model, stands for excellence, relatedness, and growth. Existence is on physical and

psychological viability, relatedness is the sense of fellowship or a good relationship with

oneself, and growth is on the fulfillment, achievement, and self – development of an

individual. This theory asserts that anyone can be motivated by these three needs without

focusing on one level before the other, as Maslow’s model established.” It implies that
 6

everyone can be simultaneously driven on multiple levels, possess their own motivating

as they perceive development, priorities shift (Aldefer, 1969).

It is mentioned in the study of Canrinus et al. (2011) “Job satisfaction, self-

efficacy, occupational commitment and change in teachers’ level of motivation are put

forward here as indicators of teachers’ sense of their professional identity”. They are the

representation of the more tacit construct that professional identity appears to be.

Therefore, it is important to understand how these constructs relate to each other

moreover, According to Bandura’s (1977) Social Cognitive Theory, self-efficacy the

belief in one’s ability to succeed in specific situations plays a crucial role in shaping

professional identity. Teachers with higher self-efficacy are more likely to remain

committed to their profession and experience higher job satisfaction, which contributes to

a more stable professional identity (Tschannen-Moran & Hoy, 2001).

Another theory being utilized is Meyer and Allen's Three-Component Model of

Organizational Commitment. It identifies three distinct types of commitment: affective

commitment, continuance commitment, and normative commitment. Affective

commitment refers to an employee's emotional attachment to the organization, where

individuals choose to stay because they genuinely want to. This type of commitment

typically arises from high levels of job satisfaction and alignment with the organization’s

values and goals. Continuance commitment, on the other hand, is based on a cost-benefit

analysis, where employees remain because they feel that the costs of leaving—such as

losing benefits or job security—are too high. In this case, their commitment is driven by

necessity rather than emotional attachment. Finally, normative commitment involves a

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sense of obligation to remain with the organization, often due to feelings of loyalty or a

belief that staying is the right thing to do, possibly in return for the opportunities or

support the organization has provided. Employees with high job satisfaction are more

likely to develop strong affective commitment, staying with the organization because

they want to, rather than out of necessity or obligation (Meyer & Allen, 1991).

Another theory is McClelland’s Theory of Needs. This theory focuses on three

core motivational factors: achievement, power, and affiliation, which are believed to be

fundamental drivers of human behavior. According to the theory, these needs are present

in all individuals, regardless of differences in age, gender, race, or cultural background,

and one of these needs tends to dominate in shaping their actions and decision-making

processes. The need for achievement relates to an individual's desire to excel, set high

standards, and accomplish challenging goals. Those who are driven by achievement often

seek personal satisfaction through mastery of tasks and the attainment of success. The

need for power revolves around the desire to influence or control others, often

manifesting in a drive to lead or assert dominance within social or professional contexts.

Individuals motivated by power seek authority and recognition in their ability to direct

others or affect outcomes. Finally, the need for affiliation reflects a strong desire for

social connections and relationships. People who are motivated by affiliation prioritize

building and maintaining close, friendly relationships and seek a sense of belonging

within groups This theory posits that these needs achievement, power, and affiliation play

a critical role in influencing individual behavior, shaping how people pursue their goals,

interact with others, and make decisions in both personal and professional settings.

(McClelland, 1987).
 8

The legal basis to support this study is Presidential Decree No. 442 which is the

commonly known labor code in the Philippines. A decree that laid the foundations for

future labor codes, thereby revising and consolidating labor and social laws in order to

provide protection to laborers, promote employment and human resources development,

and ensuring peace based on social justice. (Presidential Decree No. 442, May 01, 1974).
 9

 Maslow’s Needs Legal Basis

Hierarchy  Labor Code of the
Philippines
Theory (Maslow,
Presidential Decree
1943) No. 442

Teaching and Non-

Teaching Staff

RECOMMENDATIONS

Figure 1.
Theoretical Framework
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RESEARCH METHODOLOGY

Table 1

Research Respondents

The research respondents of this study are the staff of the Immaculate Heart of

Mary Seminary. It includes the teaching and non- teaching staffs, and a total of 19

research respondents composed of 57.89% Teaching staff and 42.10% Non-Teaching

Staff.

Staffs Population Percentage

Teachers 11 57.89%
(High-School and
College)

Non- Teaching 8 42.10%

Total: 19 100%

Research Design

A descriptive research design is to be used in this study. The descriptive study

design is being utilized by the researchers to comprehensively characterize and analyze

the level of commitment in relation to work satisfaction among teaching and non-

teaching staff in the Immaculate Heart of Mary Seminary. Descriptive research aims to

capture an accurate picture of the existing attitudes, motivations, and dedication of both

teaching and non-teaching staff toward their roles.

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Research Environment

The location of this study is in the province of Bohol, which is the central part of

the Visayas region. The institution is within the Diocese of Tagbilaran. The research

study is to be conducted in the Immaculate Heart of Mary Seminary, a school under the

Bohol Association of Catholic Schools (BACS) in the Diocese of Tagbilaran. A Diocesan

school in Bohol is a Catholic school managed by the Diocese of Tagbilaran or Talibon,

overseen by the local bishop, and aligned with the religious and educational goals of the

Catholic Church in the province. The school is currently headed by Rev. Fr. Absalon

Florenosos, the school rector, and Mrs. Maria Annalisa Babera, the school principal. The

Immaculate Heart of Mary Seminary is the only Roman Catholic seminary in the

province of Bohol. It offers formation for students who wish to be well-disciplined

individuals throughout the years. The seminary has survived for almost 74 years with the

help of churches and parishes in the Diocese of Tagbilaran and Talibon.

Research Instrument

In this descriptive study on the levels of commitment of teaching and non-

teaching staff at the Immaculate Heart of Mary Seminary, a structured self- made

questionnaire will be the primary research instrument. The Likert scale will be used to

measure the level of commitment and work satisfaction with open-ended questions to

explore factors influencing staff dedication. Supplementary tools, such as structured

interviews and observational checklists, may also be used to provide additional insights.

This mixed approach will effectively capture both quantitative trends and qualitative
 12

insights, ensuring a comprehensive understanding of staff commitment levels. To

establish validity, we will get it validated by a professional, issue a pilot test to willing

participants, and give out respondents’ consent before the research is conducted.
 13

The Problem

General Objectives:

To determine the relationship between work satisfaction and the level of

commitment among teaching and non- teaching staff of Immaculate Heart of Mary

Seminary.

Specific Objectives:

Specifically, this study would like to answer the following questions

1. What is the level of work commitment and satisfaction among teaching and non-

teaching staff as to;

1.1 Physiological; 1.5 Self Actualization?

1.2 Safety;

1.3 Acceptance;

1.4 Esteem;

2. What are the recommendations/proposals for the seminary administration to

improve work satisfaction and commitment among teaching and non- teaching

staff, based on the findings of the study?

Research Hypothesis

There is no significant relation between commitment and work satisfaction among

teaching and non- teaching staff.

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Significance of the Study

This study seeks to know the level of commitment and satisfaction among

teaching and non- teaching staff at the Immaculate Heart of Mary Seminary.

This study is significant to the following individual and groups:

Teaching Staff – this study would help the teaching staff emphasize the importance of

their well- being. This study can empower teachers to voice their concerns, enhancing

their overall job commitment and work satisfaction in the school.

Non- teaching Staff – this would benefit the non- teaching staff by highlighting their role

in the overall school environment and identifying the factors that affect their work

satisfaction and job commitment.

Priest Formators – this study would help the formators to know the status of each of the

staff in the seminary. Through the data that we will gather, the formators would be

guided in making policies and practices, to help create supportive work environment.

The Seminarians – this would significantly benefit the seminarians in some various

ways. When teaching and non- teaching staff experience higher levels of commitment

and job satisfaction, they are generally more effective in their roles of engaging their

work. This leads to the improvement of teaching quality, which enhances students

learning outcomes. Finally, the focus on staff well- being can lead to initiatives that

promote mental health and

 15

resilience among students as well, creating a holistic approach to education that benefits

everyone involved.

Scope and Limitations

This study focuses on the level of work satisfaction and commitment among

teaching and non-teaching staff at the Immaculate Heart of Mary Seminary. It focuses on

the regular teaching staff of the high school and college department and non-teaching

staff in the finance office, registrar office, procurator's office, and library of the

Immaculate Heart of Mary Seminary located in Taloto, Tagbilaran City under the

seminary formation year 2024-2025

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Research Procedure

Gathering of Data

In conducting the research, the researchers will personally distribute the

questionnaires to the teaching and non- teaching staffs and collect the questionnaires one

hour after the distribution. The respondents are to be given enough time to answer the

questions. After the researchers collect the results and make a tabulation and

interpretation of the gathered data as well as an analysis of the results to complete the

study.

Statistical Treatment

1. Percentage. To determine the profile of the respondents in terms in year level, the

percentage formula is used.

x
p= × 100
n

Where:

P= percentage

X= frequency or number of individuals belonging to a certain group

N= total number of respondents

 17

2. Weighted Arithmetic Mean. To determine the mean responses of the respondents on

the level of commitment and work satisfaction of the teaching and non- teaching staffs,

the weighed arithmetic mean formula will be used.

Σ fx
WM=
n

Where:

ΣfX = the sum of the numerical value of the participant’s response

N = the number of respondents

WM= weighted mean

The researcher will use the Likert scale. The obtained value of the weighted mean is

described according to the following interval or range with its corresponding descriptive

value.

Scale Range Descriptive Value

5 4.21-5.00 Very Much Agree

4 3.41-4.21 Much Agree

3 2.61-3.41 Agree

2 1.81-2.60 Much Disagree

1 1.00-1.80 Very Much Disagree

Likert Scale Interpretation

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DEFINITION OF TERMS

Satisfaction - is the sense of contentment that comes from having one's needs or

expectations fulfilled. It can apply to various areas of life, including personal

achievements, relationships, and work experiences.

Commitment - is a dedication to a cause, goal, or relationship, often involving a

willingness to invest time, effort, and resources. It reflects a sense of responsibility and

loyalty, whether in personal, professional, or social contexts.

Motivation - the reason or reasons one has for acting or behaving in a particular way.

Dedication - is the focused and wholehearted commitment to a task, goal, or cause, often

marked by perseverance and hard work. It reflects a strong sense of purpose and

determination to achieve something meaningful or important.

Esteem - refers to the respect, admiration, or high regard one has for someone or

something. It can also refer to self-esteem, which is the confidence and sense of worth an

individual feels about themselves.

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Seminarians – A student who is studying at a seminary or tertiary education to become a

priest, rabbi, or minister

Seminary - is an educational institution dedicated to training individuals, typically for

religious vocations, such as becoming priests, pastors, or ministers. These institutions

provide theological education, spiritual formation, and practical training to prepare

students for roles in religious leadership and service.

Secular Staff - Are staff members within the seminary who are not affiliated with

priestly vocation.

Physiological - refers to the functions and processes of living organisms and their parts,

particularly in terms of how the body and its systems operate. It often relates to the

normal biological activities that sustain life, such as breathing, digestion, circulation, and

other bodily functions.

Safety - the condition of being protected from or unlikely to cause danger, risk, or injury.

Acceptance - the action of consenting to receive or undertake something offered

Esteem - refers to the sense of respect, admiration, and worth that a person has for

themselves and receives from others.

Self-Actualization - is the process of realizing and fulfilling one’s potential and

becoming the best version of oneself. It represents the highest level in Maslow’s

Hierarchy of Needs, where an individual strives to achieve their fullest capabilities and

aspirations, whether creatively, intellectually, or personally.

 20

BIBLIOGRAPHY
Alderfer, C. P. (1969). An empirical test of a new theory of human needs.
Organizational behavior and human performance, 4(2), 142- 175. Retrieved from:
https://bit.ly/3oLeTWD
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84, 191–215.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A.
(in press). Profiling teachers’ sense of their professional identity. Educational Studies.
First published on: 20 January 2011 (iFirst).
Dixon, M. A., & Cunningham, G. B. (2021). Satisfied employees are more likely
to be committed to their institutions, perform better, and exhibit lower turnover
intentions. Journal of Sport Management, 35(5), 429-440.
https://doi.org/10.1123/jsm.2021-0039
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming
teaching in every school. Teachers College Press.
https://www.merriam-webster.com/dictionary/commitment
McClelland, D. C. (1987). Human motivation. CUP Archive. Retrieved from
https://bit.ly/2W202hP
Meyer J.P. and Allen N.J. (1991). A three-component conceptualization of
organizational commitment. Human Resources Management Review. 1(1): 61-89.
Retrieved from: https://bit.ly/35jQvmR
Pergamino, G., & Yuayan, A. (2021). Job Satisfaction and Organizational
Commitment Among Teachers of the Bohol Association of Catholic Schools, Diocese of
Tagbilaran. https://universityofbohol.edu.ph/journals/index.php?
journal=ubmrj&page=article&op=view&path%5B%5D=131
 21

Presidential Decree No. 442 ( 1974, May, 01).

https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/26/25306#:~:text=Declaration
%20of%20Basic%20Policy.,relations%20between%20workers%20and%20employers.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an
elusive construct. Teaching and Teacher Education, 17(7), 783-805.
https://doi.org/10.1016/S0742-051X(01)00036-1
Maslow, A. H. (1943). A theory of human motivation. Psychological Review,
50(4), 370-396. https://doi.org/10.1037/h0054346

Name (Optional): ______________________ Date: ___________________

Year Level and section: _________________ Age: _________ year(s)

old

Directions: As observed in the 5- point table below, place a check in the box according
to your desired answer. Answer the questions honestly and politely, don’t leave a
question blank. Thank for your cooperation.

Very Much Somewhat Agree Somewhat Very Much

Disagree Disagree Agree Agree
1 2 3 4 5

PHYSIOLOGICAL AND SAFETY NEEDS 1 2 3 4 5

1. I am satisfied with my basic working condition (e.g.,

temperature, lighting, ventilation).
2. I feel that my job provides adequate financial stability to meet
my personal and family needs.
3. I am satisfied with the benefits provided by the organization
(e.g., health insurance, paid leave).
4. I believe that my security is stable.

5. I feel that my physical work environment is safe and secure.

 22

6. I am confident in my organization’s emergency protocols for

ensuring safety.
7. I feel I have sufficient breaks and time off to rest and recover
from work.
8. I am satisfied with the availabilty of essential amenities (e.g.,
clean restrooms, water, etc.).
9. I feel physically comfortable in my workplace.

10. I am satisfied with the work – life balance that my job provides.

11. I believe that my income level meets my physiological needs.

12. I feel safe traveling to and my place of work.

13. I am satisfied with policies in place to protect me from

discrimination and harassment.
14. I feel secure about my long- term career prospects in my
organization.
15. I am confident in my organization’s ability to provide a stable
income in the future.

Belongingness and Esteem Needs 1 2 3 4 5

1. I feel like I am part of a supportive community at work.

2. I am satisfied with the sense of camaraderie among staff

members

3. I believe that my contributions are valued in my workplace.

4. I feel a sense of belonging at my workplace.

5. I am comfortable seeking support or advice from my colleagues.

6. I feel appreciated for the work I do.

7. I am satisfied with the level of recognition I receive for my

efforts.
 23

8. I Believe that my opinions are respected by my colleagues and

superiors.
9. I feel that I can openly communicate with my colleagues without
fear of judgement.
10. I am satisfied with the relationships I have built with other staff
members.
11. I feel supported by my workplace in my professional and
personal development.
12. I am satisfied with the frequency and quality of meetings with
my immediate superior.
13. I feel a sense of accomplishment from my work.

14. I am comfortable expressing my ideas and suggestions at work.

15. I believe that it enhances my self- esteem and personal growth.

SELF- ACTUALIZATION NEEDS 1 2 3 4 5

1. I feel that my work allows me to fully utilize my skills and

talents.
2. I am satisfied with the opportunities for self- improvement and
growth.
3. I believe that my job contributes in achieving my long- term
goals.
4. I feel that my work aligns with my personal values and
aspirations.
5. I am satisfied with the encouragement I receive to pursue new
ideas and initiatives.
6. I feel that my job role allows me to be creative and innovative.

7. I am satisfied with the autonomy I have in performing my tasks.

8. I believe that my workplace encourages lifelong learning and

self- discovery.
9. I able to achieve a balance between my work and my personal

life.
 24

10. I feel that my work allows me to grow as a person.

11. I am motivated to put forth my best effort in my work.

13. I am satisfied with the opportunities for career advancement.

14. I believe that the work environment helps me reach my full

potential.
15. I feel that I am making a meaningful impact through my work.

INSTITUTIONAL SUPPORT IN THE SEMINARY 1 2 3 4 5

1. I feel that the seminary supports my well-being.

2. I am satisfied with the institutional support for personal and

professional development in the seminary.
3. I believe that the seminary provides sufficient resources to
perform that I task.
4. I am confident in the seminary leadership’s ability to address
staff concerns.
5. I feel that the seminary management encourages teamwork and
collaboration.
6. I am satisfied with the quality of the training programs provided
by the seminary.
7. I believe that the seminary’s policies and procedures are fair.

8. I feel that my voice is heard and valued by the seminary’s

leadership.
9. I am satisfied with the seminary’s facilities and infrastructure.

10. I feel that the seminary encourages a positive and supportive

work culture.
11. I am satisfied with the availability of resources to support my
work

1. How does the seminary ensure that your basic needs, such as fair compensation, work-
life balance, and job security, are met to support your daily well-being?
 25

2. In what ways does the seminary foster a sense of community and belonging among its
staff, and how does this affect your motivation and commitment?

3. How does the seminary provide opportunities for personal growth, skill development,
and self-fulfillment, and how do these impact your role and overall satisfaction?
 26

CURRICULUM VITAE
 27

EDGAR MARTIN S. DORIA

Dao District, Tagbilaran City, Bohol 6300
09668678638

PERSONAL INFORMATION

NICKNAME: Dors or Gar

AGE: 17
DATE OF BIRTH: January 9, 2007
PLACE OF BIRTH: Tagbilaran City
CIVIL STATUS: Single
NATIONALITY: Filipino
PARENTS: Mr. Edgardo P. Doria
Mrs. Ethel S. Doria
MOTTO: “Power is only given to those who are prepared to lower
themselves to pick it up”

EDUCATIONAL BACKGROUND

ELEMENTARY: Holy Name University, Dampas, Tagbilaran City

(2013-2019)
JUNIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City
(2019- 2023)
SENIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City
(2023- Present)
 28

JADE O. BONGHANOY
Candumayao, Catigbian, Bohol 6343
09702233645

PERSONAL INFORMATION

NICKNAME: Bongs or Yapyap

AGE: 17
DATE OF BIRTH: October 20, 2007
PLACE OF BIRTH: Catigbian Bohol
CIVIL STATUS: Single
NATIONALITY: Filipino
PARENTS: Mr. Joel P. Bonghanoy
Mrs. Lourdesita O. Bonghanoy
MOTTO: “Everything happens for a reason”

EDUCATIONAL BACKGROUND

ELEMENTARY: Valeriano Segura Memorial Elementary School

(2013-2019)
JUNIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City
(2019- 2023)
SENIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City
(2023- Present)
 29

RON ALLEN T. CUENCA

Tupas, Antequera, Bohol 6335
09616901127

PERSONAL INFORMATION

NICKNAME: Ron or Kwenks

AGE: 18
DATE OF BIRTH: November 18, 2006
PLACE OF BIRTH: Tagbilaran City
CIVIL STATUS: Single
NATIONALITY: Filipino
PARENTS: Mr. Edwin P. Cuenca
Mrs. Gina T. Cuenca
MOTTO: “Waste no more time arguing about what a good man should
be. Be one”

EDUCATIONAL BACKGROUND

ELEMENTARY: Tupas Elementary School

(2013-2019)
JUNIOR HIGH SCHOOL: Tupas High School
(2019- 2023)
SENIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City
(2023- Present)
 30

CARL JANCEN D. PULTA

Poblacion, Ubay, Bohol 6315
09851181569

PERSONAL INFORMATION

NICKNAME: Jancen or Pulta

AGE: 18
DATE OF BIRTH: May 29, 2006
PLACE OF BIRTH: Ubay, Bohol
CIVIL STATUS: Single
NATIONALITY: Filipino
PARENTS: Mr. Angelito V. Pulta
Ms. Evangeline A. Dabatos
MOTTO: “Mistakes are proof that you are trying”

EDUCATIONAL BACKGROUND

ELEMENTARY: Ubay Central Elementary School

(2013-2019)
JUNIOR HIGH SCHOOL: Erico Boyles Aumentado High School
(2019- 2023)
SENIOR HIGH SCHOOL: Immaculate Heart of Mary Seminary
Taloto District 6300, Tagbilaran City

(2023- Present)