Catholicism via the educational Apostolate of the Dominican Sisters of the Most Holy Rosary of the Philippines: the Western Visayas experience

Sub Title: a dissertation

Author: Amancio, Ma. Alma E.

Accession Number: 1301D

Class No: 289.092

Author No: Am13

Copyright Year: 2008

Abstract:

This study aimed at ascertaining the Catholicism via the educational apostolate of the of the Dominican sisters of the Most Holy Rosary in Western Visayas. The subjects of the study were the randomly selected administrators, faculty and staff, students, parents, alumni of the schools and the parishioners where the schools are located. The venues of the study were the schools under the Dominican sisters of the Most Holy Rosary in Western Visayas. Conducted in August 2007, the study utilized the survey-phenomenological method of research and employed the proportional random sampling in selecting the participants. A validated evaluation instrument, "How Catholic Is Your School?" by the Assumption Antipolo, Inc. (2006) was used to gather data. Quantitative analysis employed the frequency counts, percentage analysis, means standard deviation, ranks, t-test for independent samples, the One Way ANOVA, and the Pearson's r. Alpha level for all inferential tests was set at .05. For qualitative data, interviews and focused group discussions were employed and triangulation of obtained data was made. The study found out that the Dominican school were "very much Catholic" in terms of sharing in the mission of the Church, being filled with the Spirit of Christ, concern with the integral formation, practice and modeling of faith, faith witnessing of teachers and collaboration with the community. The Dominican schools fulfill/exercise in sharing the mission of the Church thru formal and non-formal education. The congregation established several institution in Western Visayas to facilitate the formation of the youth in spreading the Word to the young, to the teachers, to the parents and to the community as a whole. For its non-formal evangelization, the schools engaged in teaching Catechism in the parishes and in the public schools. Thus, the Dominican schools were able to fulfill/exercise in sharing in the mission of the Church. In every structure, foundation is very vital for its growth and development. Likewise, one's spiritual foundation is very essential since the main goal of Catholic education is to spread the Word to the people. The Dominican sisters, in their pursuit of Catholic education through the schools they established were able to lay the foundation of the Catholic faith in the minds and hearts of the young. From the spirit of the founders thru its members and constituents in the educational apostolate of the congregation, based on the interviews, the schools were able to inculcate and develop the spirit of Christ among the people. Data from the responses of the respondents and the focused group discussions, the Dominican schools were able to integrally form their components in academics and extra curricular activities. The opportunities for exposures offered to their clientele made their products successful in their field of endeavors, while deeply practicing their good values and attitude imbibed from their alma mater. After honing and harnessing the young minds of the youth, the school transformed all the beautiful practices in the school into values which now dominate the attitudes and behaviors of the young people. Catholicism became innate in their being. It become second nature to them to practice and model the faith outside the schools even when they are no longer connected with the institution. In the community the graduates became good leaders who practice kindness, justice and charity. They became the extensions of the institution and Church in the implementation of the Catholic programs and activities. In this post modernism, youths listen only to witnesses in the schools. Teachers become effective when they know how to walk their talk. Learning the beat of this age, teachers become effective witnesses to their students. In the Dominican schools, based on the respondents' responses and from the focused group discussions, teachers learned to dance to the rhythm of the youth and sing the music they sang. Despite the many responsibilities laid on teachers' shoulders they were able to listen, extend a helping hand and walk an extra mile for their students. Roles and functions do not hinder them from existing their religious practices and obligations. Thru the years of heir stay in the institution, their persons were engrossed into the teachings of the Church such that they become witnesses to their students and community. One of the reasons of the existence of the Catholic institution in a locality is to be an implementing arm of the Catholic Church as regards to her teachings and spreading the Word to its people. So collaboration is a must for every institution to deliver quality service. The Dominican schools thru its collaboration with the home, the parish and the community, were able to flourish and influence the lives of the people in the locality. The schools developed a culture which made their partners at home and become a haven of beautiful relationships. They learned the art of open communication, deeper trust and confidence and friendly relationship towards its components and the outside community which in turn, they wholeheartedly cooperate and support in all its undertakings. Thus, the Dominican schools were able to foster deeper bonding and collaboration from among its constituents and the wider community. The participants differed significantly in their assessment of the extent of the Dominican schools' concern with integral formation and faith witnessing of teachers when classified according to school location. Significant differences existed in the participants assessment of the extent of the Dominican Schools' sharing in the mission of the Church, being filled with the Spirit of Christ, concern with integral formation, practice and modelling of faith, faith witnessing of teachers and collaboration with the community when group according to type of stakeholder. Positive and significant correlations existed between school location and concern with integral formation; between school location and faith witnessing of teachers; between sharing the mission of the Church and being filled with the spirit of Christ; between sharing the mission of the Church and concern with integral formation; between sharing the mission of the Church and practice and modelling of faith; between sharing the mission of the Church and faith witnessing of teachers; between sharing the mission of the Church and collaboration with the community; between being filled with the spirit of Christ and concern with integral formation; between being with the Spirit of Christ and practice and modelling of faith; between being filled with the spirit of Christ and faith witnessing of teachers; between being filled with the spirit of Christ and collaboration with the community; between concern with integral formation and practice and modelling of faith; between concern with integral formation and faith witnessing of teachers; between concern with integral formation and collaboration with the community; between practice and modelling of faith and faith witnessing of teachers; between practice and modelling of faith and collaboration with the community; and between faith witnessing of teachers and collaboration with the community. Negative but significant correlations existed between stakeholder and school location; between stakeholder and concern with integral formation; and between stakeholder and collaboration with the community.


Keywords: catholicism

Citation:



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