Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

Subject Categories

Educational Administration and Supervision | Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Advisor

Kimberley M. Migallos

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Marikita T. Evangelista
Ma. Lourdes F. Melegrito


The purpose of this study is not based on the problem observed but on the desire to contribute to the continuous effort of the University in making the Lasallian Formation experience a tool in providing channels for transformative change in the life of its members and in the life of the University consequently. The paper is a Qualitative Study using the method of Narrative Inquiry. The aim is to document the lived Transformative experience of selected Co-Academic Personnel whose transformations were initiated by their Lasallian Formation Experience. The author hopes to theorize the Lasallian Formation as a Transformative Experience through Narrative Research Inquiry and the lens of Transformative Learning Theory. Guided by the research question - “How has the Lasallian Formation for the Co-academic personnel contributed to their Transformative Learning Experience? The study established that transformative learning transpires in the life of the Co-academic Personnel of De La Salle University through the Lasallian Formation Experience. A narrative inquiry on the lived experience of the participants was conducted. The epiphanies in the stories of the selected Co-Academic Personnel pointed to the transformation in their lives triggered by their Lasallian Formation experience. Themes across all segments of the stories of the participants were documented which also inform the research question of the study. The stories of the participants also affirm the formation principles stated in different Lasallian documents; ‘enabling people’ from the Lasallian Guiding Principles (LGP) and as ‘transformative’ from the Pilgrims’ Handbook.

Keywords - Transformative Learning, Transformation, Lasallian Formation, Narrative Inquiry, Co-academic Personnel, Lived Experience

Abstract Format






Physical Description

99 leaves


Transformative learning; De La Salle University--Employees

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