Beruflich Dokumente
Kultur Dokumente
A Dissertation
Presented to the Faculty
Graduate School
Mindanao State University
Marawi City
by
BLAIR D. CASTILLON
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management
March 2010
Chapter 1
Rationale
think quality as related to product features or price. Total is a word used to refer to the
approach and an integral part of high level strategy. It works horizontally across functions
and a department involves all employees, top to bottom and extends backward and
forward to include the supply chain and the customer chain. Total quality stresses
(Colinares,2005).
entire organization in a particular direction; that is, to derive strategies and organizational
change; to manage the resources needed to travel in this direction by evaluating the
effectiveness of acting plans; and to operate the processes that make the organizations
Quality education has been the major thrust of Philippine education. In its truest
sense, quality education means upgrading educational standards geared towards the
attainment of educational excellence. One indicator of educational excellence is the
Consequently, education is really essential to life as a nation. But what is the real
Various problems ranging from economic, social, moral, and others are becoming
The EDCOM Report of 1990 is very specific in stating that to improve the quality
challenges of the country, one of legislative and program measures considered imperative
In the 2006 DepEd data and statistics on cohort survival rates, out of 100 pupils
that entered grade one, only 65 will reach and finish grade six. Meaning, there is already
a 35 percent dropout rate in the elementary. Of the 65 elementary graduates, only 58 will
enter high school education. Eventually, out of 58, only 43 will finish their secondary
education. In short, the dropout rate in high school is at alarming rate of 26 percent. Of
the 43 high school graduates, only 23 can pursue their college education. The other 20
Furthermore, if in the mindset of the students and parents that high school is a
mere preparation for college, what is then the relevance of the high school system if one
cannot pursue a college education? This sad reality is also one of the reasons why DepEd
certifiable skills, it can also provide students wider options in life whether or not they
different courses and specializations every year. However, majority of these graduates
still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail to
meet the demands of the labor market since the available job offerings require technical-
On the other hand, the so-called blue collar jobs flood the market. And yet,
inspite of the vast opportunities in the technical and vocational field for immediate and
easy employment, the graduates still prefer courses or degrees leading to white collar
jobs. Local industries say there are 600,000 skills-based job openings that have remained
mandated not only to cater to the basic education of the students but also to provide
students with the right knowledge, lifelong skills and attitudes in order to prepare them to
become caring, self-reliant, productive and patriotic citizens of the country. The
strengthening of public technical –vocational high schools was created by the department
to meet the global competencies and heightened technological awareness. The ultimate
goal is to produce graduates with lifelong skills and relevant skills they can use to be
rate in high school and help lessen job-skills mismatch of graduates and labor market
with TESDA certifiable skills while still in the high school. In this way, it provides these
students with wider options during and after high school education that will enable them
economy. The government does not have to wait for these students to be out-of-school or
discontinue post-secondary schooling before they get technical and vocational training
(Andrada, 2008).
schools by putting them in a unique place in the public secondary system. Its vision is for
them to become the center of excellence for field of specializations in Arts and Trades,
Agricultural School (BNAS) in Bunawan, Iligan City; 5) Iligan City National School of
Rogongon, Iligan City. Since the school year 2005 up to the present, the researcher has
noticed that some factors like managerial attitudes and competence as well as personal
attributes of teachers and administrators affect the total quality management in the
implementation of STVEP-CBC in Region X.. Thus, the researcher has chosen this topic
for study in order to design a quality framework development program in response to the
full implementation and complete realization of the STEVP-CBC objectives that are
quality centered, based on the participative membership and aimed at long-term success
through customer satisfaction, benefiting all to the members of the organization and the
society as a whole.
Theoretical Framework
which involves all administrators, teachers and other staff members to improve the school
services and product continuously. It is also achieving total quality through gaining
In an account, Philippine is among the countries which have the shortest basic
education cycle in the world. It has only ten years of basic education, six years for
elementary and four years for high school, yet there are eighteen million student
population for both elementary and high school every year. These are the clientele of the
It closely follows that these eighteen million students shall be the future
workforce of the country. It also closely follows that the quality of education the
government provides today to the students will have an impact to the quality of
On the other hand, dropout rates particularly in the secondary education level due
to poverty are increasing. Skills of graduates and the requirements of the labor market are
mismatched (DepEd Updates, 2007). These challenges together with continuing effects of
poverty among students combined with the results of the 2007 National Career
Assessment Examination (NCAE) are the rationale for the DepEd to strengthen the tech-
dropouts in secondary education, job skills match, higher learning and career preparation.
Tech-voc high schools can provide students with appropriate skills, an avenue to earn
extra income while in school, and provide students with more options (Labrador, 2008).
to students (Darch,2004).
Quality implementation of STVEP-CBC greatly depends on the administrators
theories, supported by many researchers and educators, are presented in the following
paragraph.
Ornstein (1990) reports that the teacher is the most vital factor in the education of
the students and to be able to do a good teaching job he must keep up with his subject and
with necessary competencies and values to enable him/her to play his/her role
this way, teachers will be assessed of their implementation of the strategies which are
This is related to the theory of Hargreaves and Dave as cited by Amarga (2002)
bringing colleagues and their expertise together to generate critical yet practical reflection
on what they do as basis for skilled action. It is along this line of thought that the theory
of Kohn (1990) holds true. Kohn emphasized that school administrators must exercise
instruction and the learning process. It is the process of improving teacher’s performance,
thereby making instruction most successful. This clarifies the role of the administrators as
instructional leaders. Among the salient responsibilities of instructional leadership
Gregorio (1990) pointed out that the success of any in-service education program
in a school is dependent to a large extent upon the principal. Morale, enthusiasm, and
desire of the personnel to grow are most likely to result from inspiration and stimulation
by the principal. “As is the principal, so is the school,” is an old saying which has been
acknowledged. This holds true with the success of the implementation of any
governments’ thrust for the principal’s role is to lead the teacher’s in any school
activities.
The teacher has a definite role to play in school. He/she is still the central figure
in human resource management. In fact, the quality of students in the school depends
upon the quality of teachers because they are the primary factors in guiding the teaching-
learning process.
The theories stated above, provide the basis for this study. They presented
Conceptual Framework
This study tried to assess the total quality management in the implementation of
STVEP-CBC of nine tech-voc high schools in Region X. With this purpose in mind, two
sets of variables were treated in this study as illustrated in the schematic design of the
Independent Dependent
Variables Variables Output
I.ADMINISTRATORS’ IMPLEMENTATION
AND TEACHERS’ OF THE STVEP-CBC
COMPETENCE PROGRAM
COMPONENTS AS
1. Educational PERCEIVE BY
Qualification TEACHERS AND QUALITY
SCHOOL
2. Field of ADMINISTRATORS
Specialization
2. Supervising and
evaluating
3. Implementing the
Curriculum
4. Monitoring and
assessing student
progress
administrators themselves comprise the second part with the following variables:
communicating the school Vision, Mission, Goals and Objectives (VMGO); supervising
and professional development. The second set of variables pertains to the implementation
following questions:
1. What are the profile of administrators’ and teachers’ competence in terms of:
7. What quality framework development is evolved from the findings of the study?
Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of
significance:
activities, namely:
the STVEP-CBC implementation and therefore will help the administrators to device
measures to effect good implementation not only on the curriculum but also to other
DepEd Tech-Voc Task Force. Results of this study will provide information on
the implementation of the program. The results will likewise guide them in the
formulation of effective techniques and supervisory program that will benefit not only
Teachers. The results of this study will make the teachers aware of the
importance of their role in the implementation of the project to attain its desired goal so
Students. The implementation of the STVEP-CBC will help improve the quality
Future Researchers. Findings of this study will serve as basis of information for
administrators and the teachers. There were 34 administrator- respondents and 306
teacher-respondents from the nine identified DepEd tech-voc high schools all throughout
region X. There was no sampling procedure employed in this study since the researcher
took one hundred percent of the school administrators and teachers both Technical
Vocational Education (TVE) and Academic Teachers in nine tech-voc schools. A self-
made instrument chiefly deal on the management functions in the implementation of the
materials; support tools, facilities and equipment; and monitoring and evaluation. An
investigation of the relationship between the independent and the dependent variables
Definition of Terms
in order for the tech-voc students to acquire the right skills matched with the requirement
Chapter 2
This chapter will present the review of related literature and studies that have
This part of the study dwells on the related literatures that enrich this proposed
study. Monsod (1997) as cited by Rosas (2005) stated that the education crisis is a more
serious crisis than the currency crisis or the water crisis and even the peace and order
crisis that is facing the Philippines. But because its effect on the economy and on society,
while long lasting and cumulative are not felt immediately, only a few are taking notice.
Furthermore, education is not only an investment in human capital, but also a basic
human right. The constitution states that it should be given highest priority in the
government budget.
The legal bases in the implementation of the TVE emanate from Article XIV,
Section 3 of the 1987 Philippine Constitution states that the school shall inculcate
patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of the national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking,
School).
The Educational Act of 1982 or Batas Pambansa Blg. 232 provides that the
objectives of the secondary education are: 1) Continue the general education started in
elementary; 2) Prepare the learners for college; and 3) Prepare the learners for the
world of work.
of 1987 provides: “Section 3, Powers and Functions.- To accomplish its mandate and
objectives, the Department shall have the powers and functions of formulating, planning,
implementing and coordinating the policies, plans, programs and projects for the
following:1) Elementary, secondary, physical and international education; 2) Non-formal
Foreign and locally assisted projects and other activities relative to Subsections (1),(2),(3)
and (4); and 6) Perform such other functions as may be provided by law.”
mostly in the Middle East, are in need of workers to fill in various job positions that
require technical and vocational skills. These are the high paying jobs,” The recruitment
industry leader advised high school graduates to go to slow on their moves in what
courses to take in college and should consider taking vocational courses. He added that
the Philippines can take advantage of the pressing need for skilled workers in trillion-
dollar projects in the Middle East if many of our high school graduates will shift to
students a ver practical and appropriate alternative where they can build a career. The
to the imbalance in the interplay among students’ inclination, educational attainment and
market demand. There is a need to invest enough on the education of the young upon
who depends much of the country’s future. Tech-voc is the mainstream alternative for
students. With this, Philippine could be in a very good position to weather-off any
technical-vocational education on top of its agenda because education means learning the
three R’s in the classroom and learning the basic skills for employment. Technical and
vocational education skills help the high school graduates find gainful employment
whether or not they get the college diploma. The students’ skills will give them the
compete for world-class skills recognition. According to her, “The Filipino, as worker, is
hardworking, patient, and quick to learn. This applies not only to manual labor but also in
feign being unaffected by the threats that the global recession presents to the domestic
economy and the labor market .The economic scenario should present a challenge to
schools as this mean that cannot continue to do what have always been doing especially if
they no longer work for this country. There is a need to do things differently and better,
like bringing new technologies to traditional crafts and making education programs more
Philippine main education Highway is the Tech-Voc Education, to insure that each son or
daughter of every Filipino get an education that will lead them to a more productive and
well paying job. To read such goal, it is very vital to strengthen the Technical Vocational
Education Program in the country as early as high school with the full support other
Ramirez (2008) concluded that gone are the days when vocational graduates are
taken for granted by the parents, community and even by the parents, community and
even by the students themselves. The graduates of technical vocational courses keep the
engines of the various industries running with their skills and expertise. The result of the
showed that out of 1.3M high school students, 711,526 seniors showed high aptitude for
tech-voc programs. Hence, there is a need to strengthen the technical vocational in our
Panillo (2009) relates that, part of the great challenges that the global economic
downturn has ushered in is the paramount need to transform the present educational set
up where relevant systems of learning have to be developed. The future of education lies
in evolving new training programs for a skilled manpower sector which the current
higher educational systems cannot bring about. The expansion of new technical-
vocational training, especially in the rural areas, will support and sustain the growth of
should not see only in the students but in the teachers as well as the educational managers
(Rosas, 2005).
EDCOM states that to improve the quality of Philippine education, to make it
more responsive to the development challenges of the country, one of the legislative and
The call for a better education necessitates the development of effective school
“It is not the kind of work that we do or the position, that we occupy which
enables us but it is our love for our work and our desire and honesty in
doing that work well. That is what noble work is; it makes no difference
what we are. If we do our work well, if we render the service that we are
expected to give, we precede ourselves no matter how lowly the position
we occupy on society is.”
-Manuel L. Quezon
This portion of the study will state the related studies that bear significance to this
study. Bermas (2006) conducted a study on historical memoirs of tech-voc. The creation
phenomenal. Record shows that there were more than 300 technical-vocational schools
first established offering agriculture, arts, and trades and fisheries curriculum. These
schools show aspirations to those children whose inclinations are in manipulative skills
1990, through its recommendation, serious structural changes were adopted and
vocational technical high schools for past three decades began to wane. The quest for
vocational evolutions to between and among the Basic Education, the TESDA and the
CHED had simply provided a rigid boundary lines for an amorphous curricular
structures. Most of these big and developed technical-vocational high schools were
turned-over and absorbed by either the TESDA or CHED which in turn made radical
competencies of the school heads, middle managers, faculty and staff, students
finances. Existing building structures and equipment became idle. Depriving high school
students and their parents of enrolling in schools were would it be the destiny of their
choice. This, also depriving industries here and abroad of skilled workers to competently
The similarities of this study, Tamayo (2008) added that it is an open secret that
Tech-Voc Schools has been pushed off due to the EDCOM Report in 1910. And the final
blow came with the enactment of R.A 9155 (Governance of Basic Education Act 2001)
which apparently provided the last nail to end Tec-Voc Schools governance. He foresees
that the Tech-Voc Task Force of the Department of Education Central Office exists on a
borrowed time.
can introduce new programmed and exhort parents, teachers and students to work
towards achieving the Direct Outcomes. But unless change what counts, it will be
difficult if not possible, to change the orientation and focus of the education system. The
assessment system for schools and for students must be closely aligned to the Desired
Outcomes. . . To change behavior, have to change what counts-both for students and for
schools.
Based on the study of Labrador (2008), the fact of the matter is, various local
studies show that poverty among Filipino families is one of the major factors in the
increasing dropout rates particularly in high schools. On the other hand, the latest report
released by the Department of Labor and Employment (DOLE) showed that most unfilled
openings in the industry are technical positions, the problem is not only about the quality
of skills of workers but there is hardly any supply of available labor with the type of
skills that could fill the market demands of private sector. That is why there is STVEP or
simply reviving and strengthening of the existing 261 tech-voc high schools in the
country.
In the same manner, in order to combat poverty, there must be a radical change in
brought about by the forces of globalization which greatly affect and influence the world
of work. The educational system has a share of the blame but it is in this department that
the hope lies, where the opportunities abound and the only syringe needed to inject the
much needed antidote that the present world needs (Daza, 2008).
The country is at the crossroads of economic meltdown, Tech Voc Schools are
also at the crossroad of national educational crisis. No one can thwart the idea on the
implementation of STVEP. It may be the best, and the last hope to survive the global
economic meltdown.
A lot has been happening in tech-voc high schools. The never-ending journey of
tech-voc education, development and innovations through the circuitous process in many
ways is a current route guided by an aspiration of turning out youth with relevant and
certifiable skills with values in lie that will enable them to become responsible and
“The very root of our nation’s ability to achieve social progress and economic
development lies in good education.”
-Sec. Jesli A. Lapus
Finally, after reviewing the related literature and studies the researcher is more
Chapter 3
RESEARCH METHODOLOGY
This chapter will describes the research design, research locale, the subjects and
respondents of the study, the research instruments, data gathering procedure and the
Research Design
This study used the descriptive-inferential research design because the researcher
Research Locale
This study was conducted in nine identified DepEd tech-voc high school in region
Iligan City National School of Fisheries (ICNSF), Buru-un, Iligan City 6) Kinuguitan
Secondary Technical School (ONSTS), Opol, Misamis Oriental 8) Ozamis City School
of Arts and Trade (OCSAT), Ozamis City and 9) Rogongon Agricultural High School
The region comprises the provinces located on the northern portion of the island
of Mindanao, namely Bukidnon, Camiguin, Lanao del Norte, Misamis Oriental and
Misamis Occidental. The region extends over an area of 19,671.9 square kilometers and
has a total population of 3,952,437 as of 2008 census. Wide interior plains, narrow littoral
lowlands, jagged mountainous projections and extensive plateau make up the region
diverse landscape. Deep embayment and trough like submarine ridges are found along its
The region has a vast timber and mineral resources and the economy is still
basically agricultural, with rice and corn as the leading food crops and livestock
production. The comparatively cooler climate provides ideal conditions for the growing
of cash crops such as coffee, cabbages, onions, pineapples, potatoes, jackfruits and
mangoes. In these reasons some Agricultural schools are operating in the region (The
Philippine Atlas).
Its coastal waters abound with commercial species of fishes and other marine
products, and the presence of inland bodies of water within the region suggests potential
to operate a fisheries school in the region. Several provinces also exhibit industrialization
which industrial concerns are reshaping the land and patterns of settlement. The major
avenue for the industrial attachment program of the arts and trades schools in the vicinity
(The Philippine Atlas). The map of the research locale is shown in Figure 2.
*(6 (6)
(2 )
(7)
ONST
(1) (4)
ATH
(5) (9)
(8) ICNS RAH
(3)
BNSH
Legend: (1)Aloran Trade High School, (ATHS), Aloran, Misamis Occidental (2) Baliangao School of Fisheries
(BSF), Baliangao, Misamis Occidental (3) Bukidnon National School of Home and Industires (BNSHI),
Maramag, Bukidnon (4)Bunawan National Agricultural School (BNAS), Bunawan, Iligan City (5) Iligan
City National School of Fisheries (ICNSF), Buru-un, Iligan City (6) Kinuguitan National Agricultural
School (KNAS), Kinuguitan,Misamis Oriental (7) Opol National Secondary Technical School (ONSTS),
Opol, Misamis Oriental (8) Ozamis City School of Arts and Trade (OCSAT), Ozamis City and (9)
Rogongon Agricultural High School (RAHS), Rogongon, Iligan City.
heads of the nine identified tech-voc schools in Region X. There were 306 teacher-
respondents coming from the said schools. The total population of this study is presented
in Table 1.
Research Instruments
questionnaires were given to the administrators and the teacher-respondents. The survey
of three parts.
Part I covers the personal profile of the school administrators and teachers. The
items include name (optional), sex, age, and civil status. Part II covers the school
administrators and teacher’s competence namely: educational attainment, field of
specialization, and perceptions towards the curriculum. Part III covers the functions of
assessing student progress; and promoting professional development. Part IV covers the
production of teachers’ materials; support for tools, facilities and equipment; and
developed by Phillip Hallinger (1985). This instrument is ideal in assessing the specific
functions (Hallinger, 1995). This utilized the Behavioral Anchored Rating Scale (BARS)
which relies upon description of critical job-related behaviors. In this study, five job
function areas which reflect the responsibility of the school administrator’s role as
instructional manager are cited, for these jobs function areas are of great importance in
the implementation of any special educational project to enhance teaching and learning.
Slight modifications are made to suit local conditions as exemplified in the work
acceptability of the instrument were identified by the statements as follows: 1,no quality
[does not act on management function(MF) describe by the item]; 2, low quality
[performs MF on some occasions describe by the item]; 4, high quality [performs the
task of MF oftentimes describe by the item]; 5, excellent quality [nearly performs all the
MF describe by the item].These are interpreted by the scaling presented below as cited by
Dongon (1994).
National School of Fisheries SY 2009-2010 and ten members of the non-teaching staff of
the school. They are not included in the respondents. This was made to ascertain the
readability of each item and the result helped the researcher to identify the terms that
need for modification and revision for final copy to be distributed to the respondents.
Gathering of Data
In the gathering of data, the researcher asked permission from the Dean of the
Graduate Studies of Mindanao State University-Marawi City to conduct a survey for the
study. With the dean’s permission, the researcher sought approval from the DepEd
Ozamis City divisions. The school administrators of the nine identified tech-voc schools
were requested to assist the researcher in the conduct of the survey using the
questionnaires for the respondents. No time limit was set in the accomplishment of the
their answers. Likewise, the administrator-respondents were informed that the survey
would not reveal their individual performance as school managers and their assessment of
the implementation will not be divulged. After the gathering of data, they were scored
The data gathered were summarized, translated, and analyzed using the following
statistical techniques:
Frequency Counts and Percentages. These tools were used to describe the
P = F/N x 100 %
where:
F = frequency
N = number of respondents
Weighted Mean and Ranks. These tools were utilized to described the
perceived by the two sets of respondents as well. The formula for weighted mean is:
N
Xw = Σ / Wi Xi
i=1
where:
N = total number of respondents
Wi = weight of each categories
Xi = rating of each respondents
t-test for independent samples. Lindquist t-test ( N.M. Downie) was used in this
study to find out if there is a significant difference between administrators’ and teachers’
perceptions on the degree of school administrators’ management functions. This was also
t =
Σ Σ
d1² + ( d2 ² 1 +1
N1 + N2-2 N1 N2
where:
t = t-test value
Xi = weighted mean of the 1st group
X2 = weighted mean of the 2nd group
N = number of cases
Chapter 4
consists of four (4) parts. Part I describes the profile of the school administrators and
towards the STVEP-CBC. Part II is concerned with the school administrators and
implementation. Part III includes the perception of the school administrators and teachers
significant differences of the perception of the school administrators and teachers on the
Part I
This part describes the profile of the school administrators and teachers in terms
STVEP-CBC. Frequency Counts and Percentages are used to describe the presentation.
are Master’s Degree holder, 2 are MA holder with Doctoral units and 4 out of 34
These results mean that all administrators is improving their best and showing that
they are at the leading edge in most aspects in managing the school, as evidenced with
indispensable. In fact, others reveal that they must be of higher qualifications, knowledge
an organization from the highest officials cascading down the line of the office staff,
This is well supported by the paper of Navarro (2005) that quality is not
perfection. It is improving your previous best and showing that you are at the leading
It can be viewed in Table 2 that 92 of the 306 teachers are Bachelor’s degree
holders, 146 are BS with MA units, 37 are Master’s degree holders, 20 are MA holder
These results mean that the teachers have met the requirements of the approved
service eligibility (DepEd Handbook, 2000). This implies that these teachers are
graduates of four-year degree course in Bachelor of Science in Education with a major
and minor area of specialization and a Bachelors’ degree in Arts or Science with at least
18 professional units in education. It is also thought that these teachers have passed the
government examination for teachers. Education for these teachers does not stop only in a
four-year degree, but instead they are seeking for a higher education. Out of 340 teacher-
respondents, 48% of them obtained units in Masters Degree compared to 30% of the
of them are a Master’s Degree holder, 6.67 % is Master’s Degree holder with doctoral
These results present the concept of Total Quality Management (TQM) is best
applied in the teacher education continuum starting with the baccalaureate program in
principle is implicit in CHED Memorandum Order No. 36, series of 1998, otherwise
known as the Policies and Standards for Graduate education. Section2, Structure of
Field of Specializations
Technology and Livelihood Education majors which means that they belong to a group of
persons who are equipped with vocational competencies. English majors ranked second
with 7 administrators who are good in English communication skills and they are well-
deteriorated in the sense that the standards acceptable to most Filipinos with regard to
Administrators Teachers
N=34 N=306
Field of Specialization Frequency Percentage Frequency Percentage
English 7 20.59 70 23.00
Science 5 14.70 63 20.67
Math 4 11.76 49 16.00
Filipino 2 5.89 24 8.00
Araling Panlipunan 2 5.89 18 6.00
MAPEH 2 5.89 24 8.00
TLE 11 32.35 41 13.33
Values Education 1 2.9 15 5.00
Moreover, it is a given fact that respondents’ field of specialization will not matter
the participation of all members and aiming at long term success through customer
satisfaction, and benefits to the members of the organization and to the society
(Pontillas,2002).
As indicated in Table 4, the school administrators and teachers agreed in all seven
variables. Among the school administrators group, the first in rank is that the program
enhanced teaching in field of specialization. This gained a mean rating of 4.06. While in
the group of teachers’ perception, the in-service trainings are well planned and prepared
with a mean rating of 4.10.This suggests that the in-service trainings are well managed by
the organizers, specifically the Tech-Voc task Force and training’s facilitators are well-
equipped and they can be the best authority in this implementation since they have truly
obtained the skills and knowledge needed in the curriculum as perceived by teachers.
increasing the student’s achievement rate, with a rating of 4.15; while teachers perceived
that the goals of this program is clear with a rating of 4.08, ranked second. This means
that CBLM-CBC was not complicated, very specific and well-defined, and that these
This result indicates that aside from the above-mentioned areas, the respondents also
agreed that STVEP-CBC is effective in increasing the students’ achievement rate and
students’ skills development. Moreover, they expressed that the learning activities are
effective for students and teachers development. One good effect too is that learning
activities are effective for students and teachers development and the series of topics in
Part II
This part is concerned with the school administrators and teachers perception on
the curriculum; monitoring and assessing student progress; and promoting professional
development.
communicating the VGMO. Given five items, two were rated as excellent quality, while
quality the thrust of the school VGMO effectively to the people in the school setting as
evidenced by a mean rating of 4.26. This ranked first for them. This signifies that they
have communicated to all personnel and teachers in the school VGMO so much, so that
everybody understands and sees the direction where the school is heading.
Next in rank is the administrators ensure that the school VMGO is reflected in
highly visible displays in the school as shown by a mean rating of 4.21. This means that
administrators always use the opportunity to promote and advance the aims of the school
through visible displays in the school campus. In other words, school administrators
highly communicate and indoctrinate the teachers, students, staff and the rest of the
school personnel the thrusts of the school either directly or indirectly, in order to redirect
But in sum, the school administrators rated their manner of communicating school
VGMO in high quality as indicated by the average mean rating of 4.15. This means that
they highly discussed school VGMO with teachers at faculty meetings, and the
administrators have high quality in practicing all tasks associated with their management
function of communicating the school VGMO to the teachers, students and the rest of the
Specifically, ranked first for teachers is that school administrators discuss the
school’s VGMO with teachers during faculty meeting. Ranked second according to the
teachers is that the administrators highly communicated the school VGMO effectively to
the people in the school setting. They mention school VGMO in school programs,
conferences and assemblies. They check whether vision and mission of their institution
are displayed in conspicuous areas in the school campus so that everybody is constantly
reminded. And most importantly, teachers appreciated the fact that administrators
encouraged the active involvement of the teachers in discussing the goals of the schools.
They rightfully think that they should know since they are the classroom manager and
area of supervising and evaluating instructions has an average rating of excellent quality
by the administrators themselves. In fact, out of the nine items mentioned, eight items
were rated as excellent quality, while only one was rated as moderate quality.
This means that the school administrators highly ensured that the school
objectives of teachers are consistent with the stated VGMO of the school. This in fact,
ranked first for them. Administrators also point out specific strengths in teacher
and gauge better how students perform in class and how they respond to the lessons as
third in rank.
They also looked into the results of teacher-made and curricular specific tests are
used to make instructional decisions to enhance and strengthen along subject areas. Point
discuss the teachers on the activities of students after classroom observation, and a
remediation process exists that offers resources for improvement of performance implied
observations, they give positive and negative feedback to teachers constructively and they
always build on the strengths of their teachers to create a positive and pleasant classroom
rated as moderate quality which has a computed mean rating of 3.00. This is
understandable because the school administrators cannot do this in high quality since they
have other responsibility to attend to. Besides, there are scheduled classroom
observations that they have to conduct. This is also with due considerations to how much
It will not be easy for school administrators to just fit into their schedule any
activity which they think is important. They have to be conscious about the other things
that they do and make sure that their activities are distributed equitably.
perceived by their respective teachers. In fact, all of the nine items they described as
Ranked first based on the judgment of teachers is that administrators point out
practices then are encouraged and stimulated. Further, these results mean that the
administrators highly see to it that the classroom objectives of teachers are congruent to
Administrators go out of their way to check whether teachers’ activities inside the
classroom are not deviating from the objectives of the school. In fact, the truly good
teachers are those who teach a programmed curriculum and achieve objectives which are
consistent with the school’s aims and which are faithful to societal/ or systemic
expectations.
commendable and truly positive and effective should be recognized as what is being by
classroom observations on scheduled and unscheduled bases. In fact, they say that school
administrators even sit down with them to discuss the results of their observations in
order to encourage their positive points and minimize, if not eradicate the negative areas
observed in them.
As shown in Table 7, among nine items under this function, all were rated
monitored the classroom to see that lessons cover the school’s curricular objectives which
is evidenced by a mean rating of 4.85. Second in rank is that the administrators make
clear who is responsible for coordinating the curriculum across year levels. This suggests
that the administrators make certain that curriculum is followed in all year levels and that
If this cannot be done efficiently, there is great danger that each year level will pursue its
the curriculum as shown by an average mean rating of 4.53. This means that
administrators ensure that STVEP-CBC goals are translated into common curricular
The administrators likewise consider the curriculum identifies all areas of learning
that are taught in the school, and the importance in monitoring the classroom to see that
the lessons cover the school curricular objectives to make sure that they promote the goal
clear that is responsible for coordinating the curriculum across year levels. This is an
implication that teachers probably feel the need to be supervised in this aspect so that
they will be continually directed to the curriculum of their year level. Administrators, in
other words, supervise who should handle this responsibility and see to it that it gets
done.
Moreover, these findings imply that the teachers feel that the school
administrators highly check the curriculum across year levels to ensure that it is
appropriate and in accordance with school goals and objectives. But teachers also stress
that most often, administrators do not do this on their own but they assign this task to
people whose official duties include this one. In fact, teachers say that they participate
actively and coordinate with their administrators in choosing the most appropriate and
Table 8 shows that in the average, the administrators excellently performed their
From these results it can be deduced that the administrators excellently identified
students who have attend skill enrichment classes. This is top in rank. This is the result of
students as they master curriculum objectives to motivate and arouse student’s interest to
study harder, and the administrators meet individually with teachers to discuss student
On the other hand, administrators excellently used test results to assess progress
towards school goals and assessment results are used to develop appropriate educational
Table 8. - School Administrators and Teachers Perceptions on the Degree of the Administrators’
Management Function in the Area of Monitoring
and Assessing Student Progress
Mean Description Rank
Indicators School School Teacher School
Teachers Teachers
Admin Admin s Admin
Meet individually with
Excellent High
teachers to discuss student 4.85 4.01
Quality Quality
2.5 2
progress
Discuss the item analysis of
test with faculty to identify Excellent High
4.44 3.94 9 3
strengths and weaknesses in Quality Quality
the instructional program
Use test results to assess Excellent High
4.80 3.81 4 7
progress towards school goals Quality Quality
Identify students who need Excellent High
4.88 4.19 1 1
skills enrichment Quality Quality
Actively monitor students
performance, give immediate Excellent High
4.71 3.70 5.5 10
response, and adjust instruction Quality Quality
accordingly
Use a variety of instructional
grouping patterns, ranging Excellent High
4.44 3.76 9 9
from whole class to one-to-one Quality Quality
instruction
Use a variety classroom
management skills to create an
Excellent High
orderly and comfortable 4.53 3.91 7 4
Quality Quality
classroom environment,
conducive to learning
Mastery assessments and the Excellent High
4.38 3.89 11 6
curriculum are matched Quality Quality
Assessment results are used to
develop appropriate Excellent High
4.44 3.64 9 11
educational plans for each Quality Quality
student
Results of assessment and
Excellent High
evaluation are reported to 4.71 3.80
Quality Quality
5.5 8
parents
Positive recognition is given to
Excellent High
students as they master 4.85 3.90
Quality Quality
2.5 5
curriculum objectives
Average 4.64 3.86
Excellent High
Quality Quality
Scaling:
4.21 - 5.00 = Excellent Quality
3.41 - 4.20 = High Quality
2.61 - 3.40 = Moderate Quality
1.81 - 2.60 = Low Quality
1.00 - 1.80 = No Quality
Moreover, administrators have high quality in concerning on actively monitored
results of assessment and evaluation are reported to parents; use a variety classroom
patterns, ranging from whole class to one-to-one instruction; assessment results are used
to develop appropriate educational plans for each student; and lastly, the mastery
Table 8 exhibits that all of the items under the administrative function of
monitoring and assessing students’ progress are in high quality performed by the
From these results it can be concluded that the administrators are highly conscious
of the students’ standing in class and they identified students who need skill enrichment.
This ranked first among the items. Second in rank is meeting individually with teachers
to discuss student progress. This is important too because teachers are directly
responsible for rendering regular reports on the performance of each student to the
principal or the former’s parents, or guardians with specific suggestions for improvement.
promoting professional development. Six items are in excellent quality with a mean
rating of 4.64.
for the faculty which is evidenced by a mean rating of 4.13. This is accurate because
oftentimes, too, teachers take the initiative to research and look for new techniques and
Administrators ensure that in-service activities attended by the faculty and staff
are consistent with the school goals and encourage teachers to participate in-service
training relevant to their field of concentration. This, in fact, is an indication that teachers
are actively involved in improving and advancing teaching methods and practices.
professional development. As shown, all six items were rated high quality as perceived
by teachers.
These results remind teachers that their school administrators are conscious of the
impact of professional development to their lives as teachers and to their students as well.
in-service training relevant to their field of concentration as first in rank and informed
These functions make the teachers aware that their administrators are there to
constantly lead them the way towards improvement, advancement, and professional
growth. They are there to guide them what to do and how to do things to help themselves
better teachers. But in sum, teachers perceived that school administrators have high
quality in practicing all these items as evidenced by the computed average mean rating of
4.15.
Summary on School Administrators and Teachers Perceptions on the Degree of the
Administrators’ Management Function
As can be seen in Table 10, perceptions of the school administrators on the degree
of management functions reveal that, among the four indicators, one is in high quality
and three are excellent quality. Monitoring and assessing student progress and promoting
Implementing the curriculum ranked next with a weighted mean of 4.53. Supervising and
evaluating instruction with a rating of 4.32 ranked fourth, and communicating the school
the highest mean of 4.15. Implementing the curriculum ranked next with a weighted
mean of 3.99.Communicating the school VMGO with a weighted mean of 3.98 ranked
third. Monitoring and assessing student progress with a weighted mean of 3.86 ranked
fourth and a weighted mean of 3.85 in supervising and evaluating instruction, ranked
fifth. In sum, school administrator perceptions is excellent quality with a weighted mean
of 4.46 while the teachers perceptions on the degree of the school administrators
Part III
production of teachers’ materials; support for tools, facilities and equipment; and
The data in Table 11 show that among five components of the in-service training,
all are rated excellent. According to the administrators, the training design is based on
needs assessment and includes recommendations by the participants and training program
are relevant to actual responsibilities as tech-voc school as ranked first. These imply a
two-way process of learning in which the trainer will consider the capacity, ability and
Table 11. School Administrators and Teachers Perception on the Status of the
STVEP-CBC Implementation Program of Activities in Terms of In-Service Training
Mean Description Rank
School School School
Teachers Teachers Teachers
Indicators Admin Admin Admin
The training design is based
on needs assessment and
4.82 4.28 Excellent Excellent 1 1
include recommendations
by the participants
The training programs are
relevant to actual
4.81 4.21 Excellent Excellent 2 2
responsibilities as tech-voc
school
Time and financial
resources for the teachers
and staff Very
4.80 4.19 Excellent 3 3
development are provided Satisfactory
within and outside the
school days
Programs include training
that prepares teachers to
Very
observe and coach one 4.74 4.09 Excellent
Satisfactory
4 4
another on skills related to
the goals of the curriculum
Participant’s skills are
Very
enhanced and used to create 4.69 4.00 Excellent
Satisfactory
5 5
high performing job.
Average Very
4.77 4.15 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
3.41 - 4.20 = Very Satisfactory
2.61 - 3.40 = Satisfactory
1.81 - 2.60 = Fair
1.00 - 1.80 = Unsatisfactory
that administrators have provided the training needs of their respective teachers as full
were rated as excellent and three were rated as very satisfactory. But in sum, in-service
Number one in rank according to teachers is that the training designs is based on
needs assessment and include recommendations by the participants. This implies that
training needs analysis have teachers to further empower teachers to perform their best
given adequate skills, abilities and knowledge in trainings conducted. This is enhanced by
the observations that participants suggest adequate places for workshops, resource center
for teachers as well as materials for making teaching aids. In other words, trainers( tech-
voc task force) is doing its best to provide with necessary activities that will make the
The data in Table 12 manifest that among the four items of the production on
teachers materials, all are described as excellent, and in sum, the production of teachers’
of 4.84.
suited to the grade level of students. They contain complete instructions and can be
In addition, the administrators claim that the teacher support material are within
the social and cultural background of the students and has value integration for skill
development. This implies that students can learn more and teachers can inculcate in
them more significant values of work that vital in making them realize to develop their
own skill. Availability of module for each subject areas and sufficient references for the
area of specialization and other mandatory subjects are sufficiently available. Hence,
The data in Table 12 reveal that the four items of the production of teacher
materials are described as very satisfactory. This is indicated by a mean rating of 4.04.
Table 13. - School Administrators and Teachers Perception on the Status of the
STVEP-CBC Implementation Program of Activities in Terms of Support for Tools,
Facilities and Equipment
Mean Description Rank
Indicators School
Teachers
School
Teachers
School
Teachers
Admin Admin Admin
Budget allocations are
Very
sufficient to meet the needs 4.94 4.06 Excellent
Satisfactory
1 1
generated by the curriculum
Appropriate and relevant
Very
materials are available for 4.82 3.99 Excellent
Satisfactory
4.5 2.5
each students
Equipment, supplies and
services needed to support Very
4.82 3.99 Excellent 4.5 2.5
the curriculum are readily Satisfactory
available
The school makes use
appropriate resources from
other educational Very
4.85 3.81 Excellent 3 5
institutions, parents, Satisfactory
business industry and
service clubs
The school manager, with
staff involvement
determines the expenditure Very
4.88 3.87 Excellent 2 4
of funds available to Satisfactory
accomplish the STVEP-
CBC goals
Very
4.86 3.94 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
3.41 - 4.20 = Very Satisfactory
2.61 - 3.40 = Satisfactory
1.81 - 2.60 = Fair
1.00 - 1.80 = Unsatisfactory
As similarly reported by administrators, teachers think that the subject matter is
CBC and suited to the grade level of students. This helps them make their lessons easier
because oftentimes, the challenge of teachers lies in the fact that many instructional
materials are either substandard or superior to the requisite of the grade level.
Ranked second for teachers are the teacher support materials are within the social
and cultural background of the students and have value integration for skill development.
Ranked third for teachers is availability of module for each subject areas and sufficient
references for the area of specialization and other mandatory subject, ranked fourth.
As can be gleaned in Table 13, among the five indicators of support for tools,
facilities and equipment, all are described as excellent. In sum, the support for tools,
For them, the Department of Education through the Tech-Voc Task Force did not
fail to give Special Allocation Release Order (SARO) to all implementing schools in
STVEP-CBC which totally upgrade basic facilities, tools and equipment to equip students
with the basic competencies of the different technical-vocational courses and manage the
school finances properly and makes these sustainable as some of the objectives in
As indicated in Table 13, all items under support for tools, facilities and
equipment are described as very satisfactory by the teachers. In sum, the status of
STVEP-CBC implementation program of activities as perceived by teachers gained an
are sufficient to meet the needs generated by the curriculum which is ranked first. These
tools, facilities and equipment would be very helpful to the learners in understanding the
module as they can have the accurate tool for a specific field of concentration.
Furthermore, they perceived that all items show that administrators are very
particular with the impact or effect of the implementation; hence all support should be
requirements.
It is presented in Table 14 that all items under monitoring and evaluation are
These results lead one to imply that the administrators are concerned on the
implementation of STVEP-CBC. This is affirmed by the tech-voc task force who follow-
up the implementation. Administrators can also see that teachers are willing to implement
what has been learned during trainings and workshops. Hence, there is no doubt as to the
teachers’ readiness to use the Competency Based Learning Matrix (CBLM) in classes.
Table 14. - School Administrators and Teachers Perception on the Status of the
STVEP-CBC Implementation Program of Activities as Perceived by the School
Administrators in Terms of Monitoring and Evaluation
Mean Description Rank
Indicators School
Teachers
School Teachers School Teachers
Admin Admin Admin
Faculty and staff are committed Very
4.94 3.45 Excellent 1 6
to the VMGO of the school Satisfactory
Teachers willingness to
implement what has been Very
4.65 4.08 Excellent 5.5 2.5
learned during the Satisfactory
training/workshop
The effectiveness of teachers
Very
training is validated through 4.71 3.86 Excellent
Satisfactory
4 5
improved teaching practices
Training development program
is monitored and evaluated 4.88 4.59 Excellent Excellent 3 1
regularly
Local and national follow-up
Very
on the implementation of the 4.65 4.08 Excellent
Satisfactory
5.5 2.5
curriculum
Administrators’ concern on the Very
4.92 4.03 Excellent 2 4
implementation Satisfactory
Very
Average 4.79 4.02 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
3.41 - 4.20 = Very Satisfactory
2.61 - 3.40 = Satisfactory
1.81 - 2.60 = Fair
1.00 - 1.80 = Unsatisfactory
As depicted in Table 14, among the six items of monitoring and evaluation, one is
described as excellent, and five are described as very satisfactory. But in sum, the all
items under monitoring and evaluation are described as very satisfactory by teachers.
regularly as ranked first. This is one way of monitoring and evaluating teachers’ progress
and improvement. Ranked second for teachers are that teachers willingness to implement
what has been learned during the training/workshop and local and national follow-up on the
implementation of the curriculum. This means that teachers are very open to new ideas, to
new teaching methods and techniques. And as long as they can get something positive
them because this only shows that the administrators are particular with the impact of
the four indicators as excellent, while the teachers perceptions as very satisfactory.
Administrators perceived that support for tools, facilities and equipment yields the
highest weighted mean of 4.86 as first in rank and in contrast, teachers ranked it to the
training with a weighted mean of 4.77 as the lowest ranked for them got a weighted mean
of 4.15 as perceived by teachers which got the first in ranked according to the later. The
result shows that selection depends not only upon the movement, novelty and congruity
with present contents of consciousness but also a servant of one’s interest, needs and
values. This means that personal values are demonstrable determinants of what the
Part IV
of teachers and that of the administrators in any of the management functions of school
value is 2.8900. This is greater than the critical t- value of 1.98 in critical region at 5%
level of significance. Hence, the interpretation is significant. The same pattern is
These results imply that the teachers and school administrators of nine identified
DepEd tech-voc schools in region X have basically the same perceptions and thoughts
about the functions of the administrators. This further implies that they are accurate in
their observations, and they have practiced objectivity in rating themselves (for school
teachers).
In other words, there has been a clear-cut definition and orientation of the
functions have been understood by teachers. These results therefore lead to the rejection
of the null hypothesis which states that there is no significant difference between the
implementing the curriculum, monitoring and assessing student progress and promoting
professional development.
Significant Difference between School Administrators and Teachers’ Perceptions on
the Status of STVEP-CBC Implementation Program of Activities
As illustrated in Table 17, there are significant differences in the perceptions of
teachers and that of the school administrators in the four items of the implementation
program of activities of the STVEP-CBC. These findings lead to the conclusion that the
teachers and the administrators in nine identified DepEd tech-voc schools in region X
have basically the same perceptions and thoughts about the manner the STVEP-CBC
program of activities have been implemented. This further implies that they are actively
involved in any of the spheres of the program and that both the teachers and
Computed Critical t @
Variables 0.05
Results
t-value
In-service training 3.6257 1.98 Significant
Production of teachers materials 16.0096 1.98 Significant
Support for tools, facilities and
18.1653 1.98 Significant
equipment
Monitoring and evaluation 3.4951 1.98 Significant
Level of Significance = 0.05
With these results, the null hypothesis which states that “there is no significant
materials; support for tools, facilities and equipment; and monitoring and evaluation” is
therefore rejected.
Castillon’s Theory
This is the thrust of the investigation’s results. Conclusively, school
administrators and teachers were significantly working together for a common goal in the
STVEP-CBC implementation with their commitment, skills and competence. This made
possible due to the excellent quality of the administrators who were leading the baton for
quality management functions as perceived by the teachers. Thus, the following theories
for the people, program and school plant a manager will offer intensive
external customer is a person outside who pays for its goods or services, the
stakeholders.
searches daily for ways of improving his or her work process and output. “If a
Summary
following questions:
1. What are the profile of administrators’ and teachers’ competence in terms of:
7. What quality framework development is evolved from the findings of the study?
To address all these problems, this study used the descriptive-inferential research
design because the researcher wants to describe and interpret the total quality
questionnaire was utilized to gather data. It involved 34 school administrators and 306
the relationships between the independent and dependent variables was conducted. These
were summarized and analyzed using frequency counts and percentages, weighted mean,
Findings
without units in Masters Degree. 12% of them are a Master’s Degree holder, 6.67
% is Master’s Degree holder with doctoral units and 3.33% is a Doctor’s Degree
holders.
holder, two are MA holder with Doctoral units and four out of 34 administrators-
persons who are equipped with vocational competencies. English majors ranked
second with seven administrators who are good in English communication skills
4. Both the school administrators and teachers agreed that in-service trainings are
well managed by the organizers, specifically the Tech-Voc task Force and
training’s facilitators are well-equipped and they can be the best authority in this
implementation since they have truly obtained the skills and knowledge needed in
the curriculum; the series of topics are interesting and useful to the implementers;
CBLM-CBC was not complicated, very specific, and well-defined; and that these
1. Both the school administrators and teachers perceived that the former highly
in their respective schools, and make sure they are in accordance with school
goals and objectives; while the teachers themselves believed that school
4. School administrators perceived that they excellently monitored and assessed the
terms of in-service trainings is excellent; while the teachers perceived that the
satisfactory.
2. School administrators perceived that the implementation program of activities in
terms of support for tools, facilities and equipment is excellent; while the teachers
terms of monitoring and evaluation is excellent; while the teachers perceived that
is very satisfactory.
1. There are significant differences between the school administrators’ and teachers’
professional development.
2. There are significant differences between the school administrators’ and teachers’
Conclusions
In the light of the findings of the study, the following conclusions are hereby
formulated. In terms of functions, this study tested whether the school administrators and
the teachers would have different perceptions as to the former’s functions. The present
study, however, came out with the result that significant differences were computed from
the perceptions of the two sets of respondents. The school administrator rated excellent
quality while the teachers rated high quality. In this case, school administrators have
honestly described what they did and this harmonized and agreed with the teachers
observed about them. Hence, school administrators’ management led the change
throughout the organization to do the right things to add value and above all, involving
it can be concluded that this has introduced a very good program or set of activities for
the school which will certainly redound to the benefit of teachers and students. In fact,
the greatest impact is that, the Department of Education through the Tech-Voc Task
Force did not fail to give Special Allocation Release Order (SARO) to all implementing
schools in STVEP-CBC which totally upgrade basic facilities, tools and equipment to
equip students with the basic competencies of the different technical-vocational courses
and managed the school finances properly and makes these sustainable as some of the
involvement, rarely has it happened that teachers and administrators, who are the
respective authorities of the academe, even if they are willing to accept changes and new
brings a lot of hope and opportunity for school administrators and teachers to realize that
they can easily and readily work together and implement, that they are equipped with
intellectual and mental facilities to absorb teaching strategies, instructional materials and
other procedures that would bring forth better performance on their part and that develop
need of the community or to the school culture. There is however, a huge responsibility
shouldered by the administrators who would take the lead in the application of the
schools goals in spite of the introduction of new concepts and ideas and or a new
curriculum.
On the whole, what can be most rewarding to this is that all effort, time, expense
will never be put to waste because school administrators are eager to work more for the clientele
to become more skillful and productive students. At such, students’ productivity is, above all, an
attitude of school administrators and teachers mind. It seeks to continually improve what
already existed and it is based on the belief that one can do things better today than
Recommendations
In the following paragraphs are recommendations based on the results of the
study:
2. DepEd task force should periodically provide training and seminars that teachers
3. The implementers should regularly meet, confer and assess the status of their
project in order to maintain its impact, and enable it to build a great customer
satisfaction.
4. For further researches, a study comparing the achievements of the student before
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DepEd Updates.”The STVEP, providing relevant education for the youth.2007.Pasig City
Direction: Please read each item carefully by filling in the blank or by checking as
required. Do not hesitate to answer honestly. Take your time in
answering every question. All answers will be held strictly
confidential.
1. Educational Attainment
____Bachelor’s degree holder ____BS with MA units
____Master’s degree holder ____MA holder with doctoral units
____ Ph. D./ Ed. D.
2. Field of Specialization
____English ____Science ____Math
____Filipino ____Araling Panlipunan ____MAPEH
____Values Education____TLE ____Others
3. Number of in-service training attended (related to the subject teaching)
____5 and below ____ 6 to 10 ___10 and above
4. Teaching Experience
____10 years and below ___11 to 20 years ___21 years and above
5. Perception towards the STVEP-CBC
Please circle the number which best describes your reactions for
item when you think about the STVEP-CBC implementation.
5 (Strongly Agree) 4 (Agree)
3 (Not Sure) 2 (Disagree)
1 (Strongly Disagree)
Items Rating
1. This program is effective in increasing the student’s skill
development 5 4 3 2 1
2.The goals of this program is clear 5 4 3 2 1
3.The learning activities are effective for students and teachers 5 4 3 2 1
development
4.The series of topics are interesting and useful to me 5 4 3 2 1
(CBLM/CBC)
5.The in-service training are well planned and prepared 5 4 3 2 1
6.This program enhanced my teaching in my field of specialization 5 4 3 2 1
7.This program is effective in increasing the student’s achievement
rate 5 4 3 2 1
Thank you so much for your kind consideration. God bless and more power!
BLAIR D. CASTILLON
Researcher
Survey Questionnaire for School Administrators
Direction: Please read each item carefully by filling in the blank or by checking as
required. Do not hesitate to answer honestly. Take your time in
answering every question. All answers will be held strictly
confidential.
1. Educational Attainment
____Bachelor’s degree holder ____BS with MA units
____Master’s degree holder ____MA holder with doctoral units
____ Ph. D./ Ed. D./ D.M.
2. Field of Specialization
____English ____Science ____Math
____Filipino ____Araling Panlipunan ____MAPEH
____Values Education____TLE ____Others
3. Number of in-service training attended (in school management)
____5 and below ____ 6 to 10 ___10 and above
4. Administrative Experience
____10 years and below ___11 to 20 years ___21 years and above
5. Perception towards the STVEP-CBC
Please circle the number which best describes your reactions for item
when you think about the STVEP-CBC implementation.
5 (Strongly Agree) 4 (Agree)
3 (Not Sure) 2 (Disagree)
1 (Strongly Disagree)
Items Rating
1. This program is effective in increasing the student’s skill
development 5 4 3 2 1
2.The goals of this program is clear 5 4 3 2 1
3.The learning activities are effective for students and teachers 5 4 3 2 1
development
4.The series of topics are interesting and useful to me 5 4 3 2 1
(CBLM/CBC)
5.The in-service training are well planned and prepared 5 4 3 2 1
6.This program enhanced my teaching in their specialization 5 4 3 2 1
7.This program is effective in increasing the student’s achievement
rate 5 4 3 3 1
Thank you so much for your kind consideration. God bless and more power!
BLAIR D. CASTILLON
Researcher
TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgements iii
Abstract v
Table of Contents vi
List of Table and Figures viii
List of Figures x
Rationale 1
Theoretical Framework 5
Conceptual Framework 8
Statement of the Problem 10
The Hypotheses 12
Significance of the Study 13
Scope and Limitation of the Study 14
Definition of Terms 15
Research Design 24
Research Locale 24
Respondents of the Study 27
Research Instruments 27
Gathering of Data 29
Statistical Treatment of the Data 32
Summary 67
Findings 69
Conclusions 72
Recommendations 74
Bibliography 76
Appendices 79
Proposed Quality Framework Development. . . . 80
Survey Questionnaire 85
Letter of Permission to Conduct a Survey 93
Curriculum Vitae 99
LIST OF TABLES
Page
LIST OF FIGURES
Page
CURRICULUM VITAE
PERSONAL DETAILS
EDUCATION
o Elementary Diploma
Simacolong Elementary School, Lazi, Siquijor, Valedictorian, 1984
TEACHING EXPERIENCES
SUBJECTS TAUGHT
SERVICE-PROFESSIONAL
Trainer
SERVICE –SCHOOL
SEMINARS/CONFERENCE ATTENDED
National
Division
REFERENCES
Dr. Jesus Lazo Taberdo, Deped Regional Director, Cordillera Administrative Region
Dr. Estrella Abid-Babano, Peace Ambassador / DepEd Regional Director
Mr. Romulo C. Malanog, Principal II, Iligan City National School of Fisheries, Buru-un,
Iligan City
Hon. Jose Glenn A. Quijoy, Barangay Chairman, Buru-un, Iligan City
Madam:
BLAIR D. CASTILLON
Researcher
Noted:
Madam:
The undersigned, Mr. Blair Dahilog Castillon of Iligan City National School of
Fisheries, Buru-un, Iligan City is conducting a study entitled TOTAL QUALITY
MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL
VOCATIONAL EDUCATION PROGRAM-COMPETENCY BASED CURRICULUM IN
REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT in partial
fulfillment of the requirements for the Doctor of Philosophy in Educational Management.
In line with this, questionnaires were made to gather some necessary information for the
study. Your permission for the distribution of the instruments to technical vocational high
schools in your division is very much needed.
Thank you for your kind response to my request and God bless.
BLAIR D. CASTILLON
Researcher
Noted:
special persons who have contributed to the success and realization of this study.
Dr. Maria Arlene A. Botones, his adviser, for the great care in reading the
manuscript and providing suggestions all through the preparation of this dissertation;
Dr. Erlinda S. Ola-casan and Dr. Racma U. Pacasum, for their support, guidance
and giving valuable ideas and suggestions which brought this study a reality;
Dr. Dayang P. Ali, Dean, College of Education and Chairman of the panel
members; Dr. Cosa-in M. Derico, Dean, Graduate School and Outside Examiner; and
Dr. Pendililang Gunting, Department Chairman of the Graduate Studies for their
University –Iligan External Campus for her concern and valuable assistance;
permission to pursue and complete the distribution and retrieval of the questioners
needed;
The respondents of the study, for all their whole-hearted support and assistance,
and Kuya George, who in one way or another supported financially and morally towards
And above all, to our Almighty God for the strength, courage, and guidance
Blair
ABSTRACT
behavior and the status on the STVEP-CBC implementation program of activities. The
study tested whether or not there is a significant relationship between the perceptions of
activities have significant relationship. The research subjects were the 340 respondents
from the 9 identified DepEd technical-vocational high schools in Region X. Out of 340
respondents, 34 were school administrators and 306 were teachers. Data were gathered
using survey questionnaires and these were analyzed employing frequency counts and
percentages, weighted mean, rank, and t-test for independent samples. The study found
out that there are significant differences between the school administrators’ and teachers’
the implementation. The result also reveals that there is a significant relationship between
Introduction
School administrators of technical-vocational high schools are faced with
decisions on school program performance all the time. These decisions relate not only to
ways in improving school programs and in using resources efficiently but on the overall
Based on the result of the study, although the findings are rated excellent and high
framework development on the items which got the two lowest ranked teachers’
monitoring and assessing student progress and in supervising and evaluating instruction.
Monitoring and evaluation are two distinct but interrelated activities which sustain
the total quality management in the implementation of STVEP-CBC, not only in Region
X but all throughout the country. The researcher believes that the combined effect of
or project but in the entire educational bureaucracy. It supplies information and data on
matters that may indicate the level of performance, impact and sustainability of education
programs.
Importance of Monitoring and Evaluation in Tech-Voc Schools
Monitoring and evaluation help sustain performance and achievers’ results. More
schools is to provide the school and its managers with relevant information to know if
resources are according to plans, if project objectives are being achieved or whether these
objectives that were achieved create the necessary impact on the clients and school
environment.
Basically, the monitoring and evaluation system’s framework of a tech-voc high school
may use the existing school structure as the niche for the system, noting that the school’s
organizational set-up is the machinery that identifies and develops performance and
impact indicators, collects information, processes the information and stores the
activities. Appendix A of this study may serve as proposed quality framework for tech-
voc schools in terms of monitoring and evaluation. It plots the flow of steps needed to
develop a framework designed to install a monitoring and evaluation system that fully
place.
Discussion
the framework objectives must be clear to concretize the objectives into outputs, impact
and performance indicators. The output is a desired result - a specific and concrete
product arising from the implementation. Performance indicators are developed out of the
outputs in such, are commonly used to help the school define and evaluate how
organizational goal. Impact indicators are measurement descriptions used to identify the
and verifiable.
Identifying reporting mechanism and tools is to define what data and information
must be collected for the use of tech-voc education decision-makers. Basically, the data is
a function of the expected outputs in each objective. For each output, quantitative data
that characterize the status of the implementation programs and indicators that define the
activity has been achieved. It also identifies individuals and or groups who will be
responsible for gathering the data, processing and analyzing them and finally storing
them for future use, as well as allocating the necessary resources. It determines the
frequency of collecting the data and or information. Finally, it establishes the mechanism
for sharing the information with the public or the tech-voc high school.
Concluding Statement
There is no permanence in this world except change. As the results of this study,
excellent and high qualities are the findings in terms of school administrators’ functions
committed to the total quality management culture searches daily for ways of improving
his or her work process and output. But we cannot predict if it is still the same as time
travels. Therefore, it is best to have always a plan to carry out a continuing excellent
service for sustainability in the implementation of STVEP-CBC for the years to come. As