METHODS

Research Design. The study employed a descriptive-survey design. It describes the

performance of the programs the school offers using an extensive documentary review

(Sharief et al., 2012). The design was also deemed appropriate for the study particularly in

describing the performance measures of the BEED and BSED programs from the point of

view of the faculty, students and alumni.

Research Setting. The study was conducted at the Misamis Oriental Institute of

Science and Technology (MOIST). It is situated at barangay Cogon, Balingasag, Misamis

Oriental. It was founded in the year 2002. The school is housed in a three-storey concrete

building with not less than sixty-four classrooms utilized for classes for preschool,

elementary, high school and college students of the different programs offered. MOIST also

has a separate HRM building used exclusively by HRM students.

The school offers Basic Education, Bachelor in Elementary Education, Bachelor in

Secondary Education, Bachelor of Science in Criminology, Bachelor in Hotel and Restaurant

Management, Bachelor of Science in Business Administration, Bachelor of Science in

Psychology, and Bachelor of Science in Information Technology. The school has also a land-

mounted vessel used as laboratory for the Maritime students. However, as of the writing of this

dissertation, the program has been temporarily closed due to non-compliance with the new

Policies, Standards and Guidelines set by the Commission on Higher Education and the

Maritime Industry Authority (MARINA).

Respondents. The respondents of the study were 99 BEED students, 149 BSED

students, 7 faculty members, and 13 staff members. Complete enumeration of the populations

was employed considering the minimal number. The students were officially enrolled in the

College of Education during the First Semester of School Year 2015-2016. The faculty and
staff included work in the College of Education and are directly involved in the operations of

the subject college.

Research Instrument. This study used the Curriculum Review Checklist (Appendix

A) in gathering data for the input performance measures of the BEED and BSED programs.

The checklist is patterned from the Policies, Standards and Guidelines of the Commission on

Higher Education (CHED) for the Teacher Education Programs. The checklist covers the

following areas: objectives, administration, faculty qualification, faculty development, library,

facilities and equipment, and curricular program. In determining the level of compliance of the

school as to the standards of CHED, the scale below was used:

Scale Level of Compliance

1.0 -1.33 Not Complied With

1.33 -1.66 Partially Complied With

1.67 - 2.0 Fully Complied With

In determining the level of output performance measures of the BEED and BSED

programs as to enrolment rate, transition rate, graduation rate, and employment rate, the

following scales were used:

Scale (%) Qualitative Description

0 - 25 Highly Unfavorable
26 - 50 Unfavorable
51 - 75 Slightly Unfavorable
76 - 100 Favorable
100 and above Highly Favorable

For the achievement rate, the scale below was used:

Scale (%) Qualitative Description

0 - 25 Poor
26 - 50 Fair
 51 - 75 Satisfactory
76 100 Very Satisfactory

Data Collection. In gathering data for the input performance measures, the Curriculum

Review Checklist (Appendix A) was utilized. The checklist was rated by the BEED students,

the BSED students, the faculty of the College of Education, and the college staff being directly

involved in the operations of the BEED and BSED programs of the school.

For the output performance measures, an extensive documentary review was

conducted. The activity generated quantitative data on enrolment rate, transition rate,

graduation rate, and achievement rate, based on the institutional performance in the Licensure

Examination for Teachers (LET) and employment rate of the BEED and BSED programs for

the last five years.

Ethical Considerations. The ten principles on ethical considerations by Bryman and

Bell (2007) were complied with in this study: Research participants were not subjected to harm

in any ways. Respect for the dignity of research participants was prioritized. Full consent was

obtained from the participants prior to the study. Protection of the privacy of research

participants, adequate level of confidentiality of the research data and anonymity of individuals

and organizations participating in the research were ensured. Deception or exaggeration about

the aims and objectives of the research were avoided. Affiliations in any forms, sources of

funding, as well as any possible conflicts of interests were declared. Any type of

communication in relation to the research was done with honesty and transparency, and any

type of misleading information, as well as representation of primary data findings in a biased

way, was avoided.

 Data Analysis. Descriptive statistics were employed in analyzing and interpreting the

data. Mean and Standard Deviations were used in determining the level of compliance of the

schools with the Policies, Standards and Guidelines of the Commission on Higher Education

for the teacher education programs. Counts and percents were utilized in describing the output

performance measures of the BEED and BSED programs in terms of enrolment rate, transition

rate, graduation rate, achievement rate and employment rate.

 METHODS

Research Design. To develop an accurate and realistic portrayal of the views of

school heads and non-education degree teachers, a case study will be employed. It will

describe the behavior of the group in this case, the non-education degree teachers, as the

behavior of each individual, not the behavior of whole in the group, the teaching force (Yin,

2013). This research will employ a descriptive case study to portray what happened in the

instructional supervision applied to these teachers.

Research Setting. The study will be conducted in Ozamiz City Division in one of the

secondary schools in the Division of Ozamiz City. The research locale is selected because of

the vast number of non-education degree or second courser teachers in the school. A need to

have a second look of how they handle students and how they are assisted is a must to assure

quality instruction in the secondary school which is part of the K-12 program of the

Department of Education (Costello & Boyle, 2013).

Participants of the Study. The participants of the study are non- education degree

secondary school teachers in Ozamiz City School of Arts and Trade (OCSAT) of the Division

of Ozamiz City. Purposive sampling is used in choosing the participants regarding the approach

to instructional supervision applied and the monitoring intervention used.

Research Instruments. The following tools will be used in the study:

A. Interview Script (Appendix A). This is the data collection plan that will guide the

researcher on what to do during the actual interview of the research participants. It provides

logic in the interview which controls when and how questions will be asked and how questions

and responses will be presented.

 B. Focus Group Discussion (FGD) Guide (Appendix C). This is the researchers guide

in going through a smooth conduct of organized discussion with the participants of the Focus

Group Discussion. It will provide a structural plan about the topics to be discussed.

C. Monitoring Instruction Supervision Tool (Appendix K). This is the unified

instructional supervision tools used by both school heads and instructional supervisors in

garnering information in the conduct of the teaching and learning process (Deped Region 10

IS FORM, 2017).

Ethical Considerations. To observe the necessary research ethics in conducting a

research, the identities of the district supervisors, school heads and teachers in the case study

will be kept with utmost confidentiality. The researcher also made sure that names will not be

mentioned in the final report of the study. Permission will be acquired from the participants

so that voluntary participation is assured. The participants will be afforded the opportunity to

examine the transcripts and to extend ideas and/or to provide clarification to the researcher.

Data-Gathering Procedure. Data will be gathered through the conduct of Interview

and Focus Group Discussion. A schedule will be set ahead with the school head and the

teacher who will be interviewed. The researcher will prepare key interview questions or

interview script and will set the interview in a comfortable setting.

In the FGD, the researcher defines the purpose, i.e. objectives of the focus group

discussion; establish a timeline; identify the participants; generate the questions or interview

script; select a facilitator who should be able to deal tactfully with outspoken group members;

and choose a comfortable location.

The direct observation involves getting inside the classroom of the teacher wherein the

presence of the researcher, the school head and supervisor is necessary to get information

through an instructional supervisory tool approved by the region for instructional supervision.
 Data Analysis. Analysis of data gathered is one the most difficult aspects of doing case

studies. It is important to have a general analytic strategy, which will help the researcher to

choose from among different techniques. In absence preliminary techniquesmatrixes,

tabulation of frequencies, temporal schemes can be tried out to get the analysis started. The

researcher can either rely on theoretical propositions that have formed the design of the case

study or will develop a case description: a descriptive framework for organizing the case study.

Analysis should show that it relied on all the relevant evidence; all major rival interpretations

are dealt; most significant issue of the study is addressed; prior expert knowledge is brought to

the study (Yin, 2013 ; Algozzine & Hancock, 2016).