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Chapter 1

INTRODUCTION

Background of the Study

Access to quality education is a major policy concern for the

Philippines. Former President Benigno “Noynoy Aquino III placed high

regard for education and considered the implementation of the K-12 in his

Educational Reform Program. Thus, K-12 Education Plan was published

on October 5, 2010 through the Department of Education Discussion

Paper (2010).

The previous administration, through the leadership of President

Benigno “Noynoy” Aquino III, believed that adding two more years to the

basic education could help millions of Filipino students to have more time

to choose careers that will best suit their skills and interest.

The program could also help solve perennial problems of the country

such as unemployment. The additional two years will be valuable in

keeping up with the global standard of education. With the implementation

of K-12, more Filipinos can become globally competitive in terms of

education, knowledge and skills.

Thus, despite all the difficulties and oppositions regarding the

enhanced K-12 Basic Education Program, implementation was pushed

through and now a law known as Republic Act 10533 – Enhanced Basic

Education Act of 2013, passed and signed by former President Benigno

“Noynoy Aquino III last May 15, 2013.


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La Salle College Victorias, Inc. has been successful in the

implementation of TVET programs since 2009. It has provided a lot of

opportunities not only to the out-of-school youth but as well as college

drop-outs of the City of Victorias and the neighboring cities and

municipalities as well.

Presently, the school is on the process of stabilization. However, it

depends mainly on funds from local government units, NGOs and other

organizations through scholarship programs in order to sustain its

financial capability. Due to this, La Salle College, Victorias, Inc. is looking

into options to sustain the school for fear that diversion of government

funds, in which it depends mostly, will take effect anytime under the

present Duterte Administration. One option is to offer Senior High School

Program to students of Victorias City and the nearby areas. However, the

main question is: Is La Salle College-Victorias, Inc. ready to implement the

senior high school program?

This paper looked into the extent of readiness in the implementation

of senior high school programs of La Salle College-Victorias, Inc. for school

year 2017-2018, specifically, in terms of school management and

leadership, teachers, physical facilities, and community relevance of

tracks and partnerships.

As an educator and a stakeholder of the institution, the researcher

was prompted to conduct this study.


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Statement of the Problem

This study aimed to determine the readiness on the implementation

of senior high school program of the La Salle College - Victorias, Inc. during

the school year 2017 - 2018. More specifically, it sought to answer the

following questions:

1. What is the profile of the respondents in terms of the following

variables:

a. age

b. educational attainment

c. employment status

2. What is the extent of readiness in the implementation of senior

high school program of La Salle College - Victorias, Inc. according

to the following areas:

a. school management and leadership

b. teachers

c. physical facilities

d. community relevance of tracks and partnerships.

3. What is the extent of readiness in the implementation of senior

high school program as assessed by the respondents and when

they are grouped and compared according to the aforementioned

variables?

4. Is there a significant difference on the extent of readiness in the

implementation of senior high school program as assessed by


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the respondents when they are grouped and compared

according to the aforementioned variables?

Hypothesis

There is no significant difference in the extent of readiness in the

implementation of senior high school program as assessed by the

respondents when they are grouped and compared according to the

aforementioned variables.

Assumption of the Study

This study was premised on the assumption that readiness in the

implementation of senior high school program of La Salle College –

Victorias, Inc. varies to some extent.

Study Variables, Indicators and Categories

Respondents
Variables Indicators Categories

Age Number of years in existence Younger (below 37 years old)


Older (38 years old and above)

Educational Highest level of schooling of the College Level


Attainment respondents Masteral Level /Doctoral Level

Determined by the total number of Full – Time


Employment hours you are assigned to work Part -Time
Status during the work week
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Theoretical Framework

The study is anchored on Edward Lee Thorndike’s Law of Readiness

which Maheshwari (2012) stressed that proper mind set is the key word in

this law. This law states that the more “ready” an individual to respond to

a stimulus, the stronger will be the bond between them. And, if an

individual is ready to respond but is not made to respond, it becomes

frustrating and annoying to that person. In Thorndike’s words, it says,

“When a bond is ready to act, to act gives satisfaction and not to act gives

annoyance and when a bond is not ready to act and is made to act

annoyance is caused”.

This law is related to this study because it focuses on the extent of

readiness in the implementation of the senior high school program in the

area of school management and leadership, teachers, physical facilities,

community relevance of tracks and partnerships. The readiness of these

four areas could account for the successful implementation of the program

as well as the quality of education of the students. Sharma (2014)

emphasized that readiness predicts the success of program

implementation.

Supportive to the Law of Readiness is the Theory of Organizational

Readiness for Implementing Change (ORIC). This theory was developed by

Bryan J. Weiner, Ph.D. in 2009. Readiness has always been associated

with change.
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According to Weiner (2009), organizational readiness for change is a

multi-level, multi-faceted construct. As an organization-level construct,

readiness for change refers to organizational members’ shared resolve to

implement a change (change commitment) and shared belief in their

collective capability to do so (change efficacy). Organizational readiness for

change varies as a function of how much organizational value the change

and how favorably they appraise three key determinants of

implementation capability: task demands, resource availability, and

situational factors. Likewise, when organizational readiness for change is

high, organizational members are more likely to initiate change, exert

greater effort, exhibit greater persistence, and display more cooperative

behavior. The result is more effective implementation.

Furthermore, Weiner (2009) said that theory treats organizational

readiness as a shared psychological state in which organizational

members feel committed to implementing an organizational change and

confident in their collective abilities to do so. This way of thinking about

organizational readiness is best suited for examining organizational

changes where collective behavior change is necessary in order to

effectively implement the change and, in some instances, for the change

to produce anticipated benefits.

Shea et al. (2014) believed that organizational readiness for change

is an important factor in successful implementation of new policies,

programs, and practices.


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Although, the Theory of Organizational Readiness for Implementing

Change (ORIC) has not been subjected to extensive theoretical

development or empirical study (Weiner, 2009), many organizations of

different fields of interest have already been using this theory in developing

their organizations particularly in implementing new policies, programs

and practices.

Since this theory was developed to determine organizational

readiness for change in general, it can be applied within the context of the

education sector setting. The Theory Organizational Readiness for

Implementing Change (ORIC) relates much to the present study. A school

is an organization. The situational setting of La Salle College – Victorias,

Inc. maybe a concrete manifestation of this abovementioned theory. The

implementation of the senior high school program is a new program to be

implemented by the institution. A lot of changes will happen and this

includes additional personnel including teachers, more infrastructure

changes and developments, more partners, more students and the like.

With all these changes, it requires adjustment, and more so, readiness

from the people involved as well as the resources needed for the effective

implementation of the program.

Smith (2015) gives emphasis that organizational readiness is a state

comprised of the mindsets, leadership strategies, and environmental

factors within a business or organization. All of these factors make or

break the chances of success when it comes to implementing a change.


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People will have to make the change happen, and they will have to be

working in a supportive environment for the growth to be possible. Very

simply, people are motivated in and give their best, 110%, work to projects

they desire and believe in, but they also need the support and resources

to perform the work.

Conceptual Framework

This study is premised from the concept that the implementation of

the senior high school program requires a study of the extent of readiness

of the school head, the teachers, the physical facilities of the school and

the community relevance of the tracks that will be offered as well as the

partnerships established by the school in the smooth implementation of

the senior high school program.

In this research work, the extent of readiness in the implementation

of the senior high school program were categorized as either “VERY GREAT

Extent”, “GREAT Extent”, “MODERATE Extent”, “LOW Extent”, and “VERY

LOW Extent”.

The variables that were used in the study for the extent of readiness

in the implementation of the senior high school program were age,

categorized younger and older; educational attainment, categorized as

college degree holders and master’s or doctoral degree holders; and

employment status, categorized as part-time or full-time.


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The extent of readiness in the implementation of the senior high

school program specifically differed when they were grouped according to

areas namely school management and leadership, teachers, physical

facilities, community relevance of tracks and partnerships.

The results of the study were tabularized, interpreted, analyzed so

that conclusions and recommendations can be drawn out to be used to

strengthen, maintain or make necessary changes and improvement for the

smooth implementation of the senior high school program.

Scope of the Study

The study focused on the extent of readiness of the implementation

of senior high school program of La Salle College – Victorias, Inc. for the

school year 2017-2018.

The topics of this study include the extent of readiness in the

implementation of senior high school program of La Salle College-

Victorias, Inc., in terms of school management and leadership, teachers,

physical facilities, and community relevance and partnerships.

The researcher used descriptive research to present and describe

the extent of readiness as well as comparative research to show significant

differences between variables.

The researcher used three variables in this study. The variables of

the study include the age of the respondents divided into two categories

namely younger and older. It also includes the educational attainment of


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the respondents classified into two categories, college degree holders and

master’s or doctoral degree holders. Furthermore, the last variable is the

employment status of the respondents categorized as part-time or full-

time.

A 40-item questionnaire was used to gather the data divided into

four different areas. Questionnaire was validated using the criteria set

forth by Good and Scates. Reliability will be tested using Cronbach Alpha.

There were 30 respondents from La Salle College – Victorias, Inc. for this

study. Different statistical tools such as mean, frequency counts,

percentage scoring, Mann-Whitney U and Asymp. Sig. (2-tailed) were used

in the conduct of this study.

Results were interpreted as drawn from the responses from the

questionnaire and processed using the needed statistical tools.

Significance of the Study

This study is deemed significant and would be a great contribution

to senior high school program preparation for implementation. Results of

this study could be highly significant and beneficial to the following:

La Salle College – Victorias, Inc. Personnel. This will support the

new endeavor of the school in the implementation of the senior high school

program in terms of readiness and preparedness.

Students. The study will be beneficial to students who are willing to

enroll In La Salle College – Victorias, Inc. This will give them the confidence
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that the institution where they will trust their education is ready and

prepared in terms of administration, facilities and personnel.

Parents. The parents who plan to enroll their children in La Salle

College – Victorias in 2017 will have an assurance that the school where

they would send their children is ready in the implementation of senior

high school.

Residents of Victorias. The school will give the community another

option for senior high school rather than sending their children in school

far from home.

Food Industry Businessmen. Considering that the school is

offering programs under home economics category such as Cookery NC II,

Bread and Pastry Production NC II and Food and Beverage Services NC II,

it will provide them with the needed manpower in their business pursuits.

Heads of Government Agencies and NGO Officials who are

concerned with the development of the young. This will encourage them to

continue their support for the institution particularly in providing

scholarship programs for poor and deserving students. Such agencies will

surely support financially an institution which is ready and prepared so

as to make sure their funds do not go to waste.

School Heads who plan to open senior high school in the future.

Not all schools have implemented senior high school yet. This study will

help them in things to consider in opening and implementing a senior high

school program.
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Future researchers should conduct a study on the effectiveness of

the implementation.

Present Researcher. This refers to the one conducting this study.

He will find self-fulfillment in this study. This study will help and inspire

the researcher to be more innovative in carrying out programs for the good

of young people.

Definition of Terms

To facilitate the readers’ understanding of the contents of this study,

the researcher included the operational and conceptual definition of the

following terms:

Age. According to Merriam-Webster, it refers to the length of an

existence extending from the beginning to any given time.

As used in this study, it refers to the number of years of

existence of the respondents, and categorized as younger and older

in this study.

Community Relevance of Tracks. Community relevance,

according to WolfBrown (2011), should be the first and foremost element

of sustainability. It draws on a generosity of spirit and an authentic desire

to serve one’s community, allowing for a range of partnerships.

Operationally, this refers to the demand and employability of

graduates of Cookery NC II, Bread and Pastry Production NC II and Food

and Beverages Services NC II.


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Educational Attainment. It refers to the highest level of schooling

that a person has reached. (Statistics Canada, 2015)

As applied in this study, it refers to the highest level of schooling of

the respondents and categorized into college degree holders and master’s

or doctoral degree holders.

Employment Status. According to Dictionary of Sociology (1998), it

refers to the legal status and classification of someone in employment as

either an employee or worker on his own account (self-employed).

As used in this study, refers to the number of hours one is assigned

to work during the work week and classified as either part-time or full

time.

Implementation. As cited by Rouse (2015) from WhatIs.com,

implementation is the carrying out, execution, or practice of a plan, a

method, or any design, idea, model, specification, standard or policy for

doing something. As such, implementation is the action that must follow

any preliminary thinking in order for something to actually happen.

In the case of this study, it refers to the carrying out of plans for the

implementation of senior high school program of La Salle College –

Victorias, Inc.

Leadership. It is defined as the power or ability to lead other people.

(Webster's Dictionary)
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For the purpose of this study, it refers to the capacity of the school

head with all his/her necessary skills in leading the school and personnel

for the smooth running of the school.

Partnerships. It is a relationship in which two or more

people, organizations, or countries work together as partners. (Collins

Dictionary)

In the case of this study, it refers to the network and linkages, such

as industry partners, local government units and agencies, and non-

government organizations, established by the school for support in the

implementation of senior high school program.

Physical Facilities. Dictionary.com defines facilities as something

designed, built, installed, etc., to serve a specific function affording a

convenience or service.

In the case of this study it refers to classrooms, laboratories,

materials and equipment, basic school facilities such as library, Audio-

Visual Room, Cafeteria/Canteen, Clinic, Restrooms, Computer Room,

Counseling Room, Gymnasium, etc., Availability of buildable space for

development in the future.

Readiness. According to Business Dictionary, it refers to the state

of preparedness of persons, systems, or organizations to meet a situation

and carry out a planned sequence of actions.

As applied in this study, it signifies the readiness of the school in

terms of school management and leadership, teachers, physical facilities,


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and community relevance and partnership in the implementation of senior

high school program.

School Management. It means the practical measures which school

leaders take to ensure that the system of work which is used will be of the

greatest possible assistance in carrying out aims, and of the greatest

possible benefit to our children. (Nirav, 2012)

In this research, it means the use of people and other resources to

attain the objectives of the school. It also involves administrators and their

roles and functions in the operation of the school.

Senior High School Program. According to DepEd, this covers the

last two years of the K to 12 program which includes Grades 11 and 12.

As applied in this research, the term refers only to La Salle College-

Victorias, Inc., Victorias City in their implementation of Grades 11 and 12

for SY 2017.

Teachers. Conceptually, it refers to a person or thing that teaches

something, especially, a person whose job is to impart knowledge to

students about certain subjects. (Merriam-Webster Dictionary)

Operationally, it means the persons who will teach students on

particular / specific subjects in the implementation of senior high school

program of La Salle College-Victorias, Inc.


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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents a review and summary of literature and

studies related to senior high school implementation. The researcher has

gone through intensive readings of materials, both printed and

downloaded through the internet, which have a great significance to the

problem during the course of thesis writing.

Conceptual Literature

Foreign

On Senior High School Implementation

According to Beam and Harris (2017), the K-12 education system is

the public education system that most people are familiar with today.

Comprised of 13 grades, kindergarten through 12th, it refers to the public

school system in all of the United States, Canada, the United Kingdom,

and parts of Europe as well. The exact history of education is difficult to

pinpoint, considering that it has been existing in some form for centuries

in any part of the world.

Currently more than 140 countries offer, or are in transition to,

according to Sarvi et al. (2015), what has become the international norm

for pre-tertiary education, namely a kindergarten through grade 12 (K–12)


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school education system—kindergarten because of the preponderance of

research asserting the long-term learning and social benefits of school

readiness programs; and 12 years of primary and secondary schooling due

to the time needed to acquire the knowledge and skill sets necessary for

21st century university education, post-secondary training, or decent

work.

Other countries especially U.S and the European countries have

already been implementing the K-12 program. According to Study in the

USA (2016), prior to higher education, American students attend primary

and secondary school for a combined total of 12 years. These years are

referred to as the first through twelfth grades. Around age six, U.S.

children begin primary school, which is most commonly called “elementary

school.” They attend five or six years and then go onto secondary school.

Secondary school consists of two programs: the first is “middle school” or

“junior high school” and the second program is “high school.” A diploma

or certificate is awarded upon graduation from high school. After

graduating high school (12th grade), U.S. students may go on to college or

university. College or university study is known as “higher education.”

This K-12 program is now being implemented in Asian countries.

For example, prior to the implementation of the K-12 program in the

Philippines, Taiwan started their program in 2014. The educational

system in Taiwan is the responsibility of the Ministry of Education of


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Republic of China (commonly known as "Taiwan"). The system in the

Republic of China produces pupils with some of the highest test scores in

the world, especially in mathematics and science. It has been criticized for

placing excessive pressure on students and eschewing creativity in favor

of rote memorization. Recent educational reforms intended to address

these criticisms are a topic of intense debate in Taiwan. Although current

law mandates only nine years of schooling, 95% of students go on to high

school, trade school or college. President Ma announced in January 2011

that the government would begin the phased implementation of a twelve-

year compulsory education program by 2014. (Focus Taiwan News

Channel, 2011)

In its 2014 “White Paper on Human Resource Development,”

Taiwan’s Ministry of Education suggested that Taiwan’s rapid social

changes, over extended colleges and universities, and slower and slower

birth rate were creating a gap between educational training and careers,

and therefore an imbalance between human resource supply and demand.

Taiwan’s government hopes to resolve these problems, in part, through a

new a 12-year Curriculum for Basic Education, the development and

implementation of which was announced in the White Paper. This “new

curriculum” is intended to foster key competencies in future generations

and in part to bolster and enhance Taiwan’s economic competitiveness.

Moreover, the Ministry of Education’s 2014 “White Paper on Human

Resource Development” indicated that the development and


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implementation of the 12-year curriculum was one of Taiwan’s major

means of fostering key competency of the next generations. It placed an

emphasis on adaptive education, a variety of choices for advanced

learning, and guidance to suitable careers. (Chen and Fan, 2014)

The experience of Taiwan in the changes in the educational system

is not far from the experience Philippines has in the implementation of the

K-12 program.

Chen and Fan (2014) noted that Taiwan’s education planners

considered the ideas and spirits of curriculum guidelines of many other

countries, including the United States, United Kingdom, mainland China,

Hong Kong, Japan, Finland, and New Zealand. While the visions presented

in these documents defy easy summary, a few similar directions can be

identified, including that learning must be about the learners, the

curriculum should emphasize probing the potentials of the learners,

individual differences and interests must be attended to, and training in a

variety of skills for different careers should be available. It is hoped that

the schooling process will create lifelong learners who shoulder their civil

responsibilities.

On the School Management and Leadership

The school heads play a very important role in the smooth running

of the school. They are involved mostly in all aspects of the operation. They
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are the ones responsible in maintaining and ensuring the success of

operations of the school.

In a foreword by Rashmi Krishnan, IAS in the Leadership, School

Administration and Financial Management, a Training Module for Heads

of Schools by the State Council of Educational Research and Training in

Delhi wrote, “The Heads of the schools are the kingpins of the educational

system. They occupy the central position and all the activities of the school

revolve around them. An efficient system of school management to a great

extent depends upon the efficiency of the school heads. Their multifaceted

role entrusts them not only with managing the school but leading it with

a vision as a crusader to achieve certain goals of the school with a

missionary zeal. The position of the Head who is above the teachers in the

school is not just to dictate what one should or shouldn't do but to

effectively lead, manage and participate in all the activities to make the

teaching learning process in the school most effective.”

The school heads’ role is very demanding and multifaceted in nature.

It requires necessary skills to be able to perform the role efficiently and

effectively. Dr. Pratibha Sharma, Joint Director, State Council of

Educational Research and Training (SCERT) in Delhi said that school

principals are required to be sensitized about important policy

interventions and acquire necessary leadership and managerial skills.

According to the School Administration Guide (2016/17 School

Year) Education Bureau of Hongkong, the suggested roles of school heads


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are to: plan curriculum, instructional and assessment policies; set targets

and priorities for development; build up a good learning environment;

nurture staff's curriculum and instructional leadership; set targets and

phases for organizational change; value quality rather than quantity in

teaching and learning; create curriculum space and time for teachers;

manage resources and enhance the transparency in the deployment of

resources; co-ordinate departments and support the autonomy of

departments; commend progress and improvements made; communicate

effectively with staff; remove barriers; share knowledge and experiences;

and communicate with parents. These skills are necessary for the smooth

running of the school. The researcher has used these skills to check the

readiness of the school head in the implementation of the senior high

school program.

On Teachers

Teaching is seen as something you can figure out on your own, if

you have a natural gift for it. But looking for gifted people won't work to

fill the nation's classrooms with teachers who know what they're doing

(Hanford, 2015).

School Administration Guide (2016/17 School Year) Education

Bureau of Hongkong has suggested roles of the teachers. These are to:

strengthen learning-to-learn skills in learning and teaching; be

resourceful; keep abreast of the latest developments and changes; foster a


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quality learning environment; be ready to try out and work on strategies;

collaborate with community workers; be reflective; share issues,

knowledge and experiences; and formulate a personal professional

development plan.

Hodge (2015) discussed in his article Basic Education Curriculum

Revisited: A Look at the Current Content and Reform said that just as the

curriculum evolves to include new learnings that students need for the

future, professional development of teachers becomes critical, as teachers

have to strive to equip themselves with the necessary competencies to

guide and facilitate students’ learning. To meet the needs of distinct

groups of students according to their ability and learning styles, teachers

will be equipped with skills of differentiated instruction. Teachers will also

continue to develop their capacity to leverage technology to enhance

students’ learning experiences. Teachers will also develop their abilities to

become reflective practitioners, able to enhance their teaching through

research and using research findings to improve classroom practices. It is

with the same thought that this study was conceived. This is also why in

Singapore, their educational system has been regarded as one of the best

in the world (Hogan, 2014). Likewise he said that Singapore’s teaching

regime is one primarily focused on the transmission of conventional

curriculum knowledge and examination performance. And clearly it is

highly-effective, helping to generate outstanding results in international

assessments.
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On Physical Facilities

The school’s physical facilities as well as the equipment and

resources play a big role in providing quality education to its students. The

quality is an indicator if the school has the capacity to provide quality

education. Poor facilities can impede learning of the students. School

facilities should be adequate and should have the capacity to carry out

educational tasks. Facilities are but a pride of every school. Having good

facilities can attract more students to enroll in such education institution.

School facilities matter. Building conditions may not always be seen

as the most important of the myriad issues facing public education, but

they are a fundamental concern and must be addressed. (Roseman 2016)

For example, in the United States of America, New York’s highest

court ruled in the Campaign for Fiscal Equity (CFE) case that the state has

a constitutional obligation to provide every student the opportunity for a

sound basic education, which it characterized as a “meaningful high

school education.” The Regents have defined that education as one that

will allow each student to meet a challenging set of academic standards

and will prepare every high school graduate to be “college and career

ready.” To provide a sound basic education, the court said every school

must have sufficient numbers of qualified teachers, principals, and other

personnel; suitable and up-to-date curricula; an expanded platform of

services for struggling students; adequate resources for students with


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disabilities and English language learners; appropriate class sizes;

sufficient and up-to-date books, supplies, libraries, technology, and

laboratories; a safe, orderly environment; and adequate and accessible

facilities. (Rebell and Wolff, 2016) Here, it is very much stated the

importance that the school has a duty to provide adequate and accessible

facilities to its students.

The researcher sees the importance of physical facilities to be

included in the study. Not only the physical facilities help in attaining

quality education but it also gives pride to the school and can be used to

attract more enrollees.

On Community Relevance of Tracks and Partnerships

It is important that the school should see to it that the courses it

offers are relevant to the needs of the community and that the school and

community should work together in order to help build a better

community.

For example, in the years since the Great Recession, the American

economy has struggled to regain its economic pace, and more

policymakers are turning to education to help meet the high demands of a

skilled and educated work force. According to the Georgetown Center on

Education and the Workforce, by 2020, sixty-five percent of all American

jobs will require some form of post-secondary degree or credential, but the

current rate at which colleges and universities are awarding them will fall
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short by roughly 5 million. Increasingly, businesses and policymakers are

turning to community colleges to help fill these workforce gaps and

educate the growing student body, predominately made up of historically

underperforming student populations. (National Conference of State

Lagislators, 2014)

When President Obama outlined his plans for the American

Graduation Initiative, he emphasized the critical role of community

colleges in educating and training students and adults for the jobs needed

to keep the United States economically competitive. He said "Now is the

time to build a firmer, stronger foundation for growth that will not only

withstand future economic storms, but one that will help us thrive and

compete in the global economy," he said in July at Macomb Community

College in Michigan. "It's time to reform our community colleges so that

they provide Americans of all ages a chance to learn the skills and

knowledge necessary to compete for the jobs of the future." "Our

community colleges are an integral part of the solution to help get our

nation out of the current economic mess," says Washington Senator Derek

Kilmer, who chairs the Higher Education and Workforce Development

Committee. "They are critical for helping us retrain workers and meeting

current and emerging employer demands." Idaho Senator John Goedde

agrees. "The community college is one of our best economic development

tools that can tailor training programs to suit the needs of industry," he

says. "It provides additional education to working adults in the community


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or those attempting to gain employment skills." (Badolato, 2010) It is very

evident here that the school plays a great part in building the community

workforce and should cater the needs of the community by offering courses

relevant to its needs.

When schools and community organizations work together to

support learning, everyone benefits. Partnerships can serve to strengthen,

support, and even transform individual partners, resulting in improved

program quality, more efficient use of resources, and better alignment of

goals and curricula (Harvard Family Research Project, 2010). Partnerships

give the school and the students access to the real world.

Partnerships between education and business have consistently

shown their value in communities across the nation. They can, for

example: provide work-based learning experiences and strengthen career

awareness; help schools build success-oriented college and career cultures

that empower students; help educators align curriculum and readiness

standards with business needs; provide funding and equipment to

modernize classrooms, workspaces, and labs; help youth build meaningful

relationships with strong role models and mentors; provide financial

guidance and advice that lessens affordability as a barrier to college. The

case for business-education alliances is so relevant because of the value it

can bring to improving student success and opportunity. Young people are

keys to future source of ingenuity and human capital, and their education

success is a valuable asset that companies and communities can leverage


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to meet their goals well into the future. When students enter the labor

market with a strong work ethics, an appreciation for learning, a well-

formed base of knowledge and applied skills coupled with the

competencies and credentials to be productive and enterprising in the

workplace, all aspects of society benefit. (Munn and Lee, 2012)

Partnerships can also help students and their families. It can

facilitate access to a range of learning opportunities and developmental

supports, providing opportunities for students and teachers alike to

experiment with new approaches to teaching and learning. (Little, 2011)

It is important that school establishes partnerships with business

and community groups because it can improve engagement of students

and improve academic outcomes, as well as enhance their social well-being

and broaden vocational options and skills.

Local

On Senior High School Implementation

The Philippine education system pursues the achievement of

excellent undergraduates in the elementary and secondary level. The

Department of Education pronounces the addition of two more years in

the basic education of students, which according to them will benefit not

only the Filipino youth but all the Filipino in the Philippines (Luistro,

2010).
28

The additional two years in basic education may not be the only

answer to the quality of the educational system. Quality may also depend

on the curriculum, the quality of educators and the facilities provided for

by the school campuses. With the continuing increase in school tuition,

the upgrade on quality education should have already been included. The

additional two years will only be to the advantage of the schools and will

only make education a more lucrative business. The question remains.

Will the new system assure graduates of employment after graduation? If

not, the DepEd should instead enhance what they already have and not

add to the burden of education. (Malou, 2010)

The Philippines is at an academic disadvantage. According to

Quismundo (2010), the Philippines is the only country with a 10-year

cycle, according to UNESCO. One only has to see public school students’

achievement test scores to see that the system has failed the Filipino

student, said Dina Ocampo, associate dean at the University of the

Philippines College of Education. The present curriculum is described as

congested. This means that students do not get enough time to perform

tasks because the curriculum is designed to be taught in a span of 12

years and not 10 years. The more obvious result of this is the fact that

most high school students graduate without the readiness to take upon

higher education or employment. These students are not equipped with

the basic skills or competencies needed at work. Furthermore, the short

duration of our basic education program puts Filipinos who are interested
29

to either work or study abroad at a disadvantage. This is because other

countries see our 10-year program as incomplete, which then, causes

Filipino graduates to not be considered as professionals abroad (Velasco,

2012).

As presented in the article of Velasco (2012), President Benigno S.

Aquino announced: “We need to add two years to our basic education.

Those who can afford pay up to fourteen years of schooling before

university. Thus, their children are getting into the best universities and

the best jobs after graduation. I want at least 12 years for our public school

children to give them an even chance at succeeding.” (Aquino III, 2011)

The DepEd discussion paper (2010) on the enhanced K-12 basic

education program explains that this new setup “seeks to provide a quality

12- year basic education program that each Filipino is entitled to” (p.5).

Furthermore, the purpose is not simply to add 2 more years of education

“but more importantly to enhance the basic education curriculum” (p.5).

According to Philippine Institute for Development Studies (2012), DepEd

believes that the K to12 program will give every learner the opportunity to

receive quality education based on an enhanced and decongested

curriculum that is internationally recognized and competitive.

Aside from the additional two years of Senior High School (SHS), the

K-12 program totally restructures the basic education system in the

country, aiming to provide some solutions to the widespread

unemployment of the youth. As Isagani Cruz put it, “The whole point of
30

the entire K to 12 reform is to answer the needs of about 30 million young

people (those below 24 years of age) who have not finished Fourth Year

High School. Of the out-of-school youth of employable age, more than six

million are unemployed, primarily because they do not have the skills that

employers want.”

According to DepEd, the senior high school, an important feature of

the new K-12 program, creates several opportunities. Standard

requirements will be applied to make sure graduates know enough to be

hirable. Senior High School students will now be able to apply for TESDA

Certificates of Competency (COCs) and National Certificates (NCs) to

provide them with better work opportunities. Partnerships with different

companies will be offered for technical and vocational courses. Senior high

school students can also get work experience while studying. Aside from

these, entrepreneurship courses will now be included. Instead of being

employed, one can choose to start his or her own business after

graduating, or choose to further one's education by going to college.

The two years of SHS consists of two parts: Track Subjects—covering

the development of skills for immediate employment or entrepreneurship,

and Core Subjects—to ensure college readiness of K-12 graduates. It also

facilitates four career tracks for students to choose from: Academic,

Technical-Vocational-Livelihood, Sports, and Art & Design. Calderon

(2014) said that the development of tracks is based on different

competencies and/or student interest is an integral component of the


31

program. These tracks-based competencies are developed to meet the

country’s varied human capital requirements, and to prepare students for

productive endeavor

The four different career tracks provide flexibility. Depending on the

goals of the student, as well as the community and industry requirements

in a particular region, the Track Subject Curriculum enhances the value

and relevance of the high school diploma. Equally important, the Core

Subject Curriculum, remaining invariable for all schools, provides an

opportunity for everyone to be equally well-prepared for a college education

academically.

According to Implementing Rules and Regulations of the Enhanced

Basic Education Act of 2013, the Senior High School Curriculum was

developed in line with the curriculum of the Commission of Higher

Education (CHED) to ensure that by the time the students graduate from

Senior High School, they will have the standard knowledge, skills, and

competencies needed to go to college

On the School Management and Leadership

The change in the educational system from the ten-year basic

education to K-12 demands effective and efficient school leaders especially

in the implementation of the new program. In his article entitled Trend

and Issues: Roles of School Heads as Instructional Leader, Administrator


32

and Manger, Forbes (2011) said that effective school mangers are expected

to be academically goal oriented and supervise instructional and co-

curricular practices accordingly. Moreover, He further emphasized that

there is a need to train and develop school leaders and administrators fit

to pilot schools in the 21st century. In his article entitled The Challenging

Roles of a School Principal, Muring (2014) said that school principals are

the key leaders in our educational system. They are responsible of carrying

out the school vision and mission. School Principals play integral roles in

making schools function smoothly. They are involved in all aspects of the

school’s operation. They are the leaders responsible in providing

leadership in the development and implementation of all educational

programs and projects in the school. They play a vital role in achieving the

government’s aim to provide quality basic education.

Republic Act No. 9155, Chapter 1 Section No. 7, Letter E, Paragraph

3 states that consistent with the national educational policies, plans and

standards, the school heads shall have the Authority, Responsibility and

Accountability (AuRA) in managing all affairs of the school. Thus, the

success and failure of the school depends of the kind of school principal it

has.

According to Castaneda (2017) leadership is one of the oldest forms

of educational management, and currently one of the most controversial.


33

Leaders are vital at every level of an organization, and cultivating

leadership skills early is a great way to pave the way for success.

School heads are competent, committed and accountable in

providing access to quality and relevant education for all through

transformational leadership and high degree of professionalism. DepEd,

through the National Competency-Based Standards for School Heads,

identifies the competencies for the school heads and are classified into

seven domains for school leadership and management. These are school

leadership, instructional leadership, creating a student-centered learning

climate, human resource management and professional development,

parent involvement and community partnership, school management and

operations, and personal and professional attributes and interpersonal

effectiveness. The researcher has used some of these competencies to

check the readiness of the school head in the implementation of the senior

high school program. (DepEd, 2012)

On the Teachers

When the K to 12 program was first brought up, those who opposed

it raised concerns on the additional burden to parents and students.

However, now that K to 12 is in the initial stages of implementation,

another issue has cropped up – its effect on teachers. The transition from

the 10-year Basic Education program to the 12 years of the K to 12


34

program is also critical to teachers as these professionals will also need to

upgrade their skills so they will not be left behind when the program is

fully implemented come 2016. For schools to be able to shift to the K to 12

program, administrators have to make adjustments to the movement of

faculty, as well as resources (Lacamiento, 2014).

Teachers play a big role in the learning of the students. Accept it or

not, teachers are the heart of education given their gargantuan roles

(Forbes, 2012). Columnist and teacher Lee-Chua (2012) said in her one

column about the K to 12 program, “To implement the K to 12 curriculum

properly, good teachers are essential.” According to her many teachers

may be engaging and creative, but lack the skills to handle complex topics.

Furthermore she said that teachers should be able to facilitate learning

among diverse types of learners in diverse types of learning environments,

using a wide range of teaching knowledge and skills.

It is the goal of every school not only to have teachers who can teach

but teachers who are highly qualified and competent to teach their field of

interest. For Forbes (2012), the very reason why private schools insure

that they employ highly qualified teaching staff is to insure that they are

offering the best education to their clients.

On Physical Facilities

The unavailability of learning materials is just one of the problems

still hounding the country’s new basic education program, K to 12, in the
35

three years of its implementation (Legaspi, 2014). It is of utmost

importance that school physical facilities should be available and

functional.

Educational facilities are considered indispensable to a school; they

do not only provide housing for the school but also serve as facilitating

agent for all the educational activities that take place in a school. The

primary function of educational facilities is to provide the proper school

environment that is most conducive to effective teaching and learning. It

shall be responsive to changes in teaching methods and school

organization taking into consideration the changes in educational process

which has become more active, interrelated, and has become an integral

part of the wider community.(DepED Educational Facilities Manual,

2010).

The researcher sees the importance of physical facilities to be

included in the study. Not only the physical facilities help in attaining

quality education but it also gives pride to the school and can be used to

attract more enrollees.

On Community Relevance of Tracks and Partnerships

The K to 12 curriculum is relevant and responsive as it centers on

the Filipino learner; it is developmentally appropriate (age appropriate) and

focuses on succeeding in the 21st century. Moreover, the curriculum


36

responds to the needs of the community: an agricultural town may offer

agricultural elective courses; a coastal area, fishery elective courses; an

urban area, industrial arts. Learning will be systematically matched with

labor market requirements. (K to 12 Toolkit, 2012)

Moreover, The K to 12 curriculum considers every aspect of

development of the learners so that graduates will be holistically

developed, equipped with 21st century skills and prepared for

employment, entrepreneurship, middle level skills or higher education (K

to 12 Toolkit, 2012).

It is essential that every school who opens a senior high school

program should make sure that the specialized tracks it offers are relevant

to the needs of the community. It would be inappropriate to offer tracks

which are not the immediate needs of the community. Consequently, it

can lead to more unemployment to Filipinos.

As cited by Geronimo (2014), Undersecretary for Programs and

Projects, Dina Ocampo, told DepEd officials during a workshop on SHS

implementation to look at the emerging industries in the area and see what

SHS tracks fit best. She further added that it will be a challenge not only

for DepEd but even for local government units (LGUs): to develop an

implemented school curricula responsive to the needs of their regions. If

more high school graduates are equipped with skills relevant in their

areas, there won't be a need for them to go to Metro Manila and other,

more urbanized areas where compensation is deemed better.


37

The researcher finds it important to check the relevance tracks being

offered if they can answer to the demands of the community.

Furthermore, according to DepEd Memorandum 40, s. 2015, to

achieve the goals of the K to 12 Program, the Department of Education

(DepEd) needs to enter into partnerships with different groups in the fields

of work immersion opportunities for public Senior High School (SHS)

learners, use of facilities and equipment, additional teacher training

opportunities, and additional resources in the form of donations. Same

holds true for private schools whose aim is to open senior high school

programs. Schools need partners in order to broaden its opportunities for

growth and development. DepEd has even designated social mobilization

and networking coordinators or any other qualified persons as partnership

focal persons (PFP) whose tasks and responsibilities are to establish

partnerships and linkages.

The abovementioned foreign and local conceptual literature were

used in conduct of this study.


38

Research Literature

Foreign

On Senior High School Implementation

After more than a decade of dedicated effort to universalize access

to primary education, policymakers in developing countries are shifting

their focus towards expanding access to secondary education (UNESCO,

2011). The senior high school covers the last two years of the K-12 program

and includes Grades 11 and 12. This means that basic education has been

expanded from ten years to twelve years. Although there have been a lot

of objections on the implementation of K-12 program, particularly the

additional two years of basic education, it was still implemented for several

reasons. The K-12 program aims to produce Filipino graduates who are

holistically developed with 21st century skills prepared for higher

education, middle-level skills development, employment and

entrepreneurship (SEAMEO INNOTECH, 2012).

In a study conducted by Chen, et.al (2013) in China entitled the

“Impact of a Senior High School Tuition Relief Program on Poor Junior

High School Students in Rural China”, it was found out that a significant

gap remains between rural and urban students in the rate of admission to

senior high school. One reason for this gap may be high tuition and other

school fees at the senior high school level. By reducing student


39

expectations of attending high school, high tuition and school fees can

reduce student academic performance in junior high school. In this paper

we evaluate the impact of a senior high tuition relief program on the test

scores of poor, rural seventh grade students in China. They surveyed three

counties in Shaanxi Province and exploit the fact that, while the counties

are adjacent to one another and share similar characteristics, only one of

the three implemented a tuition relief program. Using several alternative

estimation strategies, including difference-in-differences (DD), difference-

indifference-in-differences (DDD), propensity score matching (PSM) and

difference-indifferences matching (DDM), we find that the tuition program

has a statistically significant and positive impact on the math scores of

seventh grade students. More importantly, this program is shown to have

the largest (and only significant) impact on the poorest students. This

study is related to the researcher’s study because implementation of the

Senior High school will not only be based on the readiness of the school

but as well as on the parents’ financial capacity to send their children to

high school with additional two more years.

On School Management and Leadership

Branch et. al (2016) believed that a good principal is the key to a

successful school. They conducted a study that provided new evidence on

the importance of school leadership by estimating individual principals’


40

contributions to growth in student achievement. The results indicate that

highly effective principals raise the achievement of a typical student in

their schools by between two and seven months of learning in a single

school year; ineffective principals lower achievement by the same amount.

These impacts are somewhat smaller than those associated with having a

highly effective teacher. But teachers have a direct impact on only those

students in their classroom; differences in principal quality affect all

students in a given school. Moreover, they found out that instability of

leadership is often cited as an impediment to improving high-poverty and

low-performing schools. They concluded that the role of principals in

fostering student learning is an important facet of education policy

discussions. Strong leadership is viewed as especially important for

revitalization of failing schools. To date, however, this discussion has been

largely uninformed by systematic analysis of principals’ impact on student

outcomes. Determining the impact of principals on learning is a

particularly difficult analytical problem. Nevertheless, even the most

conservative of our three methodological approaches suggests substantial

variation in principal effectiveness: a principal in the top 16 percent of the

quality distribution will produce annual student gains that are 0.05

standard deviations higher than an average principal for all students in

their school.
41

On the Teachers

Teachers play an important role in the school. Their role in the

school is indispensable. Their qualifications, motivation and commitment

to teach is equally important too. In a study conducted by Mkaumbo

(2011) about teachers’ qualifications, motivation and commitment to teach

and their implications on quality education, she found out that

qualifications, motivation and commitment to teach are critical factors

that drive students’ academic performance. Qualifications alone without

adequate teacher commitment do not lead to improvement or better

students’ academic performance. Furthermore, she found out that Schools

with strongly committed teachers but not necessarily with highest

qualifications (degree holders and above) perform better in national

examinations and schools with highly qualified teachers but who are not

very committed to the teaching profession did not necessarily perform

better in national examinations than those with average teacher

qualifications (diploma or below). Thus, for example, public schools which

have the highest number of highly qualified teachers did not perform as

well as private schools owned by Christian organizations, which have a

relatively lower proportion of highly qualified teachers.

In a study conducted by Abebe and Woldehanna (2013) entitled

“Teacher Training and Development in Ethiopia: Improving Education

Quality by Teacher Skills, Attitudes and Work Conditions”, they found out

that part of the teachers’ attitude towards their profession is influenced by


42

society’s attitude towards them and the value of education. In this way,

parents and other community members can play pivotal roles in school

improvement and in motivating teachers to provide quality teaching to

students. Parents also a play big role in achieving overall access to

education, resolving equity issues and reducing drop-out. But this can be

achieved only if parents and community representatives are more aware

of the importance of education and the part teachers play in providing it.

Therefore, greater efforts should be made to increase the participation of

parents and community members in school activities, so creating a sense

of ownership on the part of communities and establishing good

partnership between teachers and communities. Through this process,

community participation in schools could improve teachers’ attitude

towards their profession. They also said that good school management also

helps to enhance teachers’ motivation so the importance of qualified and

experienced head teachers in improving teacher quality should not be

overlooked. Head teachers should get proper training on how to manage,

monitor and supervise the day-to-day activities of teachers in schools and

classrooms, and should not be overburdened with non-school activities.

Improvements in education quality are not all down to the teachers and

communities however. Greater investment by the Government and other

stakeholders is needed to help improve the attitude of teachers towards

their profession, to retain quality teachers, and to equip Ethiopia’s

children for the challenges of the 21st century.


43

On Physical Facilities

Physical facilities are important in the delivery of quality education.

Poor facilities can impede learning. According to the experts, it must at

least comply with the following parameters: First, comfort for students,

teachers, and administrators: spaces for teachers and students, with an

adequate temperature, ventilation, and lighting, with water, electricity,

and Internet services, as well as sanitary services and the respective

drainage of sewage waters. Second, spaces for the development of

rehearsals and practices such as libraries, and natural sciences,

information technology, physics and chemistry labs. Third, spaces for the

development of talents and entertainment, sports, and culture. Daniel

Rivera, Social Development Project Director at CAF, Development Bank of

Latin America, said, "The improvement of the physical conditions of

schools is as closely related to learning as other educational inputs

including home environment, motivation, good teachers, libraries,

technologies, or student services". According to UNESCO, the school drop-

out rate in Latin America is 17 percent, and greater in rural areas. Several

studies have found that the physical conditions of school buildings

positively affects school completion and cycle completion rates, and

increases registration. For example, in Peru the World Bank found that

investments in school facilities had a very significant positive effect on

students' attendance rates. Rivera explains "To optimize investments in

education it is essential for authorities to observe the significant role of


44

infrastructure interacting with other essential educational inputs to be

able to undertake comprehensive proposals that together, improve the

quality of education, thus promoting greater equality of opportunities and

contribute to reduce inequalities and advance toward a real productive

transformation in the region". (CAF, 2016)

Furthermore, in a study conducted by Hasbullah et.al. (2011) school

facilities have the important role to ensure the quality of teaching and

learning with respect to achieve quality of education. He found out that

the performance of school facilities significantly affected on student

achievement. For Hasbullah et al. (2011), the study on measuring school

facility performance is basically important to be taken in order to provide

appropriate teaching and learning environment.

On Community Relevance of Tracks and Partnerships

Education and business leaders should create meaningful,

successful and long lasting partnerships to ensure that all youth are ready

for college, work and life. Collaboration between business and education

can ensure that students could graduate high school equipped with the

skills necessary to thrive in the workplace, post-secondary education and

life. (Ready by 21, 2010)

In a study conducted by Nausieda (2014), he found out that training

centers, the school for that matter, and businesses mutually seek to fulfill
45

needs they cannot fulfill alone. The technical centers seek to fulfill their

need to help the community in which they are located. Motivations to fulfill

these needs are rooted in the initial creation of the institution. The colleges

also fulfill other needs, such as obtaining resources they would not have

without the partnership. For example, in the Greenridge partnership, the

technical center gained materials for training they would not have if it were

not for the partnership. In turn, businesses receive training that would

otherwise remain unavailable, because the technical centers seek out

grants to help subsidized the training. The technical centers train students

and look for businesses who seek training. Moreover, he also found out

that one motivation for organizations to partner is the potential for

training. He said that technical centers are not just motivated to develop

a training program for any business that was interested in partnering. The

training program must be connected to a field that has a positive outlook

for economic growth.

In this case, when both organizations, the school and industry for

this matter, forge partnerships, both benefit from such.

Local

On Senior High School Implementation

The senior high school covers the last two years of the K-12 program

and includes Grades 11 and 12. However, certain problems are being
46

faced with this new transition. Lagura (2012) said that it is remarkable

and inspiring to see that Philippines is now progressing economically and

as such, to sustain and possibly prolong this stream, targeting the

education sector is a must. He further added that unpreparedness, poor

educational participation and development will surely yield to negative

outcomes. The biggest issues in K-12 Education System must address are

its requirement educational inputs and processes. If these are not given a

solution, the K-12 Education System is already ruined from the start.

A transition period is likely, with private universities receiving

income by hiring out facilities to the government, which will help alleviate

time and cost pressures. Vincent K. Fabella, the president of Jose Rizal

University in Mandaluyong City, thinks the change will have broader

implications and present new opportunities for higher education

providers. “An extra two years puts additional financial pressure on

families and means a higher graduation age,” he said. “We think students

may think about shorter two-year courses, with more interest in vocational

qualifications, encouraging universities to work harder to provide relevant

courses” (Fabella, 2012).

As ambitious as it is controversial, the government’s K-12 program

is in the process of reshaping education in the Philippines. With a

forward-thinking and adaptable approach, private institutions are ideally


47

placed to support the endeavor and benefit from the new opportunities

presented by extended schooling (Fabella, 2012).

In addition, in the study of Acosta and Acosta (2016), which focused

of this study is on the readiness of higher education institutions in the

Philippines to the implementation of the Senior High School program of

the new K-12 curriculum, they found out that there are five predisposing

factors, namely: eligibility, staffing guidelines, course streamlining,

workforce surplus management, and alternative programs to be

determinants of senior high school readiness among college teachers and

higher education institutions that will ensure sustainability and the

promotion and protection of the welfare of the affected faculty and other

employees in the higher education sector.

On School Management and Leadership

Implementing a new curriculum requires strong leadership at the

school level. The success of a school depends a lot on the principal. A

significant fraction of public schools in the Philippines currently do not

have a principal or a head teacher. This clearly needs to be addressed first

before any reform in curriculum is initiated. Otherwise, a new curriculum

has no hope of being implemented successfully. (De Dios, 2012)

Successful school managers should be interested in developing and

adopting necessary skills to create the best teaching and learning


48

environment. The evolving needs of the school organization grow out of the

never-ending pressure from the different stakeholders in the educational

system. The capacity to perform both as leaders and managers shapes the

school organization as a whole. The call for enhancing the leadership and

managerial competencies of school heads as the most influential person

in promoting reform, change, and innovations in performing these

functions challenges educational leaders. The emerging changes in leading

and managing organizations should be dealt with by discovering new

opportunities and threats attached to these and at the same time

reconciling these with essential management processes. One must

understand the changes in school environment, but the application of

proven fundamentals of planning, organizing, leading and controlling

remain unchanged. They are as relevant as they were years ago but their

form continuously evolves. With these, school heads’ work and

responsibilities become complex that a full range of leadership and

management knowledge, skills, competencies, and standards are needed.

Every school that promotes lifelong learning, raise student achievement,

uphold high teaching standard and advocate school improvement must be

led by school heads who are skilled in leadership and management

techniques. (Cruz et. al, 2016)

Furthermore, in the study conducted by Cruz et al. (2016), they

found out that even though the overall level of managerial performance of

school heads was described as very satisfactory, there were weaknesses in


49

performing some functions in the five areas of school management namely:

vision-mission-goals, school plants and facilities, community relations and

management of school improvement plans. One of which is establishing

school and community networks and encouraging the active participation

of all of the stakeholders. Thus involvement of stakeholders in planning,

monitoring and evaluating the progress the school has set. In the area of

financial and budgeting, school heads have greater responsibility and

accountability that school finances are without a trace of irregularities.

Parents, students and community play vital role in the success of how

school heads perform in the different areas of school management.

Some of these skills were used by the researcher in determining the

readiness of the school management and leadership.

On the Teachers

In a study conducted by Legend (2014), entitled “Preparedness of

the Public School Teachers in the Implementation of Senior High School”,

results showed that the teachers need to be trained on specialized subjects

to teach in pre-baccalaureate in senior high school.

Hence, the researcher infers that the preparations of the teachers from

pre-service to in service are necessary. This study is related to this

research study because both aimed to identify the preparedness of the

teachers in the implementation of Senior High school.


50

Furthermore, in a study conducted by Crisol and Alamilo (2014),

entitled A Comparative Study of the Attitudes between the Students and

Teachers of Two Public Elementary Schools in Northern Mindanao toward

the K to 12 Curriculum Shift, they recommended that future researchers

should consider looking into the other aspects of the K-12 curriculum shift

such as cognitive preparedness, environmental conditions and others.

Teachers need to be ready in the implementation of the senior high

school programs. Their readiness and preparedness will be indicators of

student achievement and quality education. In a study conducted by

Lacorte (2014), on the readiness of teachers, she recommended that

teachers should maintain and strengthen further their readiness in the

implementation of the K-12 program through attending more in-service

trainings and seminars related to K-12. She further recommended that

teachers should be more resourceful and creative by keeping themselves

abreast of the current educational trends.

On Physical Facilities

Limon (2016) said that a considerable number of variables that

operate in the teaching-learning process invariably affect the educational

performance and achievement of students. One crucial variable that

directly impacts the quality of learning acquisition among learners is the

adequacy or lack of school facilities that aid in the reinforcement of


51

knowledge and skills. In his study, he found out that insufficient school

facilities were negatively impacting student performance and achievement,

and the administrators concerned take no significant action in addressing

this educational issue. Since the lack of educational facilities was proven

to pose serious ramifications on student performance and achievement,

stakeholders should closely look into procedures that focus on facility

support and management in the field of TLE.

Thus, it is important to check the readiness of the school facilities

in the implementation of senior high school programs.

On Community Relevance of Tracks and Partnerships

Schools offering senior high school programs should focus on

relevant industry courses to ensure employability and better career

options.

In an article written by Taboras (2014) he cited the study of Fr.

Onofre Innocencio, SDB entitled “Implementing the Senior High School

Tech-Voc Track”. Innocencio said that there is adequate time to train

manicurists and pedicurists, but shall these provide the skills necessary

for industrial development of the nation? He further said that with the

constraints of the senior high school, it is not possible to truly develop the

multi-skilled students needed for industry. Innocencio confirmed his

thesis in recent dialogues with industry: what is important is not that the
52

student has gone through a required number of hours in vocational

training, but that the student actually have the skills required by

industry.

Regarding partnerships, it is beneficial for school to establish such

with its community in order to gain more resources necessary for the

success of the implementation of school programs.

A case study was conducted by Brooks and Sutherland (2014)

entitled Educational Leadership in the Philippines: Principals’ Perspectives

on Problems and Possibilities for Change. This case study involved school

leaders in the Southern Philippines and explored principal perspectives

on local dynamics that facilitate and impede meaningful educational

change. The research indicated that change is a complicated proposition

in the region, and that some principals are better or worse equipped to

lead depending on a variety of cultural, political and organizational factors.

In particular, the research revealed that principals’ ability to establish

meaningful relationships with both school system and government officials

was critical to facilitating positive change. Moreover, they found that it is

important for school leaders to establish and maintain effective support

networks. The most effective principals develop these networks both within

the school system (teachers, district administrators, division

administrators) and in their local communities. It seems particularly

important for school principals to have the support of their barangay


53

captain, the neighborhood official with the most authority in a community.

Moreover, there are few opportunities to network with other educators at

the national and international levels, but these opportunities should be

explored more fully. Furthermore, they also said that it could be fruitful to

create support communication networks at the district level. Such

structures have the potential to provide some stability to the system, allow

greater sharing of resources and help establish and develop district

resource centers that can share instructional resources and offer targeted

professional development.

The abovementioned foreign and local research literature were used

in conducting this study.

Synthesis

The abovementioned foreign and local concepts and studies were

used in conduct of this study.

The foreign and local concepts and studies focused on the different

areas such as the K-12 Program, particularly the senior high school

program implementation, school management and leadership, teachers,

school physical facilities and the community relevance of tracks and

partnerships. The presented literature tells the importance of the

mentioned areas as well as their relevance in this study.


54

This research work aimed to look into the extent of readiness in the

implementation of the senior high school program in the areas mentioned

above.

The literature used has aided the researcher understand better the

K-12 program. It also gave insights on the extent of implementation of the

K-12 in some other countries. Beam and Harris (2017), Sarvi et al. (2015),

Malou (2010), Quismundo (2010), Velasco (2012), Study in the USA

(2016), Focus Taiwan News Channel (2011), Chen and Fan (2014), Aquino

III (2011), Philippine Institute for Development Studies (2012), Calderon

(2014), Implementing Rules and Regulations of the Enhanced Basic

Education Act of 2013, and DepEd helped in the understanding of the K-

12 program.

The studies on the implementation of K-12 of Chen, et.al (2013),

Lagura (2012), (Fabella, 2012), Acosta and Acosta (2016), UNESCO (2011),

SEAMEO INNOTECH (2012) helped the researcher in the discernment in

the formulation of the research questions.

School management and leadership proved to be of utmost

importance in the smooth running of the school. This is presented in the

concepts of Krishnan (n.d), Sharma, School Administration Guide

(2016/17 School Year) Education Bureau of Hongkong, Forbes (2011),

Muring (2014), Republic Act No. 9155, DepEd and the studies of

Castaneda (2017), Branch et. al (2016), De Dios (2012), Cruz et. al (2016).
55

The availability of teachers and their proficiency in their field of

expertise are indispensable in the delivery of quality education. This is

stated in (Hanford, 2015), Hodge (2015), Hogan (2014), Lacamiento, 2014),

Forbes (2012), Lee-Chua (2012) and studies of Mkaumbo (2011), Abebe

and Woldehanna (2013), Legend (2014), Crisol and Alamilo (2014), Lacorte

(2014) proves this.

Roseman (2016), Rebell and Wolff (2016), Legaspi (2014), DepED

Educational Facilities Manual (2010), CAF (2016), Hasbullah et.al. (2011)

and Limon (2016) unveil that the physical facilities are crucial means in

achieving the goal of education.

National Conference of State Lagislators (2014), Badolato (2010),

Harvard Family Research Project (2010), Munn and Lee (2012), Little

(2011), K to 12 Toolkit (2012), Geronimo (2014), DepEd Memorandum 40,

s. 2015, Ready by 21, 2010, Nausieda (2014) and Taboras (2014),

Brooks and Sutherland (2014) show the impact of the relevance of the

tracks to be offered and that it should answer the needs of the community

industry. It also tells of the significant role and impact of partnerships play

in the development of the school and the future of its graduates.

The foreign and local concepts and studies also have helped the

researcher in the formulation of the questionnaire to be used for the

conduct of this study. All the concepts and studies, foreign and local,

presented and discussed in this study relate to the goal of this research,
56

to check the extent of readiness in the implementation of the senior high

school program of La Salle College – Victorias, Inc., particularly, in the

area of school management and leadership, teachers, school physical

facilities and the community relevance of tracks and partnerships.


57

Chapter 3

METHODOLOGY

This chapter presents the different procedures utilized in conducting

this study. A number of activities in the plan of work include the following

operations: a) research design; b) locale of the study; c) respondents of the

study; d) data gathering instrument; e) validity of the research instrument;

f) reliability of research instrument; g) data gathering procedure; h)

analytical schemes and i) statistical tools

Research Design

Michael Wills (2017) defines research design as to how a researcher

puts a research study together to answer a question or a set of questions.

Research design works as a systematic plan outlining the study, the

researchers' methods of compilation, details on how the study will arrive

at its conclusions and the limitations of the research.

There are many research designs such as action research design,

case study design, casual design, cohort design, cross-sectional design,

descriptive design, experimental design, exploratory design, to name a few.

In the case of this study, the descriptive method of research was

used since it aimed to describe the extent of readiness of the school as a

whole in the implementation of the senior high school program for school

year 2017.
58

According to Garcia (2010), descriptive research aims to describe

systematically, functionally, accurately and objectively a situation,

problem or phenomena. As explained by Alburro (2013), descriptive

research focuses on the present condition. The purpose is to find new truth

that may have different forms such as increased quantity of knowledge, an

increased insight into factors which are operating, the discovery of a new

casual relationship and more accurate formulation of the problem.

This approach was chosen by the researcher because it will provide

an accurate account of the purpose of this study. Descriptive design is one

of the common forms used in researches. The researcher found this

method more appropriate in this study to be able to describe the

demographic profile of the respondents and the outcomes of the

questionnaire that was used in the conduct of this study.

Locale

The school where the study was conducted is La Salle College-

Victorias. It is formerly known as University of St. La Salle – Vicmico. It is

located at Paz Ave., Canetown Subdivision, Vicmico, City of Victorias,

Negros. It used to be a college supervised by the University of St. La Salle

– Bacolod offering courses such as BS in Accountancy, BS in Commerce

and associate courses in Commercial Science and Computer Secretarial.

To cope with the dwindling enrollment of tertiary degree programs,

the school shifted to offering TESDA competency based programs in


59

November 2009 starting with Commercial Cooking, Computer

Programming and Massage Therapy. Currently, it offers four courses

namely Cookery NC II, Bread and Pastry Production NC II, Food and

Beverage Services NC II and Massage Therapy NC II. The school is an

accredited training institution by the Technical Education Skills and

Development Authority (TESDA). Apart from being a training institution,

it is also an assessment institution accredited by TESDA for Cookery NC

II, Bread and Pastry Production NC II, Food and Beverage Services NC II.

Presently, the school is on the process of stabilization. However, it

depends mainly on funds from local government units, NGOs and other

organizations through scholarship programs in order to sustain its

financial capability. Nowadays, with the proliferation of TVET program

offerings in the city and nearby cities and municipalities, La Salle College,

Victorias, Inc. is looking into options to sustain the school for fear that

diversion of government funds, in which it depends most, will take effect

anytime under the present Duterte Administration. One option is to offer

Senior High School Program to students of Victorias City and nearby areas.

Victorias City, where the school is situated, is a progressive city.

With new establishments mushrooming everywhere and with the city’s

goal to make the city an Agri-Eco Tourism destination, there will be more

demand for cooks, bakers, pastry chefs, and food and beverage servers in

the coming years. The programs offered by the school will answer the city’s

future demands for skilled manpower. However, the main question is: Is
60

La Salle College-Victorias, Inc. ready to offer these programs for senior

high school students? This paper will look into the extent of readiness in

the implementation of senior high school programs of La Salle College-

Victorias, Inc. for school year 2017.

Respondents of the Study

The respondents of the study are the teaching and non-teaching

staff of La Salle College – Victorias, Inc. Sampling will not be used in this

study since all the teaching and non-teaching staff are respondents and

will be subjected to the study.

There are 30 full-time and part-time employees and they were all

chosen as respondents of the study.

Table 1
Distribution of Respondents

Respondents Population (N) Percentage (%)

Full-time 7 23.3

Part-time 23 76.7

Total 30 100.0
61

Data Gathering Instrument

Accurate and systematic data gathering is critical in conducting

research studies. Data collection allowed the researcher to collect

information which are relevant and beneficial to the study. Depending on

research type, methods of data collection include: documents review,

observation, questioning, measuring, or a combination of different

methods.

In the case of this study, a questionnaire was used for data

collection. The questions that the researcher used were based from the

Senior High School Manual of Operations Vol. 1 and the 5-year Senior

High School Preparation Roadmap of DepEd.

The study focused on the extent of readiness in terms of school

management and leadership, teachers, physical facilities, and community

relevance and partnership.

Part I of the questionnaire included the profile of the employees of

La Salle College Victorias, Inc. as respondents of the study in terms of age,

educational attainment and employment status.

Part II consisted of the questions on the readiness of the employees

on the implementation of senior high school program of La Salle College –

Victorias, Inc. in terms of school management and leadership, teachers,

physical facilities, and community relevance and partnership.

The responses of the respondents were interpreted according to the

scale and qualitative description found at the questionnaire.


62

Validity of the Research Instrument

According to Howel et al. (1994-2012), validity in research refers to

the degree to which a study accurately reflects or assesses the specific

concept that the researcher is attempting to measure. While reliability is

concerned with the accuracy of the actual measuring instrument or

procedure, validity is concerned with the study's success at measuring

what the researchers set out to measure.

In the case of this study, three validators were asked to validate the

research instrument. The validators were two Master Teachers of Victorias

National High School (VNHS), one has completed academic requirement in

MAED and one has MA in English. The third validator is a Public Schools

District Supervisor of Talisay City, currently completing his doctoral

degree in Educational Management.

A five-point scale based from the criteria set forth by Carter V. Good

and Douglas was used to rate each item as to get its validity.

The results of their ratings was 4.85, and according to the criteria

set forth by Carter V. Good and Douglas Scates, the research instrument

is rated EXCELLENT.

Reliability of the Research Instrument

Howell et al. (1994-2012) defines reliability as the extent to which

an experiment, test, or any measuring procedure yields the same result on

repeated trials. Without the agreement of independent observers able to


63

replicate research procedures, or the ability to use research tools and

procedures that yield consistent measurements, researchers would be

unable to satisfactorily draw conclusions, formulate theories, or make

claims about the generalizability of their research.

In the case of this study, the questionnaire was given to 30 senior

high school teachers of Victorias National High School (VNHS), Victorias

City. The researcher administered the questionnaire once and scores were

correlated using the Cronbach Alpha.

As cited by Tavakol and Dennick (2011) Cronbach Alpha was

developed by Lee Cronbach in 1951 (Cronbach, 1951) to provide a measure

of the internal consistency of a test or scale; it is expressed as a number

between 0 and 1. Internal consistency describes the extent to which all the

items in a test measure the same concept or construct and hence it is

connected to the inter-relatedness of the items within the test. Internal

consistency should be determined before a test can be employed for

research or examination purposes to ensure validity. In addition, reliability

estimates show the amount of measurement error in a test. Put simply,

this interpretation of reliability is the correlation of test with itself.

Reliability tests, like Cronbach’s alpha, are most commonly used to

see if questionnaires with multiple Likert scale questions are reliable.

Cronbach’s alpha will tell the researcher if the test designed is accurately

measuring the latent variable the researcher is interested in. (Andale,

2014)
64

The resulting α coefficient of reliability ranges from 0 to 1 in

providing this overall assessment of a measure’s reliability. If all of the

scale items are entirely independent from one another (i.e., are not

correlated or share no covariance), then α = 0; and, if all of the items have

high covariances, then α will approach 1 as the number of items in the

scale approaches infinity. In other words, the higher the α coefficient, the

more the items have shared covariance and probably measure the same

underlying concept. (Goforth, 2017)

Using this statistical tool through the SPSS, the computed alpha is

0.958 and interpreted as “VERY HIGHLY RELIABLE”.

Data Gathering Procedure

For the purpose of this research, a questionnaire was used to yield

the results of the study. With the validity rated as excellent and reliability

interpreted a very highly reliable, the researcher felt ready and confident

to conduct the study. Copies of the questionnaires were reproduced and

permission to conduct the survey and to administer the research

instrument was secured at La Salle College – Victorias, Inc.

The researcher personally administered the conduct of the survey to

the respondents of the study. The objectives of the study were thoroughly

explained to the respondents as well as the interpretation and the

qualitative description of the ratings. The respondents were assured of the

confidentiality of their responses and their anonymity.


65

Questionnaires were retrieved and the researcher collated the data

in preparation for the statistical analysis and interpretations of the result.

The data collected was processed using the SPSS software.

Analytical Schemes

After the data was collected, raw data was organized and analyzed.

The schemes that were used in this study in order to achieve its objectives

will vary depending on the nature of the research objectives. In this

research, the following analytical schemes were employed.

The first objective was to determine the profile of the respondents in

terms of age, educational attainment and employment status. Descriptive

analytical scheme was used to attain this objective.

The second objective was to determine the extent of readiness of La

Salle College - Victorias, Inc. on the implementation of senior high school

program in terms of school management and leadership, teachers,

physical facilities, and community relevance and partnerships. Descriptive

analytical scheme was used.

The third objective was to determine the extent of readiness on the

implementation of senior high school program as assessed by the various

respondents when they were grouped according to the aforementioned

variables. Descriptive analytical scheme was used.

The last objective is to find out if there was a significant difference

on the extent of readiness of senior high school implementation as


66

assessed by the respondents when they were grouped and compared

according to the aforementioned variables. Descriptive and comparative

analytical scheme were used in this case.

Statistical Tools

The statistical tools used in this research vary depending on the

nature of the research problem.

In problem no. 1, the collected data regarding the profile of the

respondents in terms of age, educational attainment and employment

status, frequency counts and percentage score was used. Frequency

statistics simply count the number of times that each variable occurs,

such as the number of males and females within the sample (Korb, 2013).

One of the most frequent ways to represent statistics is by percentage.

Percent simply means "per hundred" and the symbol used to express

percentage is %. One percent (or 1%) is one hundredth of the total or whole

and is therefore calculated by dividing the total or whole number by 100.

(Statistics Canada, 2015)

These statistical tools were used in describing the demographic

profile of the respondents in terms of age, educational attainment, and

employment status.

In problem no. 2, in order to determine the extent of readiness in

the implementation of senior high school program of La Salle College -

Victorias, Inc. in terms of school management and leadership, teachers,


67

physical facilities, and community relevance and partnerships, mean was

used.

The mean (or average) is the most popular and well known measure

of central tendency. It can be used with both discrete and continuous data,

although its use is most often with continuous data. The mean is equal to

the sum of all the values in the data set divided by the number of values

in the data set. (Laerd Statistics, 2013)

This statistical tool was used to measure the extent by which the

respondents assessed the given research variables.

The scores that were obtained were interpreted as follows:

Mean Score Range Verbal Interpretation

4.24 – 5.04 Very Great Extent

3.43 – 4.23 Great Extent

2.62 – 3.42 Moderate Extent

1.81 – 2.61 Low Extent

1.00 -1.80 Very Low Extent

In problem no. 3, in order to determine the extent of readiness on

the implementation of senior high school program as assessed by the

various respondents when they were grouped according to the

aforementioned variables, mean was also used.


68

In problem no. 4, in order to determine if there was there a

significant difference on the extent of readiness of senior high school

implementation as assessed by the respondents when they were grouped

and compared according to the aforementioned variables, Mann-Whitney

U and the associated probability Asymp. Sig. (2-tailed) were used.

Statistics Solutions define significance testing as the use of

statistical techniques that are used to determine whether the sample

drawn from a population is actually from the population or if by the chance

factor. Usually, statistical significance is determined by the set alpha

level, which is conventionally set at 0.05. Inferential statistics provide the

test statistics and significance level of the analysis conducted, and if the

associated p value (or significance) value falls below the determined alpha

level, then the analysis can be said to be statistically significant.

According to Laerd Statistics (2013), the Mann-Whitney U test is

used to compare differences between two independent groups when the

dependent variable is either ordinal or continuous, but not normally

distributed. Mann-Whitney U test allows you to draw different conclusions

about your data depending on the assumptions you make about your

data's distribution. These conclusions can range from simply stating

whether the two populations differ by determining if there are differences

in medians between groups. These different conclusions hinge on the

shape of the distributions of your data.


69

The computer software IBM SPSS was used in the processing of the

results of all the gathered data in this study.


70

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data collected from the respondents. The

data that were gathered from the respondents through the use of the 40

questions survey were collated, tabulated and subjected to statistical

analysis and interpretation. The data were collected and then processed

in response to the problems posed in Chapter 1 of this research work.

The presentation of the discussion was done according to the order

of the problems stated in Chapter 1. It showed data in tabular form

supported with corresponding analysis and interpretation.

Profile of the Respondents

The first objective of the study was to profile the respondents

according to the chosen variables. Table 2 presents the profile of the

respondents of the study.

There were 30 respondents who were surveyed for this study in the

extent of readiness in the implementation of senior high school program.

Three (3) variables were used in determining the profile of the respondents.

These are age, educational attainment and employment status.

When grouped according to age, 15 or 50% of the respondents

belong to the younger group while the remaining 15 or 50% belong to the

older group. There was an even distribution of respondents in terms of age.

This showed that both age groups were well represented in this study.
71

In terms of educational attainment, 21 or 70% of the respondents

were college degree holder while 9 or 30% were master’s degree or doctoral

degree holders. The above findings indicate that the respondents are all

educationally qualified, but there is still a need for most of them to grow

more professionally through finishing at least a master’s degree.

In education, research has shown that teaching quality and school

leadership are the most important factors in raising student achievement.

For teachers as well as school and district leaders to be as effective as

possible, they continually expand their knowledge and skills to implement

the best educational practices. (Mizzel, 2010)

In terms of employment status, 7 or 23.3% were full-time employees

while 23 or 76.7% were part-time employees. This shows that majority of

the respondents were part-time employees. These findings indicate how

small the school is. It is a TESDA recognized institution and caters to

mostly out-of-school youth. The school is on the process of stabilization

and hopes to grow eventually more in the future with the goal of increasing

full-time employees and decrease the number of part-time employees.

However, there are certain drawbacks in having more part-time

employees than full-time employees. According to Joseph (2010), a

possible drawback to hiring part-time workers is that they may not be as

committed to the job or the company as a full-timer. As a result,

absenteeism may be higher than with a full-time workforce. Part-time

workers may also have less experience and may be limited in the types of
72

tasks they can perform. This is one area the school management can look

into in the future.

Table 2
Profile of the Respondents

Variable Category Frequency Percentage


Younger (37 years old and below) 15 50.0
Age Older (38 years old and above) 15 50.0
Total 30 100.0
College 21 70.0
Educational
Master’s/PhD 9 30.0
Attainment
Total 30 100.0
Full-time 7 23.3
Employment
Part-time 23 76.7
Status
Total 30 100.0

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the
Area of School Management and Leadership

The second objective was to determine the extent of readiness on the

implementation of senior high school program of La Salle College -

Victorias, Inc. in four different areas. The first area is on school

management and leadership.

Table 3 presents the extent of readiness in terms of school

management and leadership as assessed by the respondents. Item no. 1

which is about the availability of school head with master’s degree /

doctoral degree in Education obtained the highest mean score which is

4.80 while item no. 4 which says “school head has instructional

supervision skills” got the lowest mean of 4.50. This implies that the school
73

has a “very great” extent of readiness in terms of availability of school head

but may need to improve on instructional supervision skills.

In her study entitled “The Practices and Challenges of Instructional

Supervision in Asossa Zone Primary Schools”, Ekyaw (2014) found out

that teachers have insufficient professional support from instructional

supervisors in order to improve their instructional skill. As a result,

teachers‟ instructional skills remain unchanged. She therefore suggested

that instructional supervisors must support teachers on the preparation

of instructional materials for teaching learning effectiveness; advice

teachers to use model effective teaching methods and encourage them to

motivate students in the classroom and create competition among

teachers by coordinating evaluation programs on the matter of pedagogical

skill gaps of teachers. These prove how important instructional

supervision skills are for a school head of an institution.

All items in school leadership and management were interpreted as

very great. This implies that the school head, with a great extent, has the

necessary skills such technical assistance skills, instructional supervision

skills, monitoring and evaluation skills, strategic planning skills, resource

and management skills, resource and management skills, personnel

management skills, financial management skills and capacity to network

and establish linkages. These are necessary skills required to run an

institution. Item 10 which says “school head has capacity to network and

establish linkages” ranked 2 with a mean score of 4.77. This is an


74

important skill especially for a school to open a senior high school

program.

The capacity of the school head to establish partnerships is of

utmost importance. In a research study conducted by What Works and

funded by the Australian Department of Education, Employment and

Workplace Relations, they said that school leadership, especially

leadership performed by the principal, plays a critical role in all stages of

a partnership – establishing, embedding and sustaining it. The principal’s

position enables them to observe and understand what is happening with

parents and in the broader community. The principal also understands

how the whole school is organized and how it might respond positively to

the community. As a result they are in a privileged position to observe and

act. The purpose of a School and Community Partnership is to improve the

educational outcomes of students. School and Community Partnerships

provide an opportunity to maximize the attendance, engagement, and as

a result, the achievement of students. By working together, schools,

parents and families can increase their combined capacity to positively

influence student outcomes. (What Works, 2012)

Overall mean score is 4.61 as perceived by the respondents and

interpreted as “very great” extent. This implies that La Salle College-

Victorias has a very great extent of readiness in terms of school

management and leadership.


75

Table 3
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area of
School Management and Leadership

Items Mean Interpretation


1. Availability of School Head with Master’s
4.80 Very Great
Degree / Doctoral Degree in Education
2. School head has attended relevant
trainings on Senior High School 4.50 Very Great
implementation
3. School head has technical assistance skills 4.60 Very Great
4. School head has instructional supervision
4.50 Very Great
skills
5. School head has monitoring and evaluation
4.53 Very Great
skills
6. School Head has strategic planning skills 4.67 Very Great
7. School Head has resource and
4.63 Very Great
management skills
8. School Head has personnel management
4.57 Very Great
skills
9. School Head has financial management
4.57 Very Great
skills
10. School Head has capacity to network and
4.77 Very Great
establish linkages
Over all Mean 4.61 Very Great

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the
Area of Teachers

The results of the investigation on the extent of readiness in the

implementation of senior high school program in terms of teachers is

revealed on Table 4. The mean scores apparently revealed a “very great”

extent of readiness.

As shown in table 4, item no. 10 which says “availability of teacher/s

who are NC II holder on Cookery NC II, Bread and Pastry Production NC


76

II, Food and Beverage Services NC II” revealed the highest mean score of

4.80. This shows the strength of the institution being a TESDA accredited

school for the aforementioned courses. This also shows that hired teachers

to teach the specialized subjects know exactly what they are teaching.

Teaching the aforementioned specialized courses can be quite lucrative

and such these teachers are considered subject experts. Their NC II

certificates are proofs that they are experts in their field of specialization.

According to Baygas (2014) a National Certificate (NC) is issued when a

candidate has demonstrated competence in all units of competency that

comprised a qualification.

Item no. 3 which is about the availability of teacher/s who can teach

Communication (Media & Information Literacy) scored lowest with a mean

score of 4.40. This shows that the communication teacher may need to

improve in terms of skills and competence. In 2011, UNESCO launched a

model Media and Information Literacy Curriculum for Teachers. UNESCO

believes that this will enable its goal to increase drastically the number of

media and information literate teachers worldwide who will in turn train

students, thus leading to media and information literate societies. It

believes that media and information play an important role in the creation

and development of democratic culture and an active civil society. It is also

built on a conceptual assumption that literacy is a dynamic, perforce

situational and both culturally and linguistically diverse. (UNESCO, 2011)


77

This just shows how important the teacher is for Communication (Media

& Information Literacy) in the education of the youth.

The overall mean score is 4.52 as perceived by the respondents and

interpreted as “very great extent”. This implies that La Salle College-

Victorias, Inc. has a very great extent of readiness in terms of teachers who

can teach the basic and specialized subjects for the senior high school

program.

Table 4
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the
Area of Teachers

Items Mean Interpretation


1. Availability of Teacher/s who can teach Language
subjects (Oral Communication, Reading & Writing,
Komunikasyon at Pananaliksik sa Wika at Kulturang 4.53 Very Great
Pilipino and Pagbasa at Pagsusuri ng Iba’t Ibang Teksto
Tungo sa Pananaliksik)
2. Availability of Teacher/s who can teach Humanities.
st
(21 Century Literature from the Philippines and the 4.60 Very Great
World; Contemporary Philippine Arts from the Regions)
3. Availability of Teacher/s who can teach
4.40 Very Great
Communication. (Media & Information Literacy)
4. Availability of Teacher/s who can teach Mathematics.
4.47 Very Great
(General Mathematics, Statistics & Probability)
5. Availability of Teacher/s who can teach Science. (Earth
4.47 Very Great
Science, Disaster Readiness and Risk Reduction)
6. Availability of Teacher/s who can teach Social Science.
(Personal Development / Pansariling Kaunlaran, 4.47 Very Great
Understanding Culture, Society and Politics)
7. Availability of Teacher/s who can teach Philosophy.
(Introduction to Philosophy of the Human Person / 4.47 Very Great
Pambungad sa Pilosopiya ng Tao)
8. Availability of Teacher/s who can teach PE and Health.
4.47 Very Great
(Physical Education and Health)
9. Availability of Teacher/s who can teach Research.
4.53 Very Great
(Research 1 and 2)
10. Availability of Teacher/s who are NC II holder on
Cookery NC II, Bread and Pastry Production NC II, Food 4.80 Very Great
and Beverage Services NC II.
Over all Mean 4.52 Very Great
78

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the
Area of Physical Facilities

This area covers the extent of readiness of La Salle College -

Victorias, Inc. in the implementation of senior high school program in

terms of physical facilities. The results of the investigation are shown in

Table 5.

As shown in Table 5, items 2-7 focused on the availability of

laboratories, materials and equipment for the specialized tracks. These

items showed a “very great” extent of readiness as apparently shown by

the mean scores. Item no. 7 which is about the “availability of materials

and equipment for serving food and beverages” got the highest mean score

of 4.90 and interpreted as “very great” extent. This implies that the school

has better quality materials and equipment for serving food and beverages

in their laboratory.

Teaching food and beverage service skills needs practical

application. The importance of availability of materials and equipment is

demonstrated in a study conducted by Mayombe and Lombard (2016)

entitled “The Importance of Material Resources and Qualified Trainers in

Adult Non-Formal Education and Training Centers in South Africa”. They

argued that the existence of suitable training materials and qualified

trainers with practical experience and specific technical skills constitutes

favorable conditions (“enabling environments”) for graduate employment.

Without improvement in material and human resources, adult trainees


79

will continue to experience difficulties in integrating into the labor market,

and the cycle of poverty and social exclusion will remain unbroken.

Item no. 8, which says “availability of other basic school facilities

such as library, audio-visual room, cafeteria/canteen, clinic, restrooms,

computer room, counseling room, gymnasium, etc.”, got the lowest mean

score of 4.57. Though interpreted as “very great” in the extent of readiness,

it implies that these basic facilities may be in need of improvement for it

to be fully functional.

According to the experts, the conditions for a quality school

infrastructure must at least comply with the following parameters: comfort

for students, teachers, and administrators: spaces for teachers and

students, with an adequate temperature, ventilation, and lighting, with

water, electricity, and internet services, as well as sanitary services and

the respective drainage of sewage waters.; spaces for the development of

rehearsals and practices such as libraries, and natural sciences,

information technology, physics and chemistry labs; spaces for the

development of talents and entertainment, sports, and culture. (CAF,

2016)

Overall mean score is 4.72 as perceived by the respondents and

interpreted as “very great” extent. This implies that La Salle College-

Victorias has a “very great” extent of readiness in terms of physical

facilities necessary in the implementation of senior high school program.


80

Table 5
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the
Area of Physical Facilities

Items Mean Interpretation


1. Availability of instructional rooms 4.63 Very Great
2. Availability of cooking laboratory for
4.83 Very Great
Cookery NC II track
3. Availability of baking laboratory for Bread
4.70 Very Great
and Pastry Production NC II track
4. Availability of food and beverage laboratory
4.73 Very Great
for Food and Beverages NC II track
5. Availability of materials and equipment for
4.77 Very Great
cooking
6. Availability of materials and equipment for
4.73 Very Great
baking
7. Availability of materials and equipment for
4.90 Very Great
serving food and beverages
8. Availability of other basic school facilities
such as library, Audio-Visual Room,
Cafeteria/Canteen, Clinic, Restrooms, 4.57 Very Great
Computer Room, Counseling Room,
Gymnasium, etc.
9. Availability of buildable space for
4.70 Very Great
development in the future
10. Absorptive capability for increment of
4.67 Very Great
enrollment
Over all Mean 4.72 Very Great

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships

The results of the investigation in the extent of readiness of La Salle

College - Victorias, Inc. in the implementation of senior high school

program in terms of community relevance of tracks and partnerships are

shown in Table 6.
81

The demand for cooks, bakers, pastry chefs, and food and beverage

servers scored lowest among all the items yet it is still interpreted as “very

great” extent. This implies that Victorias City, where the school is located,

is a small yet a developing city.

In contrast, in 2014, Canadian food and beverage

businesses accounted for 1.1 million employees and more than 88,000

locations across the country with an estimated $71 billion in sales,

representing around 4% of the country’s overall economic activity. Many

students are familiar with the sector through their workplace, because

Canada’s restaurants provide one in every five youth jobs in the country

— with 22% of Canadians starting their career in a restaurant or

foodservice business. Furthermore, going out to a restaurant is the

number one preferred activity for spending time with family and friends

(Restaurants Canada, 2014). However, in the case of this study demand

may not be very high, demand may increase in the course of time as the

city where the community is situated continues to develop.

Items no. 5-7 focus on the employability of the graduates which also

showed a “very great” extent result. This implies that the school has a

reputation of good training of their graduates.

Item no.7-10 which says “availability of partners such as hotels, food

establishments and the like for immersion as well as availability of support

from local government units (LGUs), other government agencies and non-

government organizations (NGOs)”, apparently showed the highest mean


82

score and also rated “very great” extent confirms the capacity of the school

head to network and establish linkages with a mean score of 4.77 as shown

in Table 4.

Partnerships play a big role in the successful implementation of any

programs. For example, the Australian Government provides resources to

help schools, businesses and communities build successful partnerships

to benefit the education outcomes of young people. For them, educating

their young people is the responsibility of the entire community, not just

schools. Schools, businesses and communities form partnerships because

they wish to improve outcomes for young people, and recognize that by

working together, they can often achieve outcomes that would not be

possible from working alone. (Australian Government Department of

Education and Training, 2012)

Moreover, in the briefing paper entitled “Business and Schools:

Building the World of Work Together” by the UK Commission for

Employment and Skills, they recommended that more businesses and

schools should build partnerships at a local level to enhance and enrich

the delivery of education through a range of activities for example through

businesses providing curriculum materials, arranging site visits, carrying

out talks in schools; to increase the flexibility of the timing of work

experience opportunities so that more quality placements can be arranged

throughout the school year and can be integrated throughout education;

and to provide up to date information about careers in their sectors and


83

raise the profile of careers. (UK Commission for Employment and Skills,

2012)

In general, the overall mean score in the area of relevance of tracks

and partnerships is 4.60 as perceived by the respondents and interpreted

as “very great” extent. This implies that La Salle College-Victorias has a

very great extent of readiness in terms of community relevance of tracks

and partnerships in the implementation of senior high school program.

Table 6
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships

Items Mean Interpretation


1. Tracks offered are in line with the
4.60 Very Great
development plan of the community
2. Demand for cooks in the community and
4.57 Very Great
the workforce
3. Demand for bakers and pastry chefs in the
4.57 Very Great
community and the workforce
4. Demand for food and beverage servers or
4.53 Very Great
waiters in the community and the workforce
5. Employability of Cookery NC II graduates 4.63 Very Great
6. Employability of Bread and Pastry
4.60 Very Great
Production NC II graduates
7. Employability of Food and Beverage
4.57 Very Great
Services NC II graduates
8. Availability of partners such as hotels, food
4.70 Very Great
establishments and the like for immersion
9. Availability of support from LGUs, other
4.63 Very Great
government agencies and NGOs
10. Availability of TESDA consultant to
validate, match and secure, to align parts
4.63 Very Great
preference and student’s career with demands
of the world of works, business and industry
Over all Mean 4.60 Very Great
84

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of Senior High School Program in the
Area of School Management and Leadership
When They Are Grouped according to Age

Age of the respondents in this study was divided into 2 categories.

Aged 37 and below were considered younger and aged 38 and above belong

to the older category.

When grouped and compared according to age in the

implementation of senior high school program in the area of school

management and leadership, both younger and older respondents

obtained a mean score of 4.68 and 4.55, respectively. Both mean scores

were interpreted “very great” extent in terms of the implementation of

senior high school program in the area of school management and

leadership.

As shown in Table 7, the younger respondents had the highest mean

score of 4.93 in item no. 1 which says “availability of school head with

master’s degree/ doctoral degree in education”. This shows that the

younger group see that the school head is qualified to run the institution

in terms of educational attainment. According to DepEd Order 39, s. 2007,

the minimum requirements for the educational attainment of a school

principal is that he/she must have a Bachelor's Degree in Secondary

Education or Bachelor's degree w/ 18 professional education units.

Apparently shown on the table 7, items no. 2, 4 and 5 which is about

the relevant trainings attended by the school head on senior high school
85

implementation, his/her instructional supervision skills and monitoring

and evaluation skills scored lowest with a mean score of 4.53 among

younger respondents.

It is very essential that school heads, especially of private schools

who intends to open senior high school, should know comprehensively

about senior high school. In 2014, officials of the Department of Education

(DepEd) from around the country gathered at Teachers Camp, Baguio City

for a workshop on Senior High School (SHS) implementation, the latest in

a series of workshops since 2013. Included in the program was a briefing

on the SHS curriculum as well as a planning workshop on actual

implementation per region. Rizalino Rivera, Undersecretary for Regional

Operations said, “As we approach 2016 we need to make sure that

everyone in DepEd is on the same page,” adding that while DepEd field

offices have already been preparing since last year, it was necessary to

share ideas and best practices.

Moreover, instructional supervision skills are also crucial. In his

paper entitled School Leaders Matter: Supervision for Effective Instruction,

Quiroz (2014) said that supervision of instruction is an essential part of

the educational system and instructional leaders are the forces that guide

teachers toward improved student learning. He concluded that

Supervision is a vital part of the teaching- learning process. Its essence

cannot be overstressed and its influence on the learning outcomes cannot


86

be undermined. Teachers are the frontlines of the educational system but

the instructional leaders are the seldom unseen forces behind teachers.

Likewise, monitoring and evaluation skills are crucial for every

school head. According to Muyuka (2015) monitoring and evaluation

(M&E) help those involved with any type of projects to assess if progress

desired is being achieved. For project executors, M&E can improve

management. By monitoring progress against defined goals, a project

manager can assess what is working and what is not, and from there can

determine what changes should be made to a project. This in turn makes

it possible to improve the way things are being done in the project

organization.

The older group had the highest mean score of 4.73 on item no. 10

which states the capacity of school head to network and establish linkages.

This simply confirms again the capacity of the school head to network and

establish linkages with a mean score of 4.77 as shown in Table 3.

However, it scored lowest in item no. 8 which was about school

head’s personnel management skills with a mean score of 4.33. This

implies that the school head may need to work on personnel management

skills as perceived by the older group to bring out the best in his

subordinates. A study was conducted by Mutie et al. (2015) entitled

“Evaluating Principals’ Performance as Human Resource Managers: A Six

Standpoint Indicators in Eastern Kenya”. The purpose of their study was

to find out how teachers from public secondary schools in Mbooni West
87

District of Eastern Kenya evaluated their principals’ performance as

human resource managers in the schools. Their findings revealed that the

teachers evaluated principals’ performance as human resource managers

as good. School heads were expected to be good personnel managers.

Quartey and Bekoe (2013) conducted also a study entitled “Human

Resource Management Practice in Senior High Schools in the Akwapim

North District in the Eastern Region of Ghana”. Their study examined the

Human Resource Management practices in the Senior High Schools in the

Akwapim North District in the Eastern Region of Ghana. Areas that were

examined included recruitment and selection, induction, training and

development and supervision. Their study revealed among other things

that a large majority of the respondents were of the view that orientation

should be organized for teachers when appointed to teach in the schools.

In-service training workshops should also be organized for teachers from

time to time to upgrade their skills and knowledge. Based on the findings

of the study it was recommended that greater emphasis should be placed

on the upgrading of skills and knowledge of teachers through regular

training, orientation and development programs.

On the whole, the overall mean score in the area of school

management and leadership when group according to age was 4.68 for

younger respondents and 4.55 for older respondents. Both mean scores

were perceived and interpreted as “very great” extent. This implies that La

Salle College-Victorias has a very great extent of readiness in the area of


88

school management and leadership when group according to age. In

contrast to the study of Hang (2011) entitled “Teacher’s Perceptions of their

Principal’s Leadership Capacities”, it revealed that older teachers (aged 41-

50) perceived their principal’s leadership capacities higher than younger

ones. Hang concluded that when teachers spend more years teaching and

working with principals, they seemed to see principals implement in

positive ways.

Table 7
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of Senior High School Program in the
Area of School Management and Leadership
When They Are Grouped according to Age

Younger Older
Items Mean Interpretation Mean Interpretation
1. Availability of School Head
with Master’s Degree/ Doctoral 4.93 Very Great 4.67 Very Great
Degree in Education
2. School head has attended
relevant trainings on senior 4.53 Very Great 4.47 Very Great
high school implementation
3. School head has technical
4.73 Very Great 4.47 Very Great
assistance skills
4. School head has
4.53 Very Great 4.47 Very Great
instructional supervision skills
5. School head has monitoring
4.53 Very Great 4.53 Very Great
and evaluation skills
6. School Head has strategic
4.73 Very Great 4.60 Very Great
planning skills
7. School Head has resource
4.60 Very Great 4.67 Very Great
and management skills
8. School Head has personnel
4.80 Very Great 4.33 Very Great
management skills
9. School Head has financial
4.60 Very Great 4.53 Very Great
management skills
10. School Head has capacity
to network and establish 4.80 Very Great 4.73 Very Great
linkages
Over all Mean 4.68 Very Great 4.55 Very Great
89

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area
of School Management and Leadership When They are
Grouped according to Educational Attainment

Educational attainment in this study was divided into two

categories, the college degree holders and the master’s or doctoral degree

holders.

When grouped and compared according to educational attainment

on the implementation of senior high school program in the area of school

management and leadership, both college degree holders and master’s or

doctoral degree holders obtained very high mean score of 4.67 and 4.48,

respectively. Both mean scores were interpreted as “very great” extent of

readiness. Both groups also scored highest in item no. 1. This suggests

that both groups confirm that the school head has the basic educational

attainment requirement to run the institution.

Education is an important function in nearly every human society.

A career as an educational administrator allows you to combine an interest

in promoting education with management functions. The qualifications for

an educational administrator reflect the importance of both education and

management in performing the job. A master’s degree in education

leadership or education administration is usually required for principals

and superintendents of public elementary and secondary schools. (Blank,

2017)
90

Also shown in Table 9, college degree holders scored highest with a

mean of 4.81 in item no. 10 which is about the “capacity of school head to

network and establish linkages”. This simply confirms again the capacity

of the school head to network and establish linkages with a mean score of

4.77 as shown in Table 3. According to Anderson et al. (2017), any school

leader who is not taking advantage of potential business partnerships in

and surrounding their community is missing a tremendous opportunity -

- an opportunity most businesses are eager to pursue.

However, master’s or doctoral degree holders scored the lowest mean

score of 4.11 in item no. 8 which says “school head has personnel

management skills” and interpreted “great” extent of readiness. This

implies that school head needs to improve in managing personnel as

perceived by the master’s or doctoral degree holder respondents. A study

of Emily (2015) entitled The Role of School Principals as Human Resource

Managers in Secondary Schools in Nandi County, Kenya showed the

importance of personnel management skills of school heads. The study

findings clearly indicated that the primary roles identified included

recruitment of staff in schools, encouraging team work among staff,

empowering staff and encouraging them in developing their career.

Therefore the principals should have a knowhow on, how to carry out the

above roles to boost the performance and development of the institution.

College degree holders scored lowest with a mean score of 4.52 on

item no. 5 which says that the “school head has monitoring and evaluation
91

skills”. This indicates that college degree holders acknowledges the need

for school heads to monitor and evaluate. Monitoring and evaluation are

essential skills that any school head should have. In a study of Ayeni

(2010) entitled Assessment of Principals‘ Supervisory Roles for Quality

Assurance In Secondary Schools in Ondo State, Nigeria, she found out

that most principals accorded desired attention to monitoring of teachers‘

attendance, preparation of lesson notes and adequacy of diaries of work

while tasks such as the provision of instructional materials, reference

books, feedback and review of activities with stakeholders were least

performed by many principals in secondary schools. Additionally, Ayeni

recommended that school principals should provide constant and

adequate feedback to the teachers on their instructional task performance

to ensure periodic review and facilitate further improvement in the

teaching-learning process in secondary schools.

Overall, the mean scores in the area of school management and

leadership when group according to educational attainment was 4.81 for

college degree holder respondents and 4.44 for master’s or doctoral degree

holders respondents. Both mean scores were perceived and interpreted as

“very great” extent. This implies that La Salle College-Victorias has a very

great extent of readiness in the area of school management and leadership

when group according to educational attainment.

However it can be noted that college degree holder’s perceived higher

as compared to the master’s or doctoral degree holders. This indicates that


92

master’s or doctoral degree holders may have a higher standards in terms

of school management and leadership as compared to college degree

holders. Similarly in the study of Hang (2011) in which it was found out

that principals who hold higher degree of education were perceived

significantly higher than those who hold lower educational degree. This

shows that master’s or doctoral degree holders have higher standards in

school management and leadership considering they have higher

educational attainment than college degree holders.

Table 8
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area
of School Management and Leadership When They are
Grouped according to Educational Attainment
College Master’s/PhD
Items Mean Interpretation Mean Interpretation
1. Availability of School Head with
Master’s Degree/ Doctoral Degree in 4.81 Very Great 4.78 Very Great
Education
2. School head has attended relevant
trainings on Senior Great School 4.57 Very Great 4.33 Very Great
implementation
3. School head has technical assistance
4.67 Very Great 4.44 Very Great
skills
4. School head has instructional
4.57 Very Great 4.33 Very Great
supervision skills
5. School head has monitoring and
4.52 Very Great 4.56 Very Great
evaluation skills
6. School Head has strategic planning
4.76 Very Great 4.44 Very Great
skills
7. School Head has resource and
4.63 Very Great 4.67 Very Great
management skills
8. School Head has personnel
4.76 Very Great 4.11 Great
management skills
9. School Head has financial
4.62 Very Great 4.44 Very Great
management skills

10. School Head has capacity to


4.81 Very Great 4.67 Very Great
network and establish linkages

Over all Mean 4.67 Very Great 4.48 Very Great


93

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area
of School Management and Leadership When They are
Grouped according to Employment Status

Full-time employment and part-time employment were the two

categories under employment status. Results are shown in Table 9.

Both full-time and part-time employees obtained very high mean

score of 4.63 and 4.61, respectively, when grouped and compared

according to employment status in the area of school management and

leadership in the implementation of senior high school program. Both

mean scores are interpreted as “very great” extent of readiness.

Part-time employees scored highest in item no. 1 with a mean score

of 4.83 which is about the “availability of School Head with Master’s

Degree/ Doctoral Degree in Education”. This denotes that part-time

employees affirm that the school head has the basic educational

attainment requirement. This affirms that the school head is a qualified

school leader. According to DepEd Memorandum No. 180, dated April 27,

2010, the basic educational qualifications for a school head or principal is

that he/she must have Completed Academic Requirements (CAR) in

Management and Leadership or its equivalent.

On the other hand, part-time employees scored lowest in item no. 4

which is about the instructional supervision skills of the school head with

a mean score of 4.43. This means that part-time employees recognize the

need for instructional supervision skills of the school head.


94

Supervision of instruction has been a neglected aspect of school

management in Nigeria (Oyewole and Ehinola, 2014). In their study

entitled “Relevance of Instructional Supervision in the Achievement of

Effective Learning in Nigerian Secondary Schools”, they examined the

concept of instructional supervision, the principal as an instructional

supervisor and relevance of instructional supervision in effective learning

in Nigerian schools. They found out that a closer, regular and continuous

supervision is urgently needed especially now that a lot of changes have

been introduced into the school curriculum. Instructional supervision

skills are indispensable skills a school leader should have. It is through

this skill that the school leader could give his/her teachers in achieving

positive learning outcomes for the students.

Table 9 also shows that full-time employees scored highest with a

mean score of 4.83 in item no. 7 which states that the school head has

resource management skills and interpreted “very great” extent. This

indicates the capacity of the school head to properly manage resources of

the institution. This finding shows the school head’s wise and effective use

of all its resources which include human, material, technological, financial

and community resources to adapt to the demands of senior high school

program.

When resources are limited, as they always are, these resources

need to be well used to support educational improvement objectives to the

greatest possible extent. Resource utilization in the school sector does not
95

happen in isolation. It takes place within institutional contexts that may

facilitate or hinder effective resource allocation and use. (OECD, 2014).

The school head should know how to manage school resources for in

achieving the goals of the institution.

For full-time employees, items no. 2, 3 and 8 scored lowest with a

mean score of 4.43. Though interpreted as “very great” extent, it still

implies that the school head needs to improve in technical assistance skills

and personnel management skills as well as attend relevant trainings on

senior high school implementation which is also noteworthy on Table 9.

No longer are school leaders building managers whose primary

responsibilities are in school operations instead of instruction. Today’s

principals are charged with raising academic achievement for all students

in their buildings by improving teacher effectiveness. (Reform Support

Network, 2015). This is where technical assistance skills of school heads

come in. School heads should be able to provide technical assistance to

the teachers. According to Niepes (2016), technical assistance is any form

of professional help, guidance or support to be more effective in the

performance of their functions. It is an active process with steps to follow;

makes use of tools, via process consultation, requires specific skills and

focuses on achieving set goals. It is also a journey, reminding the client of

their prime responsibility and accountability as well respecting their

capability and pace. The old concept of technical assistance is supervising,


96

monitoring, evaluating, directing and instructing. However, in the new

paradigm it is more on coaching, guiding and empowering.

On personnel management, researchers found that effective leaders

nurtured and supported their staffs, while facing the reality that

sometimes teachers do not work out (Krassnoff et al., 2015). This is where

personnel management skills should come in. A study was conducted by

Adegbemile (2011) entitled “Principals’ Competency Needs for Effective

Schools’ Administration in Nigeria”. The major objective of this study was

to investigate the administrative competency needs of principals for

effective schools administration at secondary school level in South West

Geo – Political Zone of Nigeria. It revealed that all the personnel

management skills are needed by principals for effective schools’

administration. Additionally, it concluded that the major personnel

management skills needed by principals for effective schools’

administration are: principal motivating staff, encouraging staff

professional development, communicating affectively with staff, resolving

conflicts. Full-time employees perceive this skill to be effective in the

performance of the duties of a school head.

For part-time employees, item no. 4 scored lowest with a mean score

of 4.43. Though interpreted as “very great” extent, it still implies that the

school head needs to improve in instructional supervision skills. It may

also be noteworthy that while part-time employees scored low in this item,

full-time employees scored higher with a mean score of 4.71. According to


97

Oyewole and Ehinola (2014), supervision of instruction is required to guide

teachers to be able to combine relevant input for enhancement of the

teaching- learning process. The fact remains that the success of an

educational program especially in the achievement of effective learning

depends largely on the job performance of the teachers. In this case, the

results imply that full-time employees need lesser instructional

supervision as compared to part-time employees. Part-time employees

need their school head’s instructional supervision to achieve favorable

results.

Table 9
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area
of School Management and Leadership When They are
Grouped according to Employment Status

Full-time Part-time
Items Mean Interpretation Mean Interpretation
1. Availability of School Head with
Master’s Degree/ Doctoral Degree 4.71 Very Great 4.83 Very Great
in Education
2. School head has attended
relevant trainings on Senior Great 4.43 Very Great 4.52 Very Great
School implementation
3. School head has technical
4.43 Very Great 4.65 Very Great
assistance skills
4. School head has instructional
4.71 Very Great 4.43 Very Great
supervision skills
5. School head has monitoring and
4.57 Very Great 4.52 Very Great
evaluation skills
6. School Head has strategic
4.71 Very Great 4.65 Very Great
planning skills
7. School Head has resource and
4.86 Very Great 4.57 Very Great
management skills
8. School Head has personnel
4.43 Very Great 4.61 Very Great
management skills
9. School Head has financial
4.71 Very Great 4.52 Very Great
management skills
10. School Head has capacity to
4.71 Very Great 4.78 Very Great
network and establish linkages
Over all Mean 4.63 Very Great 4.61 Very Great
98

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of senior High School Program in the Area of
Teachers When They are Grouped according to Age

When grouped and compared according to age on the

implementation of senior high school program in the area of teachers, both

younger and older group obtained the same overall mean score of 4.52 and

interpreted as “very great” extent of readiness in terms of teachers.

As shown in table 10, younger and older respondents scored highest

in item no. 10 which is about the availability of teachers to who can teach

the specialized courses such as Cookery NC II, Bread and Pastry NC II and

Food and Beverage Services NC II, with a mean score of 4.87 and 4.73,

respectively. Despite the slight difference in the overall mean between the

two groups, it is interpreted as “very great” extent of readiness. This means

that younger and older respondents see that teachers for Cookery NC II,

Bread and Pastry NC II and Food and Beverage Services NC II possess all

the qualifications required and have very good proficiency in their field of

expertise.

According to DepEd, qualifications for TVL teachers should include

a Technical Education and Skills Development Authority (TESDA) National

Certificate (NC) of at least one level higher than course to be taught in

subject to be taught and a Trainers Methodology Certificate (TMC), if

available. In the case of La Salle College – Victorias, Inc., teachers who will

handle Cookery NC II, Bread and Pastry NC II and Food and Beverage

Services NC II have National Certificate (NC) and Trainers Methodology


99

Certificate (TMC) issued by Technical Education and Skills Development

Authority (TESDA).

It is also very evident in having the same mean scores in items no.

1, 2, 3, 5, 8 that both younger and older respondents agree that Language,

Humanities, Communication, Science, and PE and Health teachers

possess all the qualifications required and have very good proficiency in

their field of expertise.

Younger respondents scored lowest in item no. 7 which is about the

availability of teacher/s who can teach Philosophy (Introduction to

Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao) and

has a mean score of 4.33. On the other hand, older respondents scored

lowest in items 3, 4, and 6 which is about the availability of teacher/s who

can teach Communication. (Media & Information Literacy), Mathematics.

(General Mathematics, Statistics & Probability) and Social Science.

(Personal Development / Pansariling Kaunlaran, Understanding Culture,

Society and Politics). These items scored a mean of 4.40. Although these

items got the lowest mean scores, it was still rated high and interpreted as

“very great” extent.

The above findings imply that younger and older respondents

perceive the qualifications and proficiency to teach the subjects differently

yet they still recognize the strength of each teacher as shown by the mean

scores. The importance of good teachers to teach the different subjects is

indispensible. Every school always sought highly qualified teachers to be


100

hired to achieve high quality education for its students. The quality of the

teachers matter greatly in education.

Heggart (2016) was asked on how important is subject matter

knowledge for a teacher. He said, “Nothing is ever simple in education.

Teachers, whether they are subject specialists or generalists, need a wide

range of different skills and attitudes if they are to assist students achieve

high outcomes. This should include relationships with students, subject

matter knowledge, and also an understanding of pedagogical processes to

develop the understanding that is required. Should a teacher fail to have

any of these, then it is likely that learning in the classroom will not be

successful. However, it would be foolish to isolate one of these skills to the

exclusion of all the others. Teaching, like most people centered

professions, requires a range of abilities and skills that the practioner

carefully weaves together, in such a way as to provide the most meaningful

experience possible.”

Moreover, hiring teachers to teach in the senior high school isn’t

easy. Accoding to Meador (2014), hiring a teacher is a critical component

in the overall success of a school. If the right teacher is hired the school

will improve or at the very least maintain its current course. If the wrong

teacher is hired it could derail the course and create a lot of headaches for

students, parents, and administrators. This point could be looked into

once the implementation of the senior high school has started.


101

Table 10
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of senior High School Program in the Area of
Teachers When They are Grouped according to Age

Younger Older
Items Mean Interpretation Mean Interpretation
1. Availability of Teacher/s who can
teach Language subjects (Oral
Communication, Reading & Writing,
Komunikasyon at Pananaliksik sa 4.53 Very Great 4.53 Very Great
Wika at Kulturang Pilipino and
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik)
2. Availability of Teacher/s who can
teach Humanities. (21st Century
Literature from the Philippines and 4.60 Very Great 4.60 Very Great
the World; Contemporary Philippine
Arts from the Regions)
3. Availability of Teacher/s who can
teach Communication. (Media & 4.40 Very Great 4.40 Very Great
Information Literacy)
4. Availability of Teacher/s who can
teach Mathematics. (General
4.53 Very Great 4.40 Very Great
Mathematics, Statistics &
Probability)
5. Availability of Teacher/s who can
teach Science. (Earth Science,
4.47 Very Great 4.47 Very Great
Disaster Readiness and Risk
Reduction)
6. Availability of Teacher/s who can
teach Social Science. (Personal
Development / Pansariling 4.53 Very Great 4.40 Very Great
Kaunlaran, Understanding Culture,
Society and Politics)
7. Availability of Teacher/s who can
teach Philosophy. (Introduction to
4.33 Very Great 4.60 Very Great
Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao)
8. Availability of Teacher/s who can
teach PE and Health. (Physical 4.47 Very Great 4.47 Very Great
Education and Health)
9. Availability of Teacher/s who can
4.47 Very Great 4.60 Very Great
teach Research. (Research 1 and 2)
10. Availability of Teacher/s who are
NC II holder on Cookery NC II, Bread
4.87 Very Great 4.73 Very Great
and Pastry Production NC II, Food
and Beverage Services NC II.
Over all Mean 4.52 Very Great 4.52 Very Great
102

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area of
Teachers When They are Grouped according to
Educational Attainment

Table 11 shows the extent of readiness in the implementation of

senior high school program of La Salle College - Victorias, Inc. in the area

of teachers according to educational attainment.

When grouped and compared according to educational attainment

in the implementation of senior high school program in the area of

teachers, both college degree holders and master’s or doctoral degree

holders obtained very high mean score of 4.53 and 4.50, respectively.

There is a slight difference in the overall mean between college degree

holders and master’s or doctoral degree holders. Nevertheless, both mean

scores were interpreted as “very great” extent of readiness. This implies

that both college degree holders and master’s or doctoral degree holders

aware of the availability of teachers and their proficiency in their field of

specialization.

Similar to the findings in Table 11 and as presented in Table 12,

both college degree holders and master’s or doctoral degree holders

obtained the highest mean score of 4.76 and 4.89, respectively, in item no.

10 which says “availability of teacher/s who are NC II holder on Cookery

NC II, Bread and Pastry Production NC II, Food and Beverage Services NC

II”. This finding indicates generally the strength of the school particularly

on the specialized courses they are offering as perceived by both college


103

degree holders and the master’s or doctoral degree holders. It implies that

the school has qualified teachers to teach the specialized subjects it offers

particularly in Cookery NC II, Bread and Pastry Production NC II, Food

and Beverage Services NC II.

College degree holders scored lowest in item no. 3 which is about

the availability of teacher/s who can teach Communication (Media &

Information Literacy) with a mean score of 4.38. on the other hand,

master’s or doctoral degree holders scored lowest in items no. 4 and 6

which is about Availability of Teacher/s who can teach Mathematics

(General Mathematics Statistics & Probability) and Social Science

(Personal Development / Pansariling Kaunlaran, Understanding Culture,

Society and Politics) with a mean score of 4.33. Although rated with a mean

score interpreted as “very great” extent, findings imply that

Communication, Social Science and Mathematics teachers may need to

improve in their readiness to teach their respective field of specialization.

Media Literacy is now an important subject in the K-12 curriculum.

The National Association for Media Literacy Education (2017) defines

media literacy as the ability to access, analyze, evaluate, create and act

using all forms of communication and it is interdisciplinary by nature.

Furthermore, it represents a necessary, inevitable and realistic response

to the complex, ever-changing electronic environment and communication

cornucopia that surrounds us. Based on this definition, it expresses the

complexity of the subject and it requires an expert to teach the course.


104

Pettigrew (2012) stressed that for students to survive the 21st century,

students will need to be critically and media literate; by taking a critical

stance on media education, teachers can support the development of

essential critical thinking skills. This signifies the importance of the role

of the media literacy teacher.

Mathematics (General Mathematics, Statistics & Probability) and

Social Science (Personal Development / Pansariling Kaunlaran,

Understanding Culture, Society and Politics) are also new subjects for the

senior high school. In General Mathematics, the students must know how

to solve problems involving rational, exponential and logarithmic

functions; to solve business-related problems; and to apply logic in real

life. Whereas in Statistics & Probability, the students must know how to

find the mean and variance of a random variable, to apply sampling

techniques and distributions, to estimate population mean and

proportion, to perform hypothesis testing on population mean and

proportion, and to perform correlation and regression analyses on real-life

problems. In Personal Development, senior high school students are

expected to be aware of the developmental stage that they are in, for them

to better understand themselves and the significant people around them

as they make important career decisions as adolescents. The course

consists of modules, each of which addresses a key concern in personal

development. Using the experiential learning approach, each module

invites students to explore specific themes in their development. Personal


105

reflections, sharing, and lectures help reveal and articulate relevant

concepts, theories, and tools in different areas in psychology.

Understanding Culture, Society and Politics use insights from

Anthropology, Political Science, and Sociology to develop students’

awareness of cultural, social and political dynamics, and sensitivity to

cultural diversity; provide them with an understanding of how culture,

human agency, society and politics work; and engage them in the

examination of the country’s current human development goals. At the

end of the course, students should acquire ideas about human cultures,

human agency, society and politics; recognize cultural relativism and

social inclusiveness to overcome prejudices; and develop social and

cultural competence to guide their interactions with groups, communities,

networks, and institutions. These are based from the K to 12 Basic

Education Curriculum of DepEd.

Grounding from these subject descriptions, one can find the

complexity of these courses and it requires expert teachers who can teach

these subjects. College degree holders who are respondents of the study

have high expectations on teachers for these courses. That explains the

low mean scores on Table 11.

Teaching is a professional activity underpinned by qualifications,

standards and accountabilities. It is characterized by complex specialist

knowledge and expertise-in-action. In liberal democratic societies, it also


106

embodies particular kinds of values, to do with furthering individual and

social development, fulfilment and emancipation. (Pollard, 2010)

Table 11
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area of
Teachers When They are Grouped according to
Educational Attainment

College Master’s/PhD
Items Mean Interpretation Mean Interpretation
1. Availability of Teacher/s who can
teach Language subjects (Oral
Communication, Reading & Writing,
Komunikasyon at Pananaliksik sa 4.57 Very Great 4.44 Very Great
Wika at Kulturang Pilipino and
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik)
2. Availability of Teacher/s who can
teach Humanities. (21st Century
Literature from the Philippines and the 4.67 Very Great 4.44 Very Great
World; Contemporary Philippine Arts
from the Regions)
3. Availability of Teacher/s who can
teach Communication. (Media & 4.38 Very Great 4.44 Very Great
Information Literacy)
4. Availability of Teacher/s who can
teach Mathematics. (General 4.52 Very Great 4.33 Very Great
Mathematics, Statistics & Probability)
5. Availability of Teacher/s who can
teach Science. (Earth Science, Disaster 4.43 Very Great 4.56 Very Great
Readiness and Risk Reduction)
6. Availability of Teacher/s who can
teach Social Science. (Personal
Development / Pansariling Kaunlaran, 4.52 Very Great 4.33 Very Great
Understanding Culture, Society and
Politics)
7. Availability of Teacher/s who can
teach Philosophy. (Introduction to
4.43 Very Great 4.56 Very Great
Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao)
8. Availability of Teacher/s who can
teach PE and Health. (Physical 4.43 Very Great 4.56 Very Great
Education and Health)
9. Availability of Teacher/s who can
4.57 Very Great 4.44 Very Great
teach Research. (Research 1 and 2)
10. Availability of Teacher/s who are
NC II holder on Cookery NC II, Bread
4.76 Very Great 4.89 Very Great
and Pastry Production NC II, Food and
Beverage Services NC II.
Over all Mean 4.53 Very Great 4.50 Very Great
107

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area
of Teachers When They are Grouped according to
Employment Status

In the extent of readiness in the implementation of senior high

school program La Salle College - Victorias, Inc. in the area of teachers

according to employment status, Table 12 presents the gathered data.

When grouped and compared according to employment status on

the implementation of senior high school program in the area of teachers,

both part-time and full-time employees obtained very high mean score of

4.60 and 4.50, respectively. Both mean scores are interpreted as “very

great” extent of readiness despite the difference of 0.10 between the two

groups. This implies that both part-time and full-time employees agree on

the extent of readiness of teachers who will teach the senior high school

subjects.

Table 13 also shows that both part-time and full-time employees

obtained the highest mean score of 4.86 and 4.78, respectively, in item no.

10 which says “availability of teacher/s who are NC II holder on Cookery

NC II, Bread and Pastry Production NC II, Food and Beverage Services NC

II”. This is similar to the findings presented on Tables 10 and 11 when

respondents were grouped according to age and educational attainment.

This finding again indicates generally the strength of the school

particularly on the specialized courses they are offering as perceived by

both part-time and full-time employees. It implies that the school has
108

qualified teachers to teach the specialized subjects it offers particularly in

Cookery NC II, Bread and Pastry Production NC II, Food and Beverage

Services NC II.

Also presented in Table 12, full-time employees scored lowest on

item nos. 4 and 5 which is about availability of teacher/s who can teach

Mathematics. (General Mathematics, Statistics & Probability) and Science

(Earth Science, Disaster Readiness and Risk Reduction) with a mean score

of 4.43. Part-time employees scored lowest with a mean score of 4.39 in

item no. 7 which is about the availability of teacher/s who can teach

Philosophy (Introduction to Philosophy of the Human Person /

Pambungad sa Pilosopiya ng Tao).

In the case of Mathematics, the perception of full-time employees is

similar in Table 11 as percieved by master’s or doctoral degree holders.

According to DepEd senior high school curriculum, Earth Science is

designed to provide a general background for the understanding of the

earth on a planetary scale. It presents the history of the earth through

geologic time. It discusses the earth’s structure and composition, the

processes that occur beneath and on the earth’s surface, as well as issues,

concerns, and problems pertaining to earth’s resources. Whereas Disaster

Readiness and Risk Reduction focuses on the application of scientific

knowledge and the solution of practical problems in a physical

environment. It is designed to bridge the gap between theoretical science

and daily living.


109

Looking into these subject descriptions, one can find the complexity

of these courses and it requires professional experts who are proficient to

teach these subjects. Full-time and part-time employees who are

respondents of the study have high expectations on teachers for these

courses.

The (GSA) or Geological Society of America (2016) recognizes that

basic knowledge of Earth Science is essential to meeting the environmental

challenges and natural resource limitations of the twenty-first century. It

is critical that earth science education begin at the kindergarten level and

include advanced offerings at the secondary school level, and that highly

qualified earth-science teachers provide the instruction. GSA recommends

that the study of earth science be an integral component of science

education in public and private schools at all levels, from kindergarten

through twelfth grade. On the other hand, in the study conducted by

Rambau et al. (2012) on Disaster Risk Reduction through School Learners’

Awareness and Preparedness, based on the data collected through

literature, questionnaire respondents and interview participants, findings

say that education is critical in ensuring that learners are aware of hazards

and prepared for disasters. Thus, the need for a qualified and proficient

Disaster Preparedness and Risk Reduction expert to teach senior high

school students.
110

Table 12
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area
of Teachers When They are Grouped according to
Employment Status

Full-time Part-time
Items Mean Interpretation Mean Interpretation
1. Availability of Teacher/s who can
teach Language subjects (Oral
Communication, Reading & Writing,
Komunikasyon at Pananaliksik sa 4.57 Very Great 4.52 Very Great
Wika at Kulturang Pilipino and
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik)
2. Availability of Teacher/s who can
teach Humanities. (21st Century
Literature from the Philippines and 4.57 Very Great 4.61 Very Great
the World; Contemporary Philippine
Arts from the Regions)
3. Availability of Teacher/s who can
teach Communication. (Media & 4.57 Very Great 4.35 Very Great
Information Literacy)
4. Availability of Teacher/s who can
teach Mathematics. (General 4.43 Very Great 4.48 Very Great
Mathematics, Statistics & Probability)
5. Availability of Teacher/s who can
teach Science. (Earth Science,
4.43 Very Great 4.48 Very Great
Disaster Readiness and Risk
Reduction)
6. Availability of Teacher/s who can
teach Social Science. (Personal
Development / Pansariling 4.57 Very Great 4.43 Very Great
Kaunlaran, Understanding Culture,
Society and Politics)
7. Availability of Teacher/s who can
teach Philosophy. (Introduction to
4.71 Very Great 4.39 Very Great
Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao)
8. Availability of Teacher/s who can
teach PE and Health. (Physical 4.57 Very Great 4.43 Very Great
Education and Health)
9. Availability of Teacher/s who can
4.71 Very Great 4.48 Very Great
teach Research. (Research 1 and 2)
10. Availability of Teacher/s who are
NC II holder on Cookery NC II, Bread
4.86 Very Great 4.78 Very Great
and Pastry Production NC II, Food
and Beverage Services NC II.
Over all Mean 4.60 Very Great 4.50 Very Great
111

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of Senior High School Program in the Area of
Physical Facilities When They are Grouped according Age

Exhibited in Table 13 is the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the area of physical facilities according to age.

When grouped and compared according to age on the

implementation of senior high school program in the area of physical

facilities, younger and older employees obtained very high mean score of

4.71 and 4.74, respectively. There is a very slight difference in the overall

mean scores of both groups. Both mean scores were interpreted as “very

great” extent of readiness despite the difference of 0.03. This implies that

both age groups agree that the physical facilities, materials and equipment

needed for senior high school are present and are functioning very well.

The availability of physical facilities, materials and equipment affects

student achievement. This can be compared to the study of Afework and

Asfaw (2014) on the “The Availability of School Facilities and Their Effects

on the Quality of Education in Government Primary Schools of Harari

Regional State and East Hararghe Zone, Ethiopia”. His research was

carried out in 24 primary schools in Eastern Hararge zone and 12 primary

schools in Harari regional state. Its major objective was to study the

availability of school facilities and their impacts on quality of education.

Research result showed that the availability of school facilities and


112

instructional materials were unavailable, less in quantity and quality that

created a great challenge on teaching and learning activities that in turn

had a negative impact on the improvement of the quality of education.

Table 13 also shows that both younger and older employees

obtained the highest mean score of 4.87 and 4.93, respectively, in item no.

7 which says “availability of materials and equipment for serving food and

beverages”. It should be noted that the latest TESDA course offered by the

school is food and beverage services. This is evidently shown in the

responses of both groups. According to Right (2017) “teaching materials”

is a generic term used to describe the resources teachers use to deliver

instruction. Teaching materials can support student learning and increase

student success. Ideally, teaching materials will be tailored to the content

in which they are being used, to the students in whose class they are being

used, and the teacher. Teaching materials may come in many shapes and

sizes, but they all have in common, the ability to support student learning.

Another notable point is that younger group scored highest with a

mean score of 4.87 in item no. 7 which says “availability of materials and

equipment for serving food and beverages” yet scored lowest with a mean

score of 4.60 on item no. 4 which says “availability of food and beverage

laboratory for Food and Beverages NC II track”. This implies that the

younger group finds the food and beverage laboratory very well equipped

with materials and equipment for serving food and beverages yet there is

a need to improve the laboratory itself. Laboratories are important in as


113

much as the materials and equipment that come with it. As stated by

Carnegie Mellon University (2015) laboratories provide opportunities for

students to learn procedural skills in a setting where they can observe,

practice, explore, solve problems (whether scientific or artistic), and gain

mastery through hands-on use of disciplinary tools and techniques. Labs

and studios come closer than conventional classroom teaching to

replicating a traditional apprenticeship model of learning, in which the

instructor models expert practice (through demonstrations), coaches as

students practice, and gradually fades his/her own participation to allow

students greater and greater independence.

In item no.8 which is about basic school facilities such as library,

audio-visual room, cafeteria/canteen, clinic, restrooms, computer room,

counseling room, gymnasium, etc., both younger and older employees

scored lowest with a mean score of 4.53 and 4.60, respectively. This

implies that these basic facilities, though functioning every well, still

needed improvement. However, despite all these notable points, both

groups obtained mean scores interpreted as “very great” extent of

readiness.

Similarly, a study was conducted by Nepal and Majarajan (2015)

entitled “Effect of School's Physical Facilities on Learning and Outcomes

of Students in Nepal”. The main objective of this study was to identify

effects of availability and utilization of physical facilities on learning

environment and students' outcome in secondary schools of Central Nepal.


114

Their findings show that many community schools face related problems

in terms of lack of availability and utilization of physical facilities, even the

basic requirements such as educational material, sport material and play

ground, IT Lab, library, drinking water, toilets and multimedia. As such,

it affected student outcomes.

Table 13
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of Senior High School Program in the Area of
Physical Facilities When They are Grouped according Age

Younger Older
Items Mean Interpretation Mean Interpretation
1. Availability of instructional
4.60 Very Great 4.67 Very Great
rooms
2. Availability of cooking
laboratory for Cookery NC II 4.87 Very Great 4.80 Very Great
track
3. Availability of baking
laboratory for Bread and Pastry 4.80 Very Great 4.60 Very Great
Production NC II track
4. Availability of food and
beverage laboratory for Food and 4.60 Very Great 4.87 Very Great
Beverages NC II track
5. Availability of materials and
4.80 Very Great 4.73 Very Great
equipment for cooking
6. Availability of materials and
4.67 Very Great 4.80 Very Great
equipment for baking
7. Availability of materials and
equipment for serving food and 4.87 Very Great 4.93 Very Great
beverages
8. Availability of other basic
school facilities such as library,
Audio-Visual Room,
Cafeteria/Canteen, Clinic, 4.53 Very Great 4.60 Very Great
Restrooms, Computer Room,
Counseling Room, Gymnasium,
etc.
9. Availability of buildable space
4.67 Very Great 4.73 Very Great
for development in the future
10. Absorptive capability for
4.67 Very Great 4.67 Very Great
increment of enrollment
Over all Mean 4.71 Very Great 4.74 Very Great
115

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of Senior High School Program in the Area of
Physical Facilities When They are Grouped
according to Educational Attainment

The table below presents the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the area of physical facilities according to educational

attainment.

In Table 14, when grouped and compared according to educational

attainment in the implementation of senior high school program in the

area of physical facilities, college degree holders and master’s or doctoral

degree holders obtained a mean score of 4.71 and 4.74, respectively. There

is a very slight difference in the overall mean scores of both groups. Both

mean scores were interpreted as “very great” extent of readiness despite

the difference of 0.03. This indicates that both college degree holders and

master’s or doctoral degree holders agree that the school has available

physical facilities, materials and equipment to the implementation of the

senior high school program. Ememe et al. (2012) claimed that the available

and well-functioning physical facilities affected the performance of

students. In their study on the “Availability and Utilization of Physical

Facilities in Abia State Primary Schools”, findings revealed that physical

facilities were inadequate and in some cases not available. Some of the

facilities were over-utilized while others were under –utilized. They


116

concluded that pupils will perform better when all basic facilities were

provided and utilized.

As shown in Table 14, college degree holders scored highest with a

mean score of 4.95 in item no. 7 which is about the “availability of

materials and equipment for serving food and beverages” while it scored

lowest with a mean score of 4.52 in item no. 8 which is about the basic

school facilities such as the library, audio-visual room, cafeteria/canteen,

clinic, restrooms, computer room, counseling room, gymnasium, etc. This

indicates that the college degree holders see that equipment for serving

food and beverages are present and functioning very well yet they also see

the need for improvement on the basic school facilities such as library,

audio-visual room, cafeteria/canteen, clinic, restrooms, computer room,

counseling room, gymnasium, etc. The materials and equipment,

considered as instructional materials, and the basic facilities play a

significant role in the learning of students.

A lot of studies and researches have proven that the availability of

the basic facilities, materials and equipment for learning affect student

outcomes. The lack of it results into poor performance of students. The

study of Afework and Asfaw (2014) mentioned earlier proves this claim.

On the other hand, for master’s or doctoral degree holders, they

scored highest on items no. 2, 4 and 6 which is about the availability of

cooking laboratory for Cookery NC II track, food and beverage laboratory

for Food and Beverages NC II track and availability of materials and


117

equipment for baking. This implies that among the basic physical facilities,

materials and equipment, the cooking and food and beverage laboratory

as well as the materials and equipment for baking were seen as the forte

of the institution as perceived by master’s or doctoral degree holders.

Master’s or doctoral degree holders recognizes the strong areas of the

school taking into consideration its TESDA accreditation as an assessment

center.

Having good laboratories in schools has a significant effect on the

student outcomes. Comparatively, Akani (2015) conducted a study

entitled “Laboratory Teaching: Implication on Students’ Achievement in

Chemistry in Secondary Schools in Ebonyi State of Nigeria”. This study

aimed at investigation of the roles of the laboratory in students’ academic

achievement in chemistry in secondary schools in Ebonyi State of Nigeria.

The results showed that the use of the laboratory helped to: develop

scientific attitudes in the students towards the learning of chemistry,

especially practicals, develop scientific skills for problem solving in

students among others. Same holds true in having well-equipped and well-

functioning cooking and food and beverage laboratory.

Conversely, they scored lowest with a mean score of 4.56 on item

no. 3 which is about the availability of baking laboratory for Bread and

Pastry Production NC II track. For the master’s or doctoral degree holders,

the baking laboratory is the area that needs to be improved. Jenkins (2017)

has something to say about teaching with laboratory experiments. She


118

said “Good schools combine classroom teaching with laboratory

experiments to ensure that their students grasp each and every concept

thoroughly. It is also believed that laboratory teaching and experiments

that are being conducted there help encourage deep understanding in

children. Children are able to retain the knowledge for longer when they

see experiments being performed in front of their eyes.”

As also shown in table 14, both groups have the same mean score

of 4.67 on item no. 10 which is about the absorptive capability for

increment of enrollment. This implies that both groups, the college degree

holders and master’s or doctoral degree holders, both agree that La Salle

College-Victorias, Inc., has the capability to absorb more students in the

future. Lenart-Gansiniec (2015) conducted a study in schools located in

Silesia in 2011. It was noted that the absorptive capacity contributed to

building a competitive advantage for schools.

Both groups also see the need to improve the instructional

classrooms to be used for senior high school as shown by the mean score

of 4.62 for college degree holders and 4.67 for the master’s or doctoral

degree holders. According to Phillipps (2014), students spent much of

their day in classrooms that almost never feel warm and homelike. Rooms

that do will improve student morale and make students happier to be

there. This required having more on the walls than butcher paper! It

provided the opportunity for students to help create an inviting


119

environment that supported positive interaction. It empowered students

in the process.

However, despite all these notable points, both groups obtained

overall mean scores interpreted as “very great” extent of readiness.

Table 14
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of Senior High School Program in the Area of
Physical Facilities When They are Grouped
according to Educational Attainment

College Master’s/PhD
Items Mean Interpretation Mean Interpretation
1. Availability of instructional
4.62 Very Great 4.67 Very Great
rooms
2. Availability of cooking
laboratory for Cookery NC II 4.81 Very Great 4.89 Very Great
track
3. Availability of baking
laboratory for Bread and Pastry 4.76 Very Great 4.56 Very Great
Production NC II track
4. Availability of food and
beverage laboratory for Food and 4.67 Very Great 4.89 Very Great
Beverages NC II track
5. Availability of materials and
4.81 Very Great 4.67 Very Great
equipment for cooking
6. Availability of materials and
4.67 Very Great 4.89 Very Great
equipment for baking
7. Availability of materials and
equipment for serving food and 4.95 Very Great 4.78 Very Great
beverages
8. Availability of other basic
school facilities such as library,
Audio-Visual Room,
Cafeteria/Canteen, Clinic, 4.52 Very Great 4.67 Very Great
Restrooms, Computer Room,
Counseling Room, Gymnasium,
etc.
9. Availability of buildable space
4.67 Very Great 4.78 Very Great
for development in the future
10. Absorptive capability for
4.67 Very Great 4.67 Very Great
increment of enrollment
Over all Mean 4.71 Very Great 4.74 Very Great
120

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area of
Physical Facilities When They are Grouped according to
Employment Status

The extent of readiness in the implementation of senior high school

program of La Salle College - Victorias, Inc. in the area of physical facilities

according to employment status is presented in Table 15.

When grouped and compared according to employment status in the

implementation of senior high school program in the area of physical

facilities, full-time and part-time employees obtained overall very high

mean score of 4.89 and 4.67, respectively. However, it can be noted that

there is a big difference in the overall mean scores of both groups. This

means that full-time and part-time employees have different perception in

the area of physical facilities. Nevertheless, both mean scores were

interpreted as “very great” extent of readiness despite the difference of

0.22.

Shah et al. (2013) conducted a study on the “The Impact of Physical

Facilities on Quality of Primary Education in Khyber Pakhtunkhwa as

Perceived by Teachers”. The major purpose of the study was to check out

the quality of Primary education in Khyber Pakhtunkhwa. In the light of

their study, they recommended that to improve the quality of education,

physical infrastructure issue should be taken as serious and major

problem because it directly affected the learners as well as teacher. By

supplying enough number of chairs, audio-visual aids, fans, lighting


121

system, bath rooms ,drinking water, computer facilities, libraries, books

and arranging access to basic health facilities in the shape of dispensaries

quality education goal can acquired.

It can be noted in Table 15 that full-time employees obtained the

highest mean score of 5.0 in items no. 2, 3, 5, 7, and 9. This implies that

full-time employees see that cooking laboratory for Cookery NC II track,

baking laboratory for Bread and Pastry Production NC II track, materials

and equipment for cooking, and materials and equipment for serving food

and beverages are available and perfectly functioning very well. They also

see that there is much buildable space for development in the future. Yet

for part-time employees, the Cookery NC II track, baking laboratory for

Bread and Pastry Production NC II track, materials and equipment for

cooking, and materials and equipment for serving food and beverages

could still be improved. Full-time employees stay in the school most of the

time and are more aware of the improvements in the school facilities as

compared to the part-time employees who come to school only when their

time is required.

Nevertheless, it should be considered that school facilities are

indispensable in every academic institution. The quality of the facilities

can do much in the learning outcomes of the students. Poor facilities affect

student learning. Ilomo and Mlavi (2016) attests this in their study entitled

“The Availability of Teaching and Learning Facilities and Their Effects on

Academic Performance in Ward Secondary Schools in Muheza – Tanzania”.


122

The aim of this study was to investigate the availability of teaching –

learning facilities and their effects on academic performance in ward

Secondary Schools in Muheza District in Tanga whereby five schools were

used to collect data through questionnaire and ten education officers and

fifteen school inspectors were interviewed. Results show that factors like

lack of infrastructure, dormitories, laboratories, library, staff houses,

classrooms etc. lead to poor performance in ward or community based

secondary schools affect or lead to students poor academic

performance. They concluded that that poor performance is highly

brought about by lack of infrastructure in schools.

Both groups got the lowest mean score of 4.57 in item no. 8 which

is about the basic school facilities such as the library, audio-visual room,

cafeteria/canteen, clinic, restrooms, computer room, counseling room,

gymnasium, etc. Both full-time and part-time employees see the need for

improvement in these basic facilities. Part-time employees also scored

lowest with a mean score of 4.57 in item no. 1 about the availability of

instructional classrooms. This indicates that part-time employees see the

need to improve the instructional classrooms to be used for senior high

school implementation.

The importance of basic facilities is supported in the studies of Ilomo

and Mlavi (2016) and Shah et al. (2013).

However, despite all these notable points, both groups obtained

overall mean scores interpreted as “very great” extent of readiness.


123

Table 15
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area of
Physical Facilities When They Are Grouped according to
Employment Status

Full-time Part-time
Items Mean Interpretation Mean Interpretation
1. Availability of
4.86 Very Great 4.57 Very Great
instructional rooms
2. Availability of cooking
laboratory for Cookery NC 5.00 Very Great 4.78 Very Great
II track
3. Availability of baking
laboratory for Bread and
5.00 Very Great 4.61 Very Great
Pastry Production NC II
track
4. Availability of food and
beverage laboratory for
4.86 Very Great 4.70 Very Great
Food and Beverages NC II
track
5. Availability of materials
and equipment for 5.00 Very Great 4.70 Very Great
cooking
6. Availability of materials
4.86 Very Great 4.70 Very Great
and equipment for baking
7. Availability of materials
and equipment for serving 5.00 Very Great 4.87 Very Great
food and beverages
8. Availability of other
basic school facilities such
as library, Audio-Visual
Room, Cafeteria/Canteen,
4.57 Very Great 4.57 Very Great
Clinic, Restrooms,
Computer Room,
Counseling Room,
Gymnasium, etc.
9. Availability of buildable
space for development in 5.00 Very Great 4.61 Very Great
the future
10. Absorptive capability
for increment of 4.71 Very Great 4.65 Very Great
enrollment
Over all Mean 4.89 Very Great 4.67 Very Great
124

Extent of Readiness of La Salle College - Victorias, Inc. on the


Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They Are Grouped according to Age

The results in the extent of readiness of La Salle College - Victorias,

Inc. in the implementation of senior high school program in the area of

community relevance of tracks and partnerships according to age is

indicated in Table 16 below.

When grouped and compared according to age in the

implementation of senior high school program in the area of community

relevance of tracks and partnerships, younger and older group obtained

very high mean score of 4.66 and 4.55, respectively. Both mean scores are

interpreted as “very great” extent of readiness.

As revealed in Table 16, the younger group scored highest with a

mean score of 4.73 in items 3, 5 and 9 which is about the demand for

bakers and pastry chefs in the community and the workforce,

employability of Cookery NC II graduates and availability of support from

LGUs, other government agencies and NGOs. This implies that the

younger group believes that there is great demand of bakers and pastry

chefs in the community and the workforce. They also believe in the school

can have competent Cookery NC II graduates that assures them of higher

employability rate. Furthermore, the younger group sees great support to

the school from LGUs, other government agencies and NGOs.


125

For example, Jones (2011) cited in his article that according to the

Bureau of Labor Statistics in the US, chefs and head cooks held nearly

127,500 jobs in 2015. The lowest 10 percent earned less than $23,150,

and the highest 10 percent earned more than $74,170. According to one

survey, employment of bakers is projected to grow 7 percent from 2014 to

2024, about as fast as the average for all occupations. Pastry chefs make

the most money at private or country clubs, the salary being $61,167;

$50,450 at Hotel Restaurants/Catering/Banquets; and $47,491 at Stand

Alone Restaurants. This simply shows that bread and pastry chefs are but

a demand in the workforce. Furthermore, Briones (2015) quoted Chef Dan

Basilio, Culinary Director of Lyceum of the Philippines Culinary Institute

(LPUCI) in his web blog post. He said, “It's a sad reality that most of today's

chefs are experts in so many fields like pastries, but not many are savvy

when it comes to bread; but if you will notice, more and more people are

being drawn to breads as reflected by the entry of foreign bakeshop brands

in the Philippine market just recently." Briones further added that it's a

global phenomenon that is happening in countries like the USA, Canada,

Australia and New Zealand to name a few. Despite the increasing culinary

graduates and practitioners, the supply for bread experts still couldn't

sustain the demand. Such is felt locally and internationally, making bread

connoisseurs one of the most sought-after professionals worldwide. LPUCI

saw this silent but massive hole in the global pool of culinary practitioners.
126

On the demand for cooks, Jaymalin (2012) quoted Joel Villanueva,

Technical Education and Skills Development Authority (TESDA) director

general. He said, “Tech-Voc graduates, particularly those the agency has

certified, have better chances of getting hired.” Macguire (2016) said that

The world has long embraced chefs from France and Italy, the U.K. and

the U.S., but now it’s Filipino cooks who are quietly pervading the global

culinary scene by carving out spaces on ships like Princess Cruises’, major

casinos like the Galaxy Macau resort in China and hotels such as the

Athens Ledra in Greece and the Lanesborough in London. Consider

Cristeta Comerford, the first woman and person of Filipino descent to hold

the coveted title of executive chef of the White House kitchen. Overall, the

number of Filipino new hires employed abroad as cooks and related

workers grew to more than 7,000 in 2013, up more than 60 percent from

2010, according to the Philippine Overseas Employment Administration.

According to DepEd press release dated November 20, 2014, the

local government units recognizes their crucial role in the implementation

of educational reforms. The Department of Education (DepEd) welcomed

the help of local executives for the nationwide implementation of Senior

High School (SHS) under the K to 12 program at the commitment signing

ceremony of the League of Cities of the Philippines (LCP). Education

Secretary Br. Armin Luistro FSC said, “We deeply appreciate the

commitment of our city governments in ensuring that Senior High School

becomes a reality in cities nationwide. We hope for the continued


127

collaboration between local government units and the Department of

Education in ensuring that all our learners have access to quality

education.”

Meanwhile, the older group scored highest with a mean score of 4.73

in item no. 8 which is about the availability of partners such as hotels,

food establishments and the like for immersion. The older group confirms

that the institution has available partners such as hotels, food

establishments and the like for immersion of its students.

According to Japan International Cooperation Agency (JICA) press

release, the Department of Education (DepEd) and the Japan International

Cooperation Agency (JICA) are supporting academe-industry partnership

to boost the country's technical vocational education via an Industry

Summit this week held last November 7-9, 2016 in Pasig City. The

conference, a gathering of 280 Strengthened Technical-Vocational

Educational Program (STVEP) schools and more than 20 representatives

of major industries and industry associations nationwide, aims to boost

networking and partnership of academe and industry players. "The

schools and industry partners are expected to create action plans on how

the skills and trainings of tech-voc graduates can match the industry's

needs and hopefully provide graduates with quality jobs in the future,"

shared JICA Senior Representative Takahiro Morita. In the case of schools

offering culinary courses, hotels, food establishments and the like are the

perfect partners. Baron (2010) said that collaborations with industries and
128

professionals are a core component of career technical education. Done

well, they can be a winning experience for everyone. Students get to try

out a profession to make sure it's a good fit. They learn how to conduct

themselves in the business world and they make connections that may

lead to future employment. Industry and business leaders get a say in

developing a curriculum to make sure there's a practical focus to outfit

students with the skills they'll need to get hired. As for the schools, they

get seasoned professionals to advise students, arrange field trips and,

sometimes, provide financial support.

Another notable point in Table 16 is that there is a big difference in

the mean scores between the younger group and the older group in item

no. 3 which is about the demand for bakers and pastry chefs in the

community and the workforce. Younger group scored a mean of 4.73 while

older group scored a mean of 4.40. The difference in the mean between the

two groups is 0.33. This shows that while the younger group see that there

is a demand of bakers and pastry chefs in the community and the

workforce, the older group sees that while there is a demand, it may not

be that much considering that the City of Victorias where the school is

located is still on the course of development and that demand may

continue to increase in the course of time.

However, despite all these notable points, both groups obtained

overall mean scores interpreted as “very great” extent of readiness.


129

Table 16
Extent of Readiness of La Salle College - Victorias, Inc. on the
Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They are Grouped according to Age

Younger Older
Items Mean Interpretation Mean Interpretation
1. Tracks offered are in line
with the development plan of 4.67 Very Great 4.53 Very Great
the community
2. Demand for cooks in the
4.67 Very Great 4.47 Very Great
community and the workforce
3. Demand for bakers and
pastry chefs in the community 4.73 Very Great 4.40 Very Great
and the workforce
4. Demand for food and
beverage servers or waiters in
4.60 Very Great 4.47 Very Great
the community and the
workforce
5. Employability of Cookery
4.73 Very Great 4.53 Very Great
NC II graduates
6. Employability of Bread and
Pastry Production NC II 4.60 Very Great 4.60 Very Great
graduates
7. Employability of Food and
Beverage Services NC II 4.60 Very Great 4.53 Very Great
graduates
8. Availability of partners
such as hotels, food
4.67 Very Great 4.73 Very Great
establishments and the like
for immersion
9. Availability of support from
LGUs, other government 4.73 Very Great 4.53 Very Great
agencies and NGOs
10. Availability of TESDA
consultant to validate, match
and secure, to align parts
preference and student’s 4.60 Very Great 4.67 Very Great
career with demands of the
world of works, business and
industry
Over all Mean 4.66 Very Great 4.55 Very Great
130

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They Are Grouped according to
Educational Attainment

Presented in Table 17 is the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the area of community relevance of tracks and

partnerships according to educational attainment.

When grouped and compared according to educational attainment

on the implementation of senior high school program in the area of

community relevance of tracks and partnerships, college degree holders

and master’s or doctoral degree holders obtained a mean score of 4.61 and

4.58, respectively. Both mean scores were interpreted as “very great”

extent of readiness.

In order to have the most positive impact on the academic and

wellness outcomes of students, it is imperative that schools and

communities work together through a collaborative and comprehensive

approach. Community partners can help schools prepare students for

college, career, and citizenship by offering additional opportunities,

supports, and enrichment for young people. Strong school–community

partnerships are essential for a world-class, 21st century education.

(Roche and Strobach, 2016)

Table 17 shows that the college degree holders scored highest with

a mean score of 4.71 in items 8 and 10 which is about the availability of


131

partners such as hotels, food establishments and the like for immersion

and availability of TESDA consultant to validate, match and secure, to

align parts preference and student’s career with demands of the world of

works, business and industry. This implies that college degree holders are

very much aware of the existing school partners where students go for

their on-the–job training. Moreover, La Salle College-Victorias, Inc. is a

TESDA accredited school. TESDA recognizes the school as a technical-

vocational institution.

Meanwhile, the master’s or doctoral degree holders scored highest

with a mean score of 4.78 in item no. 1 which states whether the tracks

offered are in line with the development plan of the community while

college degree holders scored lowest with a mean score of 4.52 in this item.

This means that master’s or doctoral degree holders are very much

informed of the development plans of the community considering their

educational attainment as compared to the college degree holders. The City

of Victorias, where the school is located, has been vigorous in its

articulating and campaigning the developments of the city, particularly,

the Agri-Eco Tourism (AET) program. It aims to be an Agri-Eco Tourism

destination in the North Negros and hopefully in the Philippines. With this

developments, it pre-empts the increase of workforce particularly in food

establishments in the near future.

Item nos. 1 scored lowest with a mean score of 4.44 for master’s or

doctoral degree holders. This implies that college degree holders confirm
132

that the school has available partners such as hotels, food establishments

and the like for immersion of the graduates. It also recognizes the role of

TESDA in the institution in which master’s or doctoral degree holders may

not be very much well aware of TESDA’s role. It should also be considered

that La Salle College-Victorias, Inc. is a TESDA recognized institution for

courses such as Cookery NC II, Bread and Pastry Production NC II, and

Food and Beverage Services NC II.

Also presented in Table 17, master’s or doctoral degree holders

scored lowest with a mean score of 4.44 in item no. 10 which is about the

availability of TESDA consultant to validate, match and secure, to align

parts preference and student’s career with demands of the world of works,

business and industry.

Contrary to this result, college degree holders scored highest with a

mean score of 4.71 in item no. 10. This indicates that master’s or doctoral

degree holders maybe more well aware of the partnership of the school

with TESDA as compared to master’s or doctoral degree holders. La Salle

College – Victorias started offering competency based programs in 2009

and it is an institution accredited by TESDA. It offers varied Technical-

Vocational Education and Training Programs (TVET) under the Technical

Education and Skills Development Authority (TESDA).

In general, despite all these notable points, both groups obtained

overall mean scores interpreted as “very great” extent of readiness.


133

Table 17
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They Are Grouped according to
Educational Attainment

College Master’s/PhD
Items Mean Interpretation Mean Interpretation
1. Tracks offered are in line
with the development plan of 4.52 Very Great 4.78 Very Great
the community
2. Demand for cooks in the
4.57 Very Great 4.56 Very Great
community and the workforce
3. Demand for bakers and
pastry chefs in the community 4.57 Very Great 4.56 Very Great
and the workforce
4. Demand for food and
beverage servers or waiters in
4.57 Very Great 4.44 Very Great
the community and the
workforce
5. Employability of Cookery NC
4.67 Very Great 4.56 Very Great
II graduates
6. Employability of Bread and
Pastry Production NC II 4.57 Very Great 4.67 Very Great
graduates
7. Employability of Food and
Beverage Services NC II 4.57 Very Great 4.56 Very Great
graduates
8. Availability of partners such
as hotels, food establishments 4.71 Very Great 4.67 Very Great
and the like for immersion
9. Availability of support from
LGUs, other government 4.67 Very Great 4.56 Very Great
agencies and NGOs
10. Availability of TESDA
consultant to validate, match
and secure, to align parts
preference and student’s 4.71 Very Great 4.44 Very Great
career with demands of the
world of works, business and
industry
Over all Mean 4.61 Very Great 4.58 Very Great
134

Extent of Readiness of La Salle College - Victorias, Inc. in the


Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They Are Grouped according to
Employment Status

The data on Table 18 reveals the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the implementation of senior high school program in the

area of community relevance of tracks and partnerships according to

employment status.

When grouped and compared according to employment status in the

implementation of senior high school program in the area of community

relevance of tracks and partnerships, part-time and full-time employees

obtained a very high mean score of 4.49 and 4.64, respectively. Both mean

scores are interpreted as “very great” extent of readiness.

Table 18 shows that full-time employees scored highest with a mean

score of 4.71 in items no. 1, 7 and 10 which states about whether the

tracks offered are in line with the development plan of the community, the

employability of Food and Beverage Services NC II graduates, and the

availability of TESDA consultant to validate, match and secure, to align

parts preference and student’s career with demands of the world of works,

business and industry. This simply shows that full-time employees are

well aware of the development plans of the community. They also believe

that Food and Beverage Services NC II graduates are competent and are

likely to land a job after graduation. They also recognize the big role TESDA
135

plays in the institution. Full-time employees scored highest because they

are more aware of what is happening in the school. Simply because they

spend more time in the school as compared to part-time employees.

Giang (2013) wrote an article entitled “the Pros and Cons of

Employing Part-timers”. She quoted Neil Kokemuller’s words in a post

published on Small Business Chronicle. He said, "Part-time workers,

especially those that work more temporarily or seasonally, usually have

less knowledge and familiarity with the company because they work less."

Full-time employees scored lowest with a mean score of 4.14 in item

no. 4 which is about the demand for food and beverage servers or waiters

in the community and the workforce. This implies that full-time employees

recognize that while there is a demand for food and beverage servers or

waiters in the community, it may not be that much to accommodate its

graduates. Full-time employees recognize that there isn’t much food

establishments yet in the community who may be in need of food and

beverage servers. The City of Victorias where the school is located is still

on its process of development and the demand may increase in the course

of time.

As for part-time employees, they scored highest with a mean score

of 4.78 in item no. 8 which is about the availability of partners such as

hotels, food establishments and the like for immersion while it scored

lowest with a mean score of 4.52 in item no. 7 which is about the

employability of Food and Beverage Services NC II graduates. This implies


136

that part-time employees are confident that the school has available

partners such as hotels, food establishments and the like for immersion

of its graduates. It may also be said that part-time employees just confirm

the perception of full-time employees regarding the demand for food and

beverage servers may not be that much and it follows that employability

may not also be that much.

For example, in the Employment Guide for Newcomers to British

Columbia, employment opportunities are expected to be fair for food and

beverage servers. Compared to all other occupations, fewer job openings

are expected in this occupation as a result of workers retiring. However,

increases in the number of double-income families has led to higher

disposable incomes and less time to make meals at home, which has

contributed to families eating out more regularly. Growth in the tourism

sector will also create more employment opportunities for this group. The

availability of part-time and entry-level work makes this occupation

attractive to students who are either paying for their education or trying

to earn extra money. Competition for jobs will be highest in fine dining

establishments, where more money can be made. Those with excellent

customer service skills will be in high demand. (Skilled Immigarant

Infocenter, 2017) There is a possibility that same thing will happen in the

community considering the various developments happening in the city.

However, despite all these notable points, both groups obtained

overall mean scores interpreted as “very great” extent of readiness.


137

Table 18
Extent of Readiness of La Salle College - Victorias, Inc. in the
Implementation of Senior High School Program in the Area of
Community Relevance of Tracks and Partnerships
When They Are Grouped according to
Employment Status

Full-time Part-time
Items Mean Interpretation Mean Interpretation
1. Tracks offered are in line
with the development plan of 4.71 Very Great 4.57 Very Great
the community
2. Demand for cooks in the
4.29 Very Great 4.65 Very Great
community and the workforce
3. Demand for bakers and
pastry chefs in the community 4.29 Very Great 4.65 Very Great
and the workforce
4. Demand for food and
beverage servers or waiters in
4.14 Great 4.65 Very Great
the community and the
workforce
5. Employability of Cookery
4.57 Very Great 4.65 Very Great
NC II graduates
6. Employability of Bread and
Pastry Production NC II 4.43 Very Great 4.65 Very Great
graduates
7. Employability of Food and
Beverage Services NC II 4.71 Very Great 4.52 Very Great
graduates
8. Availability of partners
such as hotels, food
4.43 Very Great 4.78 Very Great
establishments and the like
for immersion
9. Availability of support from
LGUs, other government 4.57 Very Great 4.65 Very Great
agencies and NGOs
10. Availability of TESDA
consultant to validate, match
and secure, to align parts
preference and student’s 4.71 Very Great 4.61 Very Great
career with demands of the
world of works, business and
industry
Over all Mean 4.49 Very Great 4.64 Very Great
138

Difference in the Extent of Readiness in the Implementation of


Senior High School Program of La Salle College - Victorias, Inc.
in the Area of School Management and Leadership When
They are Grouped according to Variables

Table 19 reveals the difference in the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the area of school management and leadership according

to variables.

When grouped and compared according to age, younger respondents

perceived a mean rank of 4.68 while the older respondents perceived a

mean rank of 4.55 in the area of school management and leadership. This

indicates that the younger respondents perceived more compared to older

respondents. Based on the findings, there is no significant difference in

the extent of readiness in the area of school management and leadership

when grouped and compared according to age. The computed p value is

0.267 which is greater than 0.050 significant level. Thus, the difference

between the compared groups is not significant. This implies that age does

not affect the perception on the extent of readiness of the respondents in

senior high school implementation. This means that the respondents’ age

has no significant influence on the perception in the extent of readiness in

the implementation of senior high school program in the area of school

management and leadership.

In a study conducted by Biggerstaff (2012), he found out that there

is no relationship between teachers’ perceptions of principals’ leadership


139

behaviors with the demographic variable of “age”. Contrary to this findings,

Farhat and Usman (2016) found out that teachers’ demographic variables

(age, experience) and their perceptions of leadership behaviors were found

to be positively correlated. These findings reflect that teachers with

increased age and experience desire an influenced relationship of trust,

shared vision, responsibility, commitment and perseverance from their

principals as leaders. Moreover, they perceive their principals’ leadership

behaviors effective and satisfactory. They desire to be appreciated with

rewards and recognition on achieving various performance targets.

Secondly, when grouped and compared according to educational

attainment, college degree holders perceived a mean rank of 4.67 while the

master’s or doctoral degree holders perceived a mean rank of 4.48 in the

area of school management and leadership. This indicates that the college

degree holders perceived more compared to the master’s or doctoral degree

holders. Based on the findings, there is no significant difference in the

extent of readiness in the area of school management and leadership when

grouped and compared according to educational attainment. The

computed p value is 0.104 which is greater than 0.050 significant level.

Thus, the difference between the compared groups is not significant. This

implies that educational attainment does not affect the perception on the

extent of readiness of the respondents in senior Great school

implementation.
140

Lastly, when grouped and compared according to employment

status, full-time employees perceived a mean rank of 4.63 while the part-

time employees perceived a mean rank of 4.61 in the area of school

management and leadership. This indicates that the full-time employees

perceived more compared to part-time. Based on the findings, there is no

significant difference in the extent of readiness in the area of school

management and leadership when grouped and compared according to

employment status. The computed p value is 0.848 which is greater than

0.050 significant level. Thus, the difference between the compared groups

is not significant. This implies that employment status does not affect the

perception on the extent of readiness in senior high school implementation

in the area of school management and leadership. This also suggests that

the school leader is fair and equal in dealing with both part-time and full-

time employees.

In a world where part-time workers are increasingly becoming a vital

part of most businesses, those same workers are often ignored. Most

business owners focus on providing great benefits for their full-time

employees while neglecting their part-timers (Wormley, 2016). One of the

most common myths is that part-time workers are not as effective as full-

time employees. In fact, they are just as valuable in today’s workforce, if

not more so. And just as one would like to retain all of best full-time

workers, one should also be thinking about how to keep part-time

employees content enough to stay in the company for the long haul. Part-
141

time employees need to be treated as well as full-time employees are

treated. (Galic, 2015)

Table 19
Difference in the Extent of Readiness in the Implementation of
Senior High School Program of La Salle College - Victorias, Inc.
in the Area of School Management and Leadership When
They are Grouped according to Variables

Mann
p- Sig
Variables Category Mean Whitney Interpretation
value Level
U
Younger 4.68 Not
Age 85.5 0.267
Older 4.55 Significant
Educational College 4.67 Not
58.5 0.104 0.05
Attainment Master’s/PhD 4.48 Significant
Employment Full-time 4.63 Not
76.0 0.848
Status Part-time 4.61 Significant

Difference in the Extent of Readiness in the Implementation of


Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Teachers When They are Grouped
according to Variables

The difference in the extent of readiness of La Salle College -

Victorias, Inc. in the implementation of senior high school program in area

of teachers according to variables is presented in Table 20.

Both younger and older respondents perceived a mean rank of 4.52

in the teachers when grouped and compared according to age. This

indicates that both groups have the same perception in the extent of

readiness in the implementation of senior high school program in the area

of teachers. Based on the findings, there is no significant difference in the


142

extent of readiness in the area of teachers when grouped and compared

according to age. The computed p value is 0.967 which is greater than

0.050 significant level. Thus, the difference between the compared groups

is not significant. This implies that age does not affect the perception of

younger and older groups in the extent of readiness in the implementation

of senior high school program in the area of teachers. This also suggests

that both younger and older groups are confident about the availability,

the quality and the proficiency of the teachers to deliver quality teaching

to the students.

According to UNESCO policy paper, published on World Teachers

Day 2014, in the rush to fill the chronic, global shortage of teachers many

countries are sacrificing standards and undermining progress by hiring

people with little or no training. “A quality universal primary education will

remain a distant dream for millions of children living in countries without

enough trained teachers in classrooms,” said Irina Bokova, Director-

General of UNESCO. “Teachers are the core of any education system.

Hiring and training new and already established teachers are fundamental

to protecting children’s ability to learn in school.”

Secondly, when grouped and compared according to educational

attainment, college degree holders perceived a mean rank of 4.53 while the

master’s or doctoral degree holders perceived a mean rank of 4.50 in the

extent of readiness in the implementation of senior high school program

the area of teachers. This indicates that the college degree holders
143

perceived higher compared to the master’s or doctoral degree holders.

Based on the findings, there is no significant difference in the extent of

readiness in the implementation of senior high school program in the area

of teachers when grouped and compared according to educational

attainment. The computed p value is 0.894 which is greater than 0.050

significant level. Thus, the difference between the compared groups is not

significant. This implies that educational attainment does not affect the

perception of both college degree holders and the master’s or doctoral

degree holders in the extent of readiness in the implementation of senior

high school program in the area of teachers. This suggests that both

groups are assured about the availability, the quality and the proficiency

of the teachers to deliver quality education. Both groups are confident that

teachers who were hired to teach specific subjects are qualified.

Having unqualified teachers to teach is detrimental to the quality of

education. For example, Walker (2016) articulated that a recent poll found

that a majority of California voters are concerned that, in the effort to

address the state’s looming teacher shortage, classroom doors have

been opened to underqualified teachers. Ninety-four percent say teachers

should first receive rigorous preparation, with 88 percent believing this

should include a year of practice teaching under a master educator. More

than half the public oppose policies that would allow districts to hire non-

credentialed teachers or have not yet completed their training. He further

added that even if a state believes that it has no choice but to fill teaching
144

positions with underprepared candidates, students in disadvantaged

schools are the ones who ultimately pay the price. Farr, who is the

president of the Kansas National Education Association said, “Pitting

highly qualified, licensed teachers against unqualified individuals is a

recipe for further inequality.” Learning Policy Institute (LPI) Director,

Patrick M. Shields, added, “We shouldn’t shoot for short-term solutions

and just push warm bodies in the classroom. Investing in teacher

recruitment and training and improving working conditions for school staff

can increase the number and diversity of fully-prepared teachers.”

Lastly, when grouped and compared according to employment

status, full-time employees perceived a mean rank of 4.60 while the part-

time employees perceived a mean rank of 4.50 in the area of teachers. This

indicates that the full-time employees perceived higher compared to part-

time employees. However, based on the findings, it showed that there is

no significant difference in the extent of readiness in the implementation

of senior high school program in the area of teachers when grouped and

compared according to employment status. The computed p value is 0.413

which is greater than 0.050 significant level. Thus, the difference between

the compared groups is not significant. This implies that employment

status does not affect the perception of both groups in the extent of

readiness in the implementation of senior high school program in the area

of teachers when grouped and compared according to employment status.


145

This further denotes that despite in the difference in employment status,

both groups agree on the availability, the quality and the proficiency of the

teachers to teach the specific subjects.

On the contrary, for example in U.S., according to Strauss (2016)

there are growing teacher shortages in various states across the country

and the problem looks like it is only going to get worse. He cited that

according to a recent study, titled “A Coming Crisis in Teaching? Teacher

Supply, Demand and Shortages in the U.S.”, tens of thousands of teachers

were hired in the fall of 2015 on emergency or temporary credentials to

meet these needs, and the same pattern has emerged as schools opened

in 2016. In addition to hiring individuals who are not prepared to teach,

districts and schools facing shortages have a small number of undesirable

options: They can increase class sizes, cancel classes, use short-term

substitutes, or assign teachers from other fields to fill vacancies. All of

these stopgap solutions undermine the quality of education, especially for

the students who most need effective schools.

Moreover, according to Sutcher et al. (2016) widespread media

reports of local teacher shortages in the US have become a hot topic in

education since the summer of 2015. After years of teacher layoffs,

districts began hiring again as the economy recovered from the Great

Recession. Many were surprised to find they had serious difficulty finding

qualified teachers for their positions, especially in fields like mathematics,

science, special education, and bilingual education/English language


146

development. A number of states greatly expanded emergency permits to

allow hiring of untrained teachers to meet these demands—which is the

classic definition of shortage. To date, however, there has not yet been a

detailed national analysis of the sources and extent of these shortages,

and the prognosis for the future.

Table 20
Difference in the Extent of Readiness in the Implementation of
Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Teachers When They are Grouped
according to Variables

Mann
p- Sig
Variables Category Mean Whitney Interpretation
value Level
U
Younger 4.52 Not
Age 111.0 0.967
Older 4.52 Significant
Educational College 4.53 Not
91.0 0.894 0.05
Attainment Master’s/PhD 4.50 Significant
Employment Full-time 4.60 Not
63.5 0.413
Status Part-time 4.50 Significant

Difference in the Extent of Readiness in the Implementation of


Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Physical Facilities When They are
Grouped according to Variables

Table 21 reveals difference in the extent of readiness in the

implementation of senior high school program of La Salle College -

Victorias, Inc. in the area of physical facilities according to variables.


147

When grouped and compared according to age, younger respondents

perceived a mean rank of 7.71 while the older respondents perceived a

mean rank of 4.74 in the area of physical facilities. This indicates that the

younger respondents perceived higher compared to older respondents.

Based on the findings, there is no significant difference in the extent of

readiness in in the implementation of senior high school program the area

of physical facilities when grouped and compared according to age. The

computed p value is 0.775 which is greater than 0.050 significant level.

Thus, the difference between the compared groups is not significant. This

implies that age does not affect the perception of younger and older

respondents on the extent of readiness in the implementation of senior

high school program. This further denotes that both groups agree that the

school has available and well-functional physical facilities, materials and

equipment necessary for the implementation of the senior high school

program. Moreover, another implication is that the school perhaps is

constant in improving the conditions of its physical facilities, materials

and equipment.

Although there have been a lot of apprehensions in the

implementation of the K-12 program particularly in the area of school

facilities. Barlongo (2015) said that lack of infrastructure is also one of

the issues confronting the DepEd prior to and during the initial

implementation of the program. Needed for the new curriculum are 30,000

new classrooms; 30,000 new teachers; and 6,000 nonteaching staff. Yet,
148

many schools still opted to implement the senior high school program and

focused on improving their facilities. According to Filardo (2016) in the

“State of Our Schools: America’s K–12 Facilities”, high-quality facilities

help improve student achievement, reduce truancy and suspensions,

improve staff satisfaction and retention, and raise property values. They

also are integral to ensuring equity in educational offerings and

opportunities for students. In contrast to this assertion, Martorrel et al.

(2015), public investments in repairs, modernization, and construction of

schools cost billions. However, little is known about the nature of school

facility investments, whether it actually changes the physical condition of

public schools, and the subsequent causal impacts on student

achievement. We study the achievement effects of nearly 1,400 capital

campaigns initiated and financed by local school districts, comparing

districts where school capital bonds were either narrowly approved or

defeated by district voters. Overall, we find little evidence that school

capital campaigns improve student achievement

Secondly, when grouped and compared according to educational

attainment, college degree holders perceived a mean rank of 4.71 while the

master’s or doctoral degree holders perceived a mean rank of 4.74 in the

area of physical facilities. This indicates that the master’s or doctoral

degree holders perceived higher compared to college degree holders. Based

on the findings, there is no significant difference in the extent of readiness

in the implementation of senior high school in the area of physical facilities


149

when grouped and compared according to educational attainment. The

computed p value is 0.104 which is greater than 0.050 significant level.

Thus, the difference between the compared groups is not significant. This

implies that educational attainment does not affect the perception of both

college degree holders and master’s or doctoral degree holders in the extent

of readiness in the implementation of senior high school program in the

area of physical facilities. This also points out that college degree holders

and the master’s or doctoral degree holders can be certain that the

physical facilities of the school are ready in the implementation of the

senior high school program.

The facilities of the school are central requisites to be considered a

good school. Poor school facilities not only affect students but also the

teachers as well as the community. Bailey (2015) stressed that school

facility managers have an enormous responsibility of assuring that schools

are ready for teachers, students and the community. Satisfactory school

buildings are essential to the morale of teachers and students. Studies

have shown that suitable classrooms may improve academic achievement.

He further added that schools that are well maintained may have higher

achievement scores, less discipline issues and higher morale than schools

that are not.

Lastly, when grouped and compared according to employment

status, full-time employees perceived a mean rank of 4.89 while the part-

time employees perceived a mean rank of 4.67 in the area of physical


150

facilities. This indicates that the full-time employees perceived higher

compared to part-time employees. Based on the findings, there is a

significant difference in the extent of readiness in the area of physical

facilities when grouped and compared according to employment status.

The computed p value is 0.037 which is lesser than 0.050 significant level.

Thus, the difference between the compared groups is significant. This

implies that employment status does affect the perception of the full-time

and part-time employees in the extent of readiness in the implementation

of senior high school. Perhaps, the time spent of full time employees as

compared to the part-time employees could be the reason for this

significant difference. Full-time employees stay in the school at regular

hours whereas part-time employees usually stay in the school only when

their time requires. This means that full-time employees are more aware

of the status of the physical facilities of the school as compared to part-

time employees.

Kokemuller (2011) mentioned in his article the advantages and

disadvantages of part-time employees. He said that part-time employees

usually work less than full-time employees and may work anywhere from

a few hours up to 40 hours per work, though this is typically not a

guarantee with part-time employment. A common drawback of part-time

workers is their lack of commitment relative to full-time workers. Full-time

workers that rely on the consistent income and benefits typically buy in to

the organization more strongly and feel a deeper attachment. Moreover, he


151

believed that part-time workers, especially those that work more

temporarily or seasonally, usually have less knowledge and familiarity with

the company because they work less. This can affect employee

performance on both tasks and service. Customer-driven organizations

may notice less successful sales and service with part-time employees that

do not become as familiar with approaches to selling and servicing the

needs of the company's customers. Training can help offset these issues,

but part-timers take longer to gain experience than full-time workers.

Table 21
Difference in the Extent of Readiness in the Implementation of
Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Physical Facilities When They are
Grouped according to Variables

Mann
p- Sig
Variables Category Mean Whitney Interpretation
value Level
U
Younger 4.71 Not
Age 105.5 0.775
Older 4.74 Significant
Educational College 4.71 Not
85.0 0.689 0.05
Attainment Master’s/PhD 4.74 Significant
Employment Full-time 4.89
38.5 0.037 Significant
Status Part-time 4.67

Difference in the Extent of Readiness in the Implementation of


Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Community Relevance of Tracks and Partnerships
When They are Grouped according to Variables

As exhibited in Table 22, the difference in the extent of readiness in

the implementation of senior high school program of La Salle College -


152

Victorias, Inc. in the area of community relevance of tracks and

partnerships according to variables all showed a not significant result.

When grouped and compared according to age, younger respondents

perceived a mean rank of 4.66 while the older respondents perceived a

mean rank of 4.55 in the area of community relevance of tracks and

partnerships. This indicates that the younger respondents perceived

higher compared to older respondents. Based on the findings, there is no

significant difference in the extent of readiness in the implementation of

senior high school in the area of community relevance of tracks and

partnerships when grouped and compared according to age. The computed

p value is 0.486 which is greater than 0.050 significant level. Thus, the

difference between the compared groups is not significant. This implies

that age does not affect the perception of the older and younger

respondents in the extent of readiness in the implementation of senior high

school program in the area of community relevance of tracks and

partnerships. This also implies that both groups agree that the school

offers tracks relevant to the needs of the community and it has enough

partners in the implementation of its senior high school program.

Formoso (2016) mentioned that schools can only offer tracks where

they can optimize their facilities and teaching resources as well as best

meet the local community’s demands. If their selected tracks are not

available in public schools where they finished Grade 10, students can go

to another public high school or use their vouchers on a private or non –


153

DepEd school offering their tracks. La Salle College – Victorias, Inc., being

a TESDA accredited institution has already been offering NC II courses in

the past few years. These courses include Cookery NC II, Bread and Pastry

Production NC II, and Food and Beverage Services NC II. These courses

are relevant due to the increasing demand of workforce in the food

business industry.

In addition, Flynn (2014) said that industry–school partnerships

(ISPs) are increasingly being recognized as a new way of providing

vocational education opportunities particularly in industries where there

are skills shortages. Partnerships provide schools and industries an

opportunity to work together for the benefit of each other. Industries can

help in the development of the curriculum. They could help schools tailor

programs needed by their industry. Conversely, schools can provide their

needed workforce.

Secondly, when grouped and compared according to educational

attainment, college degree holders perceived a mean rank of 4.61 while the

master’s or doctoral degree holders perceived a mean rank of 4.58 in the

area of community relevance of tracks and partnerships. This indicates

that the college degree holders perceived higher compared to the master’s

or doctoral degree holders. Based on the findings, there is no significant

difference in the extent of readiness in the implementation of the senior

high school program in the area of community relevance of tracks and

partnerships when grouped and compared according to educational


154

attainment. The computed p value is 0.965 which is greater than 0.050

significant level. Thus, the difference between the compared groups is not

significant. This implies that educational attainment does not affect the

perception of the college degree holders and master’s or doctoral degree

holders in the extent of readiness in the implementation of the senior high

school program. This further denotes that both college degree holders and

master’s or doctoral degree holders deem that the school is ready when it

comes to the relevance of tracks it offers and it has the relevant partners,

especially industries, necessary for the implementation of the senior high

school program. Partners play a big role especially in the development of

school and for the success in achieving quality education of the students.

Watters et al. (2016) suggest that there are significant benefits that

can emerge from industry–school partnerships (ISPs) and in their absence

they may not occur; however, to achieve benefits, all partners need to

increasingly appreciate the interdependency (positive and negative

impacts) of project partnerships throughout vertical and horizontal system

levels. Partnerships need to be grounded carefully and systematically.

Clearer articulation and formulation of vision, objectives and purposes of

ISPs will strengthen the overall commitment level to mutual objectives

among partners. Furthermore, they said that a key element of nations with

high performing vocational systems is a well-developed partnership

cultures between employers and educators. It is important that schools

establish partnerships especially with industries. The industries provide


155

schools insights on what courses to offer and can afford schools with the

needed technical assistance for example in curriculum development. On

the other hand, schools can prove industries with well-trained manpower

ready to take on the challenges the industries demand. When the two

sectors work hand in hand, both sectors will surely benefit.

Lastly, when grouped and compared according to employment

status, full-time employees perceived a mean rank of 4.49 while the part-

time employees perceived a mean rank of 4.64 in the area of community

relevance of tracks and partnerships. This indicates that the part-time

employees perceived higher compared to full-time employees. Based on the

findings, there is no significant difference in the extent of readiness in the

implementation of the senior high school program in the area of

community relevance of tracks and partnerships when grouped and

compared according to employment status. The computed p value is 0.360

which is greater than 0.050 significant level. Thus, the difference between

the compared groups is not significant. This implies that employment

status does not affect the perception of the respondents in the extent of

readiness in senior high school implementation. Whether part-time or full

time, both groups agree that the school is ready in the area of community

relevance and partnerships in the implementation of the senior high school

program. Both groups attest that the tracks being offered are relevant to

the manpower needs of the community and the industries. Both groups

also acknowledges that the school has existing and valuable partners who
156

can help the school in its implementation of the senior high school

program.

A concrete example of this is the partnership between Punlaan

School and its industry partners. Suleik (2016) provides information, facts

and evidence on the success of this partnership in her article. Excerpts

from her article follows. She wrote, “Punlaan School, a project of the

Foundation for Professional Training, Inc. has contributed over the last

forty years to the efforts of nation-building through its commitment to

educate and provide employable skills to marginalized women. To date, it

has helped more than 11,000 women through its various programs and

some 3,000 more are graduates who are now gainfully working in various

establishments both here and abroad. The holistic program offered by

Punlaan includes training in skills for the hospitality industry, developing

good work habits, and nurturing positive values that are essential to a

dignified life. In 1993 it pioneered the two-year German Dual Training

Program in Food and Beverage Services for the hotels and restaurants in

the Philippines sponsored by the Landesinstitut for Internationale

Berufsbuildung (in Germany) in collaboration with the Hanns Seidel

Foundation (also German) and the Hotel and Restaurant Association of the

Philippines using the competency based curriculum—Accredited Tourism

Training Center by the Department of Tourism up to the present. Today,

Punlaan is a multi-awarded school providing a dual training scholarship

program on Hospitality and Culinary Arts for the hotel and restaurant
157

industry and a model school of the government for the successful

implementation of the dual training program since 1993. Among these

were: a recognition from the Technical Education and Skills Development

Authority (TESDA) in 1996 for the effective implementation of the Dual

training Program and for the alleviation of poverty of underprivileged

young women; SKAL International Tourism Personalities Industry Award

in Education in 1999; TESDA’s Kabalikat Award conferred by the

Department of Labor and Employment in 2000. More than 70 highly rated

hotels and restaurants have become industry partners of Punlaan, where

its students do their on the job training. Punlaan graduates are 100-

percent employed in prestigious hotels and restaurants, both here and

abroad. Testimonials from the industry are rife, especially from five-star

hotels and prestigious restaurants who cite Punlaan graduates as being

very values- oriented, exhibiting such core values as helpfulness, sincerity,

courtesy and humility. Likewise, the graduates themselves have said that

Punlaan School gave them the foundation for their future as the

instrument that shaped their technical, spiritual and moral being. Many

of them have testified that they have been uplifted from being

underprivileged women to professionals that are not only employable, but

preferred by the industry.”

This example of the partnerships between Punlaan School and its

industry partners gives a clear picture of what advantages and benefits


158

partnerships can give to schools and the industries, and most especially

the students, who are the recipients of a good education.

Table 22
Difference in the Extent of Readiness in the Implementation of
Senior High School Program of La Salle College - Victorias, Inc.
in the Area of Community Relevance of Tracks and Partnerships
When They are Grouped according to Variables

Mann
p- Sig
Variables Category Mean Whitney Interpretation
value Level
U
Younger 4.66 Not
Age 95.0 0.486
Older 4.55 Significant
Educational College 4.61 Not
93.0 0.965 0.05
Attainment Master’s/PhD 4.58 Significant
Employment Full-time 4.49 Not
61.5 0.360
Status Part-time 4.64 Significant
159

Chapter 5

SUMMARY OF THE FINDINGS, CONCLUSION AND

RECOMMENDATONS

This chapter presents the findings of the study. Such findings will

be summarized to which the conclusion and recommendations be drawn.

The presentation of the findings is done according to the order of the

problems stated in Chapter 1.

Summary of the Findings

The data were analyzed and the following findings were formulated

in accordance with the specific questions given under the statement of the

problem.

First, on the profile of the respondents, there were 30 respondents

who were surveyed for this study on the extent of readiness in the

implementation of senior Great school program using three (3) variables

namely: age, educational attainment and employment status. When

grouped according to age, 15 or 50% of the respondents belong to the

younger group while the remaining 15 or 50% belong to the older group.

Both groups were well represented. In terms of educational attainment, 21

or 70% of the respondents are college degree holder while 9 or 30% are

master’s degree or doctoral degree holders. All respondents are

educationally qualified. In terms of employment status, 7 or 23.3% are

full-time employees while 23 or 76.7% are part-time employees. The school


160

is on the process of stabilization and hopes to grow eventually more in the

future with the goal of increasing full-time employees and decrease the

number of part-time employees.

Secondly, the result of the study revealed “very great” extent of

readiness of La Salle College-Victorias, Inc., in the areas of school

management and leadership, teachers, physical facilities, and community

relevance and partnerships.

Thirdly, on extent of readiness on the implementation of senior high

school program as assessed by the various respondents when they are

grouped according to the aforementioned variables, the result of the study

also revealed a “very great” extent of readiness.

Lastly, the p value revealed no significant difference that existed on

the extent of readiness in the implementation of senior high school

program of La Salle College-Victorias, Inc. when group and compared

according to age, educational attainment and employment status. Hence,

the null hypothesis which states that there is no significant difference on

the extent of readiness in the implementation of senior high school

program as assessed by the respondents when they are grouped and

compared according to the aforementioned variables is accepted. However,

in the area of physical facilities when grouped and compared according to

employment status, there is a significant difference. In this case, the null

hypothesis is rejected.
161

Conclusions

From the summarized findings, the following conclusions were

drawn.

The respondents are, evenly represented in the study both by

younger and older respondents, majority of whom are part-time, and all

are educationally qualified and experienced.

La Salle College-Victorias, Inc. is very greatly prepared in the extent

of readiness in the implementation of senior high school program in terms

of school management and leadership, teachers, physical facilities, and

community relevance of tracks and partnerships.

The variables age, educational attainment and employment status

do not affect the perception of the respondents in the extent of readiness

in the implementation of senior high school program of La Salle College-

Victorias, Inc.

And lastly, there is no significant difference on the extent of

readiness of in the implementation of senior high school program as

assessed by the various respondents when they are grouped and compared

according to the aforementioned variables except in the area of physical

facilities when grouped and compared according to employment status.


162

Recommendations

From the drawn conclusions, the following recommendations are

hereby directed and forwarded for consideration to those concerned.

It is strongly recommended that the findings of this study be

forwarded to La Salle College-Victorias, Inc. for them to be aware of the

perceptions of the respondents in the areas of school management and

leadership, teachers, physical facilities, and community relevance and

partnerships. Although the ratings proved to be “very great” in the extent

of readiness in the aforementioned areas as shown by the mean scores,

there are areas that need to be improved. The school should maintain and

strengthen further their readiness in the implementation the senior high

school program.

In the area of school management and leadership, school head may

need to improve in instructional supervision skills and personnel

management skills as well as continue to attend relevant trainings in the

implementation of senior high school. It is recommended that the school

head attend / enroll in trainings or short courses on instructional

supervision and personnel management to further his/her skills.

Additionally, the school head together with the teachers could coordinated

with DepEd as to the possible trainings regarding senior high school

implementation. A scheduled training on senior high school

implementation for the school is advised.


163

In the area of teachers, college degree holders should consider

further studies, not just merely for promotion but more so for their

professional growth and development. This will make them more fulfilled,

passionate, committed and dedicated to the calling they are into. They are

recommended to enroll in the institutions to take a master’s degree or

doctoral degree. Perhaps, the management can help in the expenses of the

teachers who will enroll maybe in the form of financial assistance. As for

teachers who are not education graduates, it is recommended that they

enroll in Teacher Certificate programs so as to enhance their competencies

in teaching.

In the area of physical facilities, instructional classrooms,

laboratories and the basic facilities such as library, audio-visual room,

cafeteria/canteen, clinic, restrooms, computer room, counseling room,

gymnasium, etc. may also need improvement. The school management

should consult the Board of Trustees and suggest to hire a consultant who

is an expert in facilities management and can look into the school plant

see what improvements could be done to develop the school.

In the area of community relevance and partnerships, to fully

support the employability of graduates, the school should not only limit to

the community but also establish more partners such as industries in the

neighboring cities, municipalities and even in other provinces. A

memorandum of agreement with these partners should be considered.


164

In addition, this report recommends further work to

research further the claim once the implementation has commenced

adding on to it other areas such as student readiness, teacher readiness,

teaching strategies and competencies, curriculum and instructional

materials. Furthermore, the researcher also suggests further research on

the problems encountered in the implementation of K to 12 Program as

basis for action plan in the future.


165

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184

Appendices
Appendix A
Questionnaire

QUESTIONNAIRE ON THE READINESS OF IMPLEMENTATION OF SENIOR GREAT


SCHOOL PROGRAM OF LA SALLE COLLEGE, VICTORIAS INC.
(TEACHING and NON-TEACHING STAFF)

Part I. Personal Information


Name (Optional): _______________________________________________________
Age: ___________
Employment Status: ____________________ (Full-time / Part-time)
Educational Attainment: ________________________________

Part II. On the Readiness of Senior Great School Implementation


Instruction: Read each statement carefully to indicate the readiness of the senior
Great school program implementation. Put a check (√) mark on the appropriate column
provided opposite each item or statement using the scale below:

Score Interpretation Description


Excellent.
School head possesses all the qualifications required; School head has
excellent skill; Teachers possess all the qualifications required and has very
good proficiency in his/her field of expertise; All facilities needed are present
5 Very Great and functioning very well; Tracks offered are very greatly relevant to
community needs and the demand for the graduates and employability is
very great; Immersion partners and support groups are very greatly
sufficient.
Very Good.
School head possesses most of the qualifications required; School head has
above average skill; Teachers possess most the qualifications required and
4 Great has good proficiency in his/her field of expertise; Most facilities needed are
present and functioning very well; Tracks offered are greatly relevant to
community needs and the demand for the graduates and employability is
Great; Immersion partners and support groups are greatly sufficient.
Good.
School head possesses majority of the qualifications; School head has
average skill; Teachers possess majority of the qualifications required and
3 Moderate has an acceptable proficiency in his/her field of expertise; Majority of the
facilities needed are present and functioning; Tracks offered are very
moderately relevant to community needs and the demand for the graduates
and employability is satisfactory; Immersion partners and support groups
are adequate.
Fair.
School head possesses some of the qualifications required; School head has
below average skill; Teachers possess some of the qualifications required but
2 Low has poor proficiency in his/her field of expertise; Some facilities needed are
present and are functioning; Tracks offered are not so relevant to community
needs and the demand for the graduates and employability is low; Immersion
partners and support groups are rarely available.
Poor.
School head possesses few of the qualifications required; School head has
very poor skill; Teachers possess few of the qualifications required but has
1 Very Low very poor proficiency in his/her field of expertise; few facilities needed are
present and functioning very well; Tracks offered are not relevant to
community needs and there is no demand for such graduates and
employability is uncertain; Immersion partners and support groups are not
present.
185

READINESS ON THE IMPLEMENTATION OF SENIOR GREAT Rating Scale


SCHOOL ACCORDING TO THE FOLLOWING ASPECTS:
School Management and Leadership 5 4 3 2 1
1. Availability of School Head with Master’s Degree / Doctoral
Degree in Education
2. School head has attended relevant trainings on senior high
school implementation
3. School head has technical assistance skills
4. School head has instructional supervision skills
5. School head has monitoring and evaluation skills
6. School Head has strategic planning skills
7. School Head has resource and management skills
8. School Head has personnel management skills
9. School Head has financial management skills
10. School Head has capacity to network and establish linkages
Teachers 5 4 3 2 1
1. Availability of Teacher/s who can teach Language subjects
(Oral Communication, Reading & Writing, Komunikasyon at
Pananaliksik sa Wika at Kulturang Pilipino and Pagbasa at
Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik)
st
2. Availability of Teacher/s who can teach Humanities. (21
Century Literature from the Philippines and the World;
Contemporary Philippine Arts from the Regions)
3. Availability of Teacher/s who can teach Communication.
(Media & Information Literacy)
4. Availability of Teacher/s who can teach Mathematics.
(General Mathematics, Statistics & Probability)
5. Availability of Teacher/s who can teach Science. (Earth
Science, Disaster Readiness and Risk Reduction)
6. Availability of Teacher/s who can teach Social Science.
(Personal Development / Pandariling Kaunlaran,
Understanding Culture, Society and Politics)
7. Availability of Teacher/s who can teach Philosophy.
(Introduction to Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao)
8. Availability of Teacher/s who can teach PE and Health.
(Physical Education and Health)
9. Availability of Teacher/s who can teach Research. (Research
1 and 2)
10. Availability of Teacher/s who are NC II holder on Cookery NC
II, Bread and Pastry Production NC II, Food and Beverage
Services NC II.
Physical Facilities (Classrooms, Laboratories,
Equipment, Facilities and Buildable Space) 5 4 3 2 1
1. Availability of instructional rooms
2. Availability of cooking laboratory for Cookery NC II track
3. Availability of baking laboratory for Bread and Pastry
Production NC II track
4. Availability of food and beverage laboratory for Food and
Beverages NC II track
5. Availability of materials and equipment for cooking
6. Availability of materials and equipment for baking
186

7. Availability of materials and equipment for serving food and


beverages
8. Availability of other basic school facilities such as library,
Audio-Visual Room, Cafeteria/Canteen, Clinic, Restrooms,
Computer Room, Counseling Room, Gymnasium, etc.
9. Availability of buildable space for development in the future
10. Absorptive capability for increment of enrollment
Community Relevance of Tracks and Partnerships
5 4 3 2 1
1. Tracks offered are in line with the development plan of the
community
2. Demand for cooks in the community and the workforce
3. Demand for bakers and pastry chefs in the community and
the workforce
4. Demand for food and beverage servers or waiters in the
community and the workforce
5. Employability of Cookery NC II graduates
6. Employability of Bread and Pastry Production NC II
graduates
7. Employability of Food and Beverage Services NC II
graduates
8. Availability of partners such as hotels, food establishments
and the like for immersion
9. Availability of support from LGUs, other government
agencies and NGOs
10. Availability of TESDA consultant to validate, match and
secure, to align parts preference and student’s career with
demands of the world of works, business and industry

--END--
THANK YOU!!!!

Approved By:

(sgd) Dr. Lemuel Buenafe Date: December 16, 2016

(sgd) Dr. Gualberto Dajao Date: December 17, 2016

(sgd) Prof. Rammy Lastierre Date: December 22, 2016


187

Appendix B
Communication Letters

_________________________________

_________________________________
_________________________________
_________________________________
_________________________________

Dear ___________________________________:

Peace be with you!

I am Norberto H. Parcon Jr., MaEd major in Administration and Supervision


student at STI-West Negros University, Bacolod. I am currently conducting a
research study entitled “Readiness on the Implementation of Senior High School
Programs of La Salle College - Victorias, Inc.”

Along this line, I would like to ask for your valuable assistance through your
expertise for the validation of my research instrument. There are two parts of the
questionnaire. The first part is for the personal information and the second part
consist of items which could solicit information for the study I am conducting.
Please refer to the criteria set forth by Douglas Scates and Carter Good attached
herewith.

I am hoping for a favorable response and your positive gesture toward this
request is greatly appreciated.

Very yours truly,

(sgd) NORBERTO H. PARCON JR.


Researcher / MAED Student

Noted by:

(sgd) SUSAN J. LIBRE, Ed.D.


Adviser
188

12 January 2017

DR. CHERYL TONDO


Principal
Victorias National High School
Victorias City

Dear Dr. Tondo:

Peace be with you!

I am Norberto H. Parcon Jr., MaEd major in Administration and Supervision


student at STI-West Negros University, Bacolod. I am currently conducting a
research study entitled “Readiness on the Implementation of Senior High School
Program of La Salle College - Victorias, Inc.”

Along this line, I would like to ask your permission to test the reliability of my
questionnaire with the help of your senior high school teachers.

I am hoping for a favorable response and your positive gesture toward this
request is highly appreciated.

Very yours truly,

NORBERTO H. PARCON JR.


Researcher / MAED Student

Noted by:

(sgd) SUSAN J. LIBRE, Ed. D.


Adviser
189

30 January 2017

EMMANUEL PALENCIA
Director
La Salle College – Victorias, Inc.
Victorias City

Dear Mr. Palencia:

Peace be with you!

I am Norberto H. Parcon Jr., MaEd major in Administration and Supervision


student at STI-West Negros University, Bacolod. I am currently conducting a
research study entitled “Readiness on the Implementation of Senior High School
Program of La Salle College - Victorias, Inc.”

Along this line, I would like to ask your permission to administer the
questionnaire to your teaching and non-teaching staff.

I am hoping for a favorable response and your positive gesture toward this
request is highly appreciated.

Very yours truly,

NORBERTO H. PARCON JR.


Researcher / MAED Student

Noted by:

(sgd) SUSAN J. LIBRE, Ed. D.


Adviser
190

Appendix C
Validation Form
Validator 1
CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON
“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”

Instruction: Please rate your degree of agreement or disagreement on the statements


provided below by putting a check mark corresponding to your answer. The statements
are taken from the criteria for evaluating survey questionnaire set forth by Carter V. Good
and Douglas B. Scates.
5 = Strongly Agree
4= Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree

Criteria for Evaluation Rating


5 4 3 2 1
1 The questionnaire is short enough that the respondents will be able ∕
to answer it within the allotted time.

2 The questionnaire is interesting and has an appeal that the ∕


respondents will be induced to respond to it and accomplish it fully.

3 The questionnaire can obtain some depth to answers and avoid ∕


guesswork.

4 The responses and their alternative responses are neither too ∕


suggestive nor too unstimulating.

5 The questionnaire can elicit responses which are definite and not ∕
conflicting.

6 The items are stated in such a way that the respondents can ∕
understand them clearly.

7 Items are formed in such a manner to avoid suspicion on the part ∕


of the respondent concerning hidden purpose in the questionnaire.

8 The questionnaire is not too narrow, not restrictive or limited in its ∕


content.

9 The responses to the questionnaire which taken as a whole, could ∕


answer the basic purpose for which the questionnaire is designed
and, therefore, are considered valid.

Comments:
_____________________________________________________________________________

(sgd) Romualdo B. Battalones


Public Schools District Supervisor – Talisay 1-3
191

Validator 2
CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON
“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”

Instruction: Please rate your degree of agreement or disagreement on the statements


provided below by putting a check mark corresponding to your answer. The statements
are taken from the criteria for evaluating survey questionnaire set forth by Carter V. Good
and Douglas B. Scates.
5 = Strongly Agree
4= Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree

Criteria for Evaluation Rating


5 4 3 2 1
1 The questionnaire is short enough that the respondents will be able ∕
to answer it within the allotted time.

2 The questionnaire is interesting and has an appeal that the ∕


respondents will be induced to respond to it and accomplish it fully.

3 The questionnaire can obtain some depth to answers and avoid ∕


guesswork.

4 The responses and their alternative responses are neither too ∕


suggestive nor too unstimulating.

5 The questionnaire can elicit responses which are definite and not ∕
conflicting.

6 The items are stated in such a way that the respondents can ∕
understand them clearly.

7 Items are formed in such a manner to avoid suspicion on the part ∕


of the respondent concerning hidden purpose in the questionnaire.

8 The questionnaire is not too narrow, not restrictive or limited in its ∕


content.

9 The responses to the questionnaire which taken as a whole, could ∕


answer the basic purpose for which the questionnaire is designed
and, therefore, are considered valid.

Comments:
______________________________________________________________________________

(sgd) Melvn J. Sudario


Master Teacher 1 – Victorias National High School
192

Validator 3
CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON
“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”

Instruction: Please rate your degree of agreement or disagreement on the statements


provided below by putting a check mark corresponding to your answer. The statements
are taken from the criteria for evaluating survey questionnaire set forth by Carter V. Good
and Douglas B. Scates.
5 = Strongly Agree
4= Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree

Criteria for Evaluation Rating


5 4 3 2 1
1 The questionnaire is short enough that the respondents will be able ∕
to answer it within the allotted time.

2 The questionnaire is interesting and has an appeal that the ∕


respondents will be induced to respond to it and accomplish it fully.

3 The questionnaire can obtain some depth to answer and avoid ∕


guesswork.

4 The responses and their alternative responses are neither too ∕


suggestive nor too unstimulating.

5 The questionnaire can elicit responses which are definite and not ∕
conflicting.

6 The items are stated in such a way that the respondents can ∕
understand them clearly.

7 Items are formed in such a manner to avoid suspicion on the part ∕


of the respondent concerning hidden purpose in the questionnaire.

8 The questionnaire is not too narrow, not restrictive or limited in its ∕


content.

9 The responses to the questionnaire which taken as a whole, could ∕


answer the basic purpose for which the questionnaire is designed
and, therefore, are considered valid.

Comments:
______________________________________________________________________________

(sgd) Ailyn B. Moyani


Master Teacher 1 – Victorias National High School
193

Appendix D
Summary of Validation

CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON


“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”

Instruction: Please rate your degree of agreement or disagreement on the statements


provided below by putting a check mark corresponding to your answer. The statements
are taken from the criteria for evaluating survey questionnaire set forth by Carter V. Good
and Douglas B. Scates.
5 = Strongly Agree
4= Agree
3 = Undecided
2 = Disagree
1 = Strongly Disagree

Criteria for Evaluation Rating


J1 J2 J3
1 The questionnaire is short enough that the respondents will be able 5 5 5
to answer it within the allotted time.

2 The questionnaire is interesting and has an appeal that the 5 5 4


respondents will be induced to respond to it and accomplish it fully.

3 The questionnaire can obtain some depth to answers and avoid 5 5 5


guesswork.

4 The responses and their alternative responses are neither too 5 5 5


suggestive nor too unstimulating.

5 The questionnaire can elicit responses which are definite and not 5 5 5
conflicting.

6 The items are stated in such a way that the respondents can 4 4 5
understand them clearly.

7 Items are formed in such a manner to avoid suspicion on the part 5 5 5


of the respondent concerning hidden purpose in the questionnaire.

8 The questionnaire is not too narrow, not restrictive or limited in its 5 5 4


content.

9 The responses to the questionnaire which taken as a whole, could 5 5 5


answer the basic purpose for which the questionnaire is designed
and, therefore, are considered valid.
Total 4.89 4.89 4.77
Rating 4.85
Interpretation Excellent

INTERPRETATION : Excellent = 4.24 – 5.04 Very Good = 3.43 – 4.23 Good = 2.62 – 3.42

Fair = 1.81 – 2.61 Poor = 1.00 – 1.80


194

Appendix E
Statistical Package for the Social Sciences (SPSS) Results

Frequency Table

age
Frequency Percent Valid Percent Cumulative Percent
Valid younger (37 years old and below) 15 50.0 50.0 50.0
older (38 years old and above) 15 50.0 50.0 100.0
Total 30 100.0 100.0

educational_attainment
Frequency Percent Valid Percent Cumulative Percent
Valid college 21 70.0 70.0 70.0
master’s/PhD 9 30.0 30.0 100.0
Total 30 100.0 100.0

employment_status
Frequency Percent Valid Percent Cumulative Percent
Valid full-time 7 23.3 23.3 23.3
part-time 23 76.7 76.7 100.0
Total 30 100.0 100.0

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
A1 30 4 5 4.80 .407
A2 30 3 5 4.50 .572
A3 30 4 5 4.60 .498
A4 30 4 5 4.50 .509
A5 30 4 5 4.53 .507
A6 30 4 5 4.67 .479
A7 30 4 5 4.63 .490
A8 30 3 5 4.57 .568
A9 30 4 5 4.57 .504
A10 30 4 5 4.77 .430
School Management and Leadership 30 4 5 4.61 .307
Valid N (listwise) 30
195

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
B1 30 3 5 4.53 .571
B2 30 3 5 4.60 .621
B3 30 3 5 4.40 .563
B4 30 3 5 4.47 .629
B5 30 3 5 4.47 .571
B6 30 3 5 4.47 .571
B7 30 4 5 4.47 .507
B8 30 3 5 4.47 .571
B9 30 4 5 4.53 .507
B10 30 4 5 4.80 .407
Teachers 30 4 5 4.52 .393
Valid N (listwise) 30

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
C1 30 4 5 4.63 .490
C2 30 4 5 4.83 .379
C3 30 4 5 4.70 .466
C4 30 4 5 4.73 .450
C5 30 4 5 4.77 .430
C6 30 4 5 4.73 .450
C7 30 4 5 4.90 .305
C8 30 4 5 4.57 .504
C9 30 4 5 4.70 .466
C10 30 4 5 4.67 .479
Physical Facilities 30 4 5 4.72 .205
Valid N (listwise) 30

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
D1 30 4 5 4.60 .498
D2 30 3 5 4.57 .568
D3 30 3 5 4.57 .626
D4 30 3 5 4.53 .571
D5 30 4 5 4.63 .490
D6 30 4 5 4.60 .498
D7 30 4 5 4.57 .504
D8 30 4 5 4.70 .466
D9 30 4 5 4.63 .490
D10 30 4 5 4.63 .490
Community Relevance and
30 4 5 4.60 .289
Partnership
extent of Readiness 30 4 5 4.62 .208
Valid N (listwise) 30
196

Group Statistics
age N Mean Std. Deviation Std. Error Mean
A1 younger (37 years old and below) 15 4.93 .258 .067
older (38 years old and above) 15 4.67 .488 .126
A2 younger (37 years old and below) 15 4.53 .516 .133
older (38 years old and above) 15 4.47 .640 .165
A3 younger (37 years old and below) 15 4.73 .458 .118
older (38 years old and above) 15 4.47 .516 .133
A4 younger (37 years old and below) 15 4.53 .516 .133
older (38 years old and above) 15 4.47 .516 .133
A5 younger (37 years old and below) 15 4.53 .516 .133
older (38 years old and above) 15 4.53 .516 .133
A6 younger (37 years old and below) 15 4.73 .458 .118
older (38 years old and above) 15 4.60 .507 .131
A7 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.67 .488 .126
A8 younger (37 years old and below) 15 4.80 .414 .107
older (38 years old and above) 15 4.33 .617 .159
A9 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.53 .516 .133
A10 younger (37 years old and below) 15 4.80 .414 .107
older (38 years old and above) 15 4.73 .458 .118
School Management and younger (37 years old and below) 15 4.68 .254 .066
Leadership
older (38 years old and above) 15 4.55 .348 .090

Group Statistics
educational_
attainment N Mean Std. Deviation Std. Error Mean
A1 college 21 4.81 .402 .088
master’s/PhD 9 4.78 .441 .147
A2 college 21 4.57 .507 .111
master’s/PhD 9 4.33 .707 .236
A3 college 21 4.67 .483 .105
master’s/PhD 9 4.44 .527 .176
A4 college 21 4.57 .507 .111
master’s/PhD 9 4.33 .500 .167
A5 college 21 4.52 .512 .112
master’s/PhD 9 4.56 .527 .176
A6 college 21 4.76 .436 .095
master’s/PhD 9 4.44 .527 .176
A7 college 21 4.62 .498 .109
master’s/PhD 9 4.67 .500 .167
A8 college 21 4.76 .436 .095
master’s/PhD 9 4.11 .601 .200
A9 college 21 4.62 .498 .109
master’s/PhD 9 4.44 .527 .176
A10 college 21 4.81 .402 .088
master’s/PhD 9 4.67 .500 .167
School Management and Leadership college 21 4.67 .294 .064
master’s/PhD 9 4.48 .311 .104
197

Group Statistics
employment_
status N Mean Std. Deviation Std. Error Mean
A1 full-time 7 4.71 .488 .184
part-time 23 4.83 .388 .081
A2 full-time 7 4.43 .787 .297
part-time 23 4.52 .511 .106
A3 full-time 7 4.43 .535 .202
part-time 23 4.65 .487 .102
A4 full-time 7 4.71 .488 .184
part-time 23 4.43 .507 .106
A5 full-time 7 4.57 .535 .202
part-time 23 4.52 .511 .106
A6 full-time 7 4.71 .488 .184
part-time 23 4.65 .487 .102
A7 full-time 7 4.86 .378 .143
part-time 23 4.57 .507 .106
A8 full-time 7 4.43 .787 .297
part-time 23 4.61 .499 .104
A9 full-time 7 4.71 .488 .184
part-time 23 4.52 .511 .106
A10 full-time 7 4.71 .488 .184
part-time 23 4.78 .422 .088
School Management and Leadership full-time 7 4.63 .415 .157
part-time 23 4.61 .278 .058

Group Statistics
age N Mean Std. Deviation Std. Error Mean
B1 younger (37 years old and below) 15 4.53 .516 .133
older (38 years old and above) 15 4.53 .640 .165
B2 younger (37 years old and below) 15 4.60 .632 .163
older (38 years old and above) 15 4.60 .632 .163
B3 younger (37 years old and below) 15 4.40 .507 .131
older (38 years old and above) 15 4.40 .632 .163
B4 younger (37 years old and below) 15 4.53 .640 .165
older (38 years old and above) 15 4.40 .632 .163
B5 younger (37 years old and below) 15 4.47 .516 .133
older (38 years old and above) 15 4.47 .640 .165
B6 younger (37 years old and below) 15 4.53 .640 .165
older (38 years old and above) 15 4.40 .507 .131
B7 younger (37 years old and below) 15 4.33 .488 .126
older (38 years old and above) 15 4.60 .507 .131
B8 younger (37 years old and below) 15 4.47 .640 .165
older (38 years old and above) 15 4.47 .516 .133
B9 younger (37 years old and below) 15 4.47 .516 .133
older (38 years old and above) 15 4.60 .507 .131
B10 younger (37 years old and below) 15 4.87 .352 .091
older (38 years old and above) 15 4.73 .458 .118
Teachers younger (37 years old and below) 15 4.52 .395 .102
older (38 years old and above) 15 4.52 .404 .104
198

Group Statistics
educational_
attainment N Mean Std. Deviation Std. Error Mean
B1 college 21 4.57 .507 .111
master’s/PhD 9 4.44 .726 .242
B2 college 21 4.67 .577 .126
master’s/PhD 9 4.44 .726 .242
B3 college 21 4.38 .498 .109
master’s/PhD 9 4.44 .726 .242
B4 college 21 4.52 .602 .131
master’s/PhD 9 4.33 .707 .236
B5 college 21 4.43 .507 .111
master’s/PhD 9 4.56 .726 .242
B6 college 21 4.52 .602 .131
master’s/PhD 9 4.33 .500 .167
B7 college 21 4.43 .507 .111
master’s/PhD 9 4.56 .527 .176
B8 college 21 4.43 .598 .130
master’s/PhD 9 4.56 .527 .176
B9 college 21 4.57 .507 .111
master’s/PhD 9 4.44 .527 .176
B10 college 21 4.76 .436 .095
master’s/PhD 9 4.89 .333 .111
Teachers college 21 4.53 .380 .083
master’s/PhD 9 4.50 .444 .148

Group Statistics
employment_
status N Mean Std. Deviation Std. Error Mean
B1 full-time 7 4.57 .787 .297
part-time 23 4.52 .511 .106
B2 full-time 7 4.57 .787 .297
part-time 23 4.61 .583 .122
B3 full-time 7 4.57 .787 .297
part-time 23 4.35 .487 .102
B4 full-time 7 4.43 .787 .297
part-time 23 4.48 .593 .124
B5 full-time 7 4.43 .787 .297
part-time 23 4.48 .511 .106
B6 full-time 7 4.57 .535 .202
part-time 23 4.43 .590 .123
B7 full-time 7 4.71 .488 .184
part-time 23 4.39 .499 .104
B8 full-time 7 4.57 .535 .202
part-time 23 4.43 .590 .123
B9 full-time 7 4.71 .488 .184
part-time 23 4.48 .511 .106
B10 full-time 7 4.86 .378 .143
part-time 23 4.78 .422 .088
Teachers full-time 7 4.60 .563 .213
part-time 23 4.50 .338 .070
199

Group Statistics
age N Mean Std. Deviation Std. Error Mean
C1 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.67 .488 .126
C2 younger (37 years old and below) 15 4.87 .352 .091
older (38 years old and above) 15 4.80 .414 .107
C3 younger (37 years old and below) 15 4.80 .414 .107
older (38 years old and above) 15 4.60 .507 .131
C4 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.87 .352 .091
C5 younger (37 years old and below) 15 4.80 .414 .107
older (38 years old and above) 15 4.73 .458 .118
C6 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.80 .414 .107
C7 younger (37 years old and below) 15 4.87 .352 .091
older (38 years old and above) 15 4.93 .258 .067
C8 younger (37 years old and below) 15 4.53 .516 .133
older (38 years old and above) 15 4.60 .507 .131
C9 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.73 .458 .118
C10 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.67 .488 .126
Physical younger (37 years old and below) 15 4.71 .191 .049
Facilities
older (38 years old and above) 15 4.74 .223 .058

Group Statistics
educational_
attainment N Mean Std. Deviation Std. Error Mean
C1 college 21 4.62 .498 .109
master’s/PhD 9 4.67 .500 .167
C2 college 21 4.81 .402 .088
master’s/PhD 9 4.89 .333 .111
C3 college 21 4.76 .436 .095
master’s/PhD 9 4.56 .527 .176
C4 college 21 4.67 .483 .105
master’s/PhD 9 4.89 .333 .111
C5 college 21 4.81 .402 .088
master’s/PhD 9 4.67 .500 .167
C6 college 21 4.67 .483 .105
master’s/PhD 9 4.89 .333 .111
C7 college 21 4.95 .218 .048
master’s/PhD 9 4.78 .441 .147
C8 college 21 4.52 .512 .112
master’s/PhD 9 4.67 .500 .167
C9 college 21 4.67 .483 .105
master’s/PhD 9 4.78 .441 .147
C10 college 21 4.67 .483 .105
master’s/PhD 9 4.67 .500 .167
Physical Facilities college 21 4.71 .206 .045
master’s/PhD 9 4.74 .213 .071
200

Group Statistics
employment_
status N Mean Std. Deviation Std. Error Mean
C1 full-time 7 4.86 .378 .143
part-time 23 4.57 .507 .106
C2 full-time 7 5.00 .000 .000
part-time 23 4.78 .422 .088
C3 full-time 7 5.00 .000 .000
part-time 23 4.61 .499 .104
C4 full-time 7 4.86 .378 .143
part-time 23 4.70 .470 .098
C5 full-time 7 5.00 .000 .000
part-time 23 4.70 .470 .098
C6 full-time 7 4.86 .378 .143
part-time 23 4.70 .470 .098
C7 full-time 7 5.00 .000 .000
part-time 23 4.87 .344 .072
C8 full-time 7 4.57 .535 .202
part-time 23 4.57 .507 .106
C9 full-time 7 5.00 .000 .000
part-time 23 4.61 .499 .104
C10 full-time 7 4.71 .488 .184
part-time 23 4.65 .487 .102
Physical Facilities full-time 7 4.89 .177 .067
part-time 23 4.67 .189 .039

Group Statistics
age N Mean Std. Deviation Std. Error Mean
D1 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.53 .516 .133
D2 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.47 .640 .165
D3 younger (37 years old and below) 15 4.73 .458 .118
older (38 years old and above) 15 4.40 .737 .190
D4 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.47 .640 .165
D5 younger (37 years old and below) 15 4.73 .458 .118
older (38 years old and above) 15 4.53 .516 .133
D6 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.60 .507 .131
D7 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.53 .516 .133
D8 younger (37 years old and below) 15 4.67 .488 .126
older (38 years old and above) 15 4.73 .458 .118
D9 younger (37 years old and below) 15 4.73 .458 .118
older (38 years old and above) 15 4.53 .516 .133
D10 younger (37 years old and below) 15 4.60 .507 .131
older (38 years old and above) 15 4.67 .488 .126
Community younger (37 years old and below) 15 4.66 .269 .070
Relevance and
older (38 years old and above) 15 4.55 .307 .079
Partnership
201

Group Statistics
educational_attainment N Mean Std. Deviation Std. Error Mean
D1 college 21 4.52 .512 .112
master’s/PhD 9 4.78 .441 .147
D2 college 21 4.57 .598 .130
master’s/PhD 9 4.56 .527 .176
D3 college 21 4.57 .598 .130
master’s/PhD 9 4.56 .726 .242
D4 college 21 4.57 .507 .111
master’s/PhD 9 4.44 .726 .242
D5 college 21 4.67 .483 .105
master’s/PhD 9 4.56 .527 .176
D6 college 21 4.57 .507 .111
master’s/PhD 9 4.67 .500 .167
D7 college 21 4.57 .507 .111
master’s/PhD 9 4.56 .527 .176
D8 college 21 4.71 .463 .101
master’s/PhD 9 4.67 .500 .167
D9 college 21 4.67 .483 .105
master’s/PhD 9 4.56 .527 .176
D10 college 21 4.71 .463 .101
master’s/PhD 9 4.44 .527 .176
Community Relevance and college 21 4.61 .312 .068
Partnership
master’s/PhD 9 4.58 .244 .081

Mann-Whitney Test

Ranks
age N Mean Rank Sum of Ranks
School Management and Leadership younger (37 years old and below) 15 17.30 259.50
older (38 years old and above) 15 13.70 205.50
Total 30
Teachers younger (37 years old and below) 15 15.40 231.00
older (38 years old and above) 15 15.60 234.00
Total 30
Physical Facilities younger (37 years old and below) 15 15.03 225.50
older (38 years old and above) 15 15.97 239.50
Total 30
Community Relevance and younger (37 years old and below) 15 16.67 250.00
Partnership
older (38 years old and above) 15 14.33 215.00
Total 30
202
Test Statisticsb
Community
School Management Relevance and
and Leadership Teachers Physical Facilities Partnership
Mann-Whitney U 85.500 111.000 105.500 95.000
Wilcoxon W 205.500 231.000 225.500 215.000
Z -1.138 -.063 -.296 -.743
Asymp. Sig. (2-tailed) .255 .950 .767 .457
Exact Sig. [2*(1-tailed Sig.)] .267a .967a .775a .486a
a. Not corrected for ties.
b. Grouping Variable: age

Ranks
educational_attainment N Mean Rank Sum of Ranks
School Management and college 21 17.21 361.50
Leadership
master’s/PhD 9 11.50 103.50
Total 30
Teachers college 21 15.33 322.00
master’s/PhD 9 15.89 143.00
Total 30
Physical Facilities college 21 15.05 316.00
master’s/PhD 9 16.56 149.00
Total 30
Community Relevance and college 21 15.43 324.00
Partnership
master’s/PhD 9 15.67 141.00
Total 30

Test Statisticsb
Community
School Management Relevance and
and Leadership Teachers Physical Facilities Partnership
Mann-Whitney U 58.500 91.000 85.000 93.000
Wilcoxon W 103.500 322.000 316.000 324.000
Z -1.655 -.161 -.438 -.070
Asymp. Sig. (2-tailed) .098 .872 .661 .945
Exact Sig. [2*(1-tailed Sig.)] .104a .894a .689a .965a
a. Not corrected for ties.
b. Grouping Variable: educational_attainment

Ranks
employment_
status N Mean Rank Sum of Ranks
School Management and Leadership full-time 7 16.14 113.00
part-time 23 15.30 352.00
Total 30
Teachers full-time 7 17.93 125.50
part-time 23 14.76 339.50
Total 30
Physical Facilities full-time 7 21.50 150.50
part-time 23 13.67 314.50
Total 30
Community Relevance and full-time 7 12.79 89.50
Partnership
part-time 23 16.33 375.50
Total 30
203

Test Statisticsb
Community
School Management Relevance and
and Leadership Teachers Physical Facilities Partnership
Mann-Whitney U 76.000 63.500 38.500 61.500
Wilcoxon W 352.000 339.500 314.500 89.500
Z -.224 -.846 -2.099 -.954
Asymp. Sig. (2-tailed) .823 .398 .036 .340
Exact Sig. [2*(1-tailed Sig.)] .848a .413a .037a .360a
a. Not corrected for ties.
b. Grouping Variable: employment_status

Group Statistics

employment_
status N Mean Std. Deviation Std. Error Mean
D1 full-time 7 4.71 .488 .184
part-time 23 4.57 .507 .106
D2 full-time 7 4.29 .756 .286
part-time 23 4.65 .487 .102
D3 full-time 7 4.29 .951 .360
part-time 23 4.65 .487 .102
D4 full-time 7 4.14 .690 .261
part-time 23 4.65 .487 .102
D5 full-time 7 4.57 .535 .202
part-time 23 4.65 .487 .102
D6 full-time 7 4.43 .535 .202
part-time 23 4.65 .487 .102
D7 full-time 7 4.71 .488 .184
part-time 23 4.52 .511 .106
D8 full-time 7 4.43 .535 .202
part-time 23 4.78 .422 .088
D9 full-time 7 4.57 .535 .202
part-time 23 4.65 .487 .102
D10 full-time 7 4.71 .488 .184
part-time 23 4.61 .499 .104
Community Relevance and full-time 7 4.49 .410 .155
Partnership
part-time 23 4.64 .243 .051
204

Scale: Implementation of Senior High School

Interpretation: very highly reliable

Cronbach’s Alpha Internal Consistency

α ≥ 0.9 Excellent

0.9 > α ≥ 0.8 Good

0.8 > α ≥ 0.7 Acceptable

0.7 > α ≥ 0.6 Questionable

0.6 > α ≥ 0.5 Poor

0.5 > α Unacceptable


205

Curriculum Vitae

NORBERTO H. PARCON JR.


Home Address: Corner Adoracion-Carmen Sts., Canetown Subdivision, VICMICO,
Victorias City, Negros Occidental 6119
Mobile: +639235735346
Email Address: jheR_parcs@yahoo.com

CAREER OBJECTIVES
It is my great passion to be able to:
Share my knowledge, skills and expertise;
Render effective and efficient service to the company/school I work for;
Make a difference by touch the lives of people who I will be working with
and those entrusted to my care.

PERSONAL INFORMATION

Age: 37years old


Date of Birth: July 15, 1979
Civil Status: Single
Citizenship: Filipino

WORK EXPERIENCES

September 2013 – Present City Government of Victorias Victorias City


City Planning and Development Office Staff

July 2010 – April 2011 University of St. La Salle Bacolod City


Project Coordinator – Institute for Negros Development

November 2008 – July 2010 Convergys Philippines Services Bacolod City


Offline Support Representive, Customer Service Specialist, Customer Service Representative
Subject Matter Expert

June 2005 – April 2008 Don Bosco College – Canlubang Calamba City
English Instructor / Pastoral Assistant / Assistant / Music Coordinator

Outstanding Teacher of the Year 2007 – Don Bosco College Canlubang

EDUCATIONAL BACKGROUND
2012 – Present STI-West Negros University Bacolod City
 Master of Arts in Education with Major in Administration and Supervision
36 Units - Complete Academic Requirements (CAR)

1997 -2004Don Bosco Formation Center / Don Bosco Novitiate Cebu City
 SEMINARY and NOVITIATE FORMATION
206

1998 – 2001 University of San Carlos Cebu City


 Bachelor of Secondary Education Major in ENGLISH

1992 – 1996 Don Bosco Technical Institute Victorias City


 Great School Diploma with Major in ELECTRONICS

1986 – 1992 Don Bosco Technical Institute Victorias City


 Elementary Certificate

TRAINING
June 2001 – October 2001
 Practice Teaching University of San Carlos Girls Great School Cebu City
Sacred HeartSchool – Jesuit
ELIGIBILITY
Passed the Licensure Examination for Teachers – August 29, 2004
PRC License No. 0870957

CHARACTER REFERENCES

Joseph Dela Cruz Roaring Fr. Godofredo Atienza, SDB


Asset Management Manager Provincial FIS Province
Yanson Group of Companies Don Bosco Provincialate
Bacolod City Talamban
Tel # +63939570068 Cebu City
Tel # +639173223510,
Evangeline B. Alo, PhD
City Planning and Dev’t Coordinator
City Government of Victorias
Victorias City
Laguna
Tel # (034) 399-3443

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