Beruflich Dokumente
Kultur Dokumente
Chapter 1
INTRODUCTION
regard for education and considered the implementation of the K-12 in his
Paper (2010).
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
through and now a law known as Republic Act 10533 – Enhanced Basic
municipalities as well.
depends mainly on funds from local government units, NGOs and other
into options to sustain the school for fear that diversion of government
funds, in which it depends mostly, will take effect anytime under the
Program to students of Victorias City and the nearby areas. However, the
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:
variables:
a. age
b. educational attainment
c. employment status
b. teachers
c. physical facilities
variables?
Hypothesis
aforementioned variables.
Respondents
Variables Indicators Categories
Theoretical Framework
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
“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”.
four areas could account for the successful implementation of the program
implementation.
with change.
6
effectively implement the change and, in some instances, for the change
different fields of interest have already been using this theory in developing
and practices.
readiness for change in general, it can be applied within the context of the
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
People will have to make the change happen, and they will have to be
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
Conceptual Framework
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
of the senior high school program were categorized as either “VERY GREAT
LOW Extent”.
The variables that were used in the study for the extent of readiness
of senior high school program of La Salle College – Victorias, Inc. for the
the study include the age of the respondents divided into two categories
the respondents classified into two categories, college degree holders and
time.
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
new endeavor of the school in the implementation of the senior high school
enroll In La Salle College – Victorias, Inc. This will give them the confidence
11
that the institution where they will trust their education is ready and
College – Victorias in 2017 will have an assurance that the school where
high school.
option for senior high school rather than sending their children in school
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.
concerned with the development of the young. This will encourage them to
scholarship programs for poor and deserving students. Such agencies will
School Heads who plan to open senior high school in the future.
Not all schools have implemented senior high school yet. This study will
school program.
12
the implementation.
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
following terms:
in this study.
the respondents and categorized into college degree holders and master’s
to work during the work week and classified as either part-time or full
time.
In the case of this study, it refers to the carrying out of plans for the
Victorias, Inc.
(Webster's Dictionary)
14
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
Dictionary)
In the case of this study, it refers to the network and linkages, such
convenience or service.
leaders take to ensure that the system of work which is used will be of the
attain the objectives of the school. It also involves administrators and their
last two years of the K to 12 program which includes Grades 11 and 12.
for SY 2017.
Chapter 2
Conceptual Literature
Foreign
the public education system that most people are familiar with today.
school system in all of the United States, Canada, the United Kingdom,
pinpoint, considering that it has been existing in some form for centuries
according to Sarvi et al. (2015), what has become the international norm
to the time needed to acquire the knowledge and skill sets necessary for
work.
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.
school.” They attend five or six years and then go onto secondary school.
“junior high school” and the second program is “high school.” A diploma
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
Channel, 2011)
changes, over extended colleges and universities, and slower and slower
birth rate were creating a gap between educational training and careers,
is not far from the experience Philippines has in the implementation of the
K-12 program.
Hong Kong, Japan, Finland, and New Zealand. While the visions presented
the schooling process will create lifelong learners who shoulder their civil
responsibilities.
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
20
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
extent depends upon the efficiency of the school heads. Their multifaceted
role entrusts them not only with managing the school but leading it with
missionary zeal. The position of the Head who is above the teachers in the
effectively lead, manage and participate in all the activities to make the
are to: plan curriculum, instructional and assessment policies; set targets
teaching and learning; create curriculum space and time for teachers;
and communicate with parents. These skills are necessary for the smooth
running of the school. The researcher has used these skills to check the
school program.
On Teachers
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).
Bureau of Hongkong has suggested roles of the teachers. These are to:
development plan.
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
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
assessments.
23
On Physical Facilities
resources play a big role in providing quality education to its students. The
facilities should be adequate and should have the capacity to carry out
educational tasks. Facilities are but a pride of every school. Having good
as the most important of the myriad issues facing public education, but
court ruled in the Campaign for Fiscal Equity (CFE) case that the state has
school education.” The Regents have defined that education as one that
and will prepare every high school graduate to be “college and career
ready.” To provide a sound basic education, the court said every school
facilities. (Rebell and Wolff, 2016) Here, it is very much stated the
importance that the school has a duty to provide adequate and accessible
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
offers are relevant to the needs of the community and that the school and
community.
For example, in the years since the Great Recession, the 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
25
Lagislators, 2014)
colleges in educating and training students and adults for the jobs needed
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
they provide Americans of all ages a chance to learn the skills and
community colleges are an integral part of the solution to help get our
nation out of the current economic mess," says Washington Senator Derek
Committee. "They are critical for helping us retrain workers and meeting
tools that can tailor training programs to suit the needs of industry," he
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
give the school and the students access to the real world.
shown their value in communities across the nation. They can, for
can bring to improving student success and opportunity. Young people are
keys to future source of ingenuity and human capital, and their education
to meet their goals well into the future. When students enter the labor
Local
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
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
not, the DepEd should instead enhance what they already have and not
cycle, according to UNESCO. One only has to see public school students’
achievement test scores to see that the system has failed the Filipino
congested. This means that students do not get enough time to perform
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
duration of our basic education program puts Filipinos who are interested
29
2012).
Aquino announced: “We need to add two years to our basic education.
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
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).
believes that the K to12 program will give every learner the opportunity to
Aside from the additional two years of Senior High School (SHS), the
unemployment of the youth. As Isagani Cruz put it, “The whole point of
30
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.”
hirable. Senior High School students will now be able to apply for TESDA
companies will be offered for technical and vocational courses. Senior high
school students can also get work experience while studying. Aside from
employed, one can choose to start his or her own business after
productive endeavor
and relevance of the high school diploma. Equally important, the Core
academically.
Basic Education Act of 2013, the Senior High School Curriculum was
Education (CHED) to ensure that by the time the students graduate from
Senior High School, they will have the standard knowledge, skills, and
and Manger, Forbes (2011) said that effective school mangers are expected
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
programs and projects in the school. They play a vital role in achieving the
3 states that consistent with the national educational policies, plans and
standards, the school heads shall have the Authority, Responsibility and
success and failure of the school depends of the kind of school principal it
has.
leadership skills early is a great way to pave the way for success.
identifies the competencies for the school heads and are classified into
seven domains for school leadership and management. These are school
check the readiness of the school head in the implementation of the senior
On the Teachers
When the K to 12 program was first brought up, those who opposed
another issue has cropped up – its effect on teachers. The transition from
upgrade their skills so they will not be left behind when the program is
not, teachers are the heart of education given their gargantuan roles
(Forbes, 2012). Columnist and teacher Lee-Chua (2012) said in her one
may be engaging and creative, but lack the skills to handle complex topics.
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
On Physical Facilities
still hounding the country’s new basic education program, K to 12, in the
35
functional.
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
which has become more active, interrelated, and has become an integral
2010).
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
to 12 Toolkit, 2012).
program should make sure that the specialized tracks it offers are relevant
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
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,
(DepEd) needs to enter into partnerships with different groups in the fields
holds true for private schools whose aim is to open senior high school
Research Literature
Foreign
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
additional two years of basic education, it was still implemented for several
reasons. The K-12 program aims to produce Filipino graduates who are
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
expectations of attending high school, high tuition and school fees can
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 largest (and only significant) impact on the poorest students. This
Senior High school will not only be based on the readiness of the school
These impacts are somewhat smaller than those associated with having a
highly effective teacher. But teachers have a direct impact on only those
quality distribution will produce annual student gains that are 0.05
their school.
41
On the Teachers
examinations and schools with highly qualified teachers but who are not
have the highest number of highly qualified teachers did not perform as
Quality by Teacher Skills, Attitudes and Work Conditions”, they found out
society’s attitude towards them and the value of education. In this way,
parents and other community members can play pivotal roles in school
education, resolving equity issues and reducing drop-out. But this can be
of the importance of education and the part teachers play in providing it.
towards their profession. They also said that good school management also
Improvements in education quality are not all down to the teachers and
On Physical Facilities
least comply with the following parameters: First, comfort for students,
information technology, physics and chemistry labs. Third, spaces for the
out rate in Latin America is 17 percent, and greater in rural areas. Several
increases registration. For example, in Peru the World Bank found that
facilities have the important role to ensure the quality of teaching and
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
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
technical center gained materials for training they would not have if it were
not for the partnership. In turn, businesses receive training that would
grants to help subsidized the training. The technical centers train students
and look for businesses who seek training. Moreover, he also found out
training. He said that technical centers are not just motivated to develop
a training program for any business that was interested in partnering. The
In this case, when both organizations, the school and industry for
Local
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
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.
income by hiring out facilities to the government, which will help alleviate
time and cost pressures. Vincent K. Fabella, the president of Jose Rizal
families and means a higher graduation age,” he said. “We think students
may think about shorter two-year courses, with more interest in vocational
placed to support the endeavor and benefit from the new opportunities
the new K-12 curriculum, they found out that there are five predisposing
promotion and protection of the welfare of the affected faculty and other
environment. The evolving needs of the school organization grow out of the
system. The capacity to perform both as leaders and managers shapes the
school organization as a whole. The call for enhancing the leadership and
remain unchanged. They are as relevant as they were years ago but their
found out that even though the overall level of managerial performance of
monitoring and evaluating the progress the school has set. In the area of
Parents, students and community play vital role in the success of how
On the Teachers
Hence, the researcher infers that the preparations of the teachers from
should consider looking into the other aspects of the K-12 curriculum shift
On Physical Facilities
knowledge and skills. In his study, he found out that insufficient school
this educational issue. Since the lack of educational facilities was proven
options.
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
thesis in recent dialogues with industry: what is important is not that the
52
training, but that the student actually have the skills required by
industry.
with its community in order to gain more resources necessary for the
on Problems and Possibilities for Change. This case study involved school
in the region, and that some principals are better or worse equipped to
networks. The most effective principals develop these networks both within
explored more fully. Furthermore, they also said that it could be fruitful to
structures have the potential to provide some stability to the system, allow
resource centers that can share instructional resources and offer targeted
professional development.
Synthesis
The foreign and local concepts and studies focused on the different
areas such as the K-12 Program, particularly the senior high school
This research work aimed to look into the extent of readiness in the
above.
The literature used has aided the researcher understand better the
K-12 in some other countries. Beam and Harris (2017), Sarvi et al. (2015),
(2016), Focus Taiwan News Channel (2011), Chen and Fan (2014), Aquino
12 program.
Lagura (2012), (Fabella, 2012), Acosta and Acosta (2016), UNESCO (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
and Woldehanna (2013), Legend (2014), Crisol and Alamilo (2014), Lacorte
and Limon (2016) unveil that the physical facilities are crucial means in
Harvard Family Research Project (2010), Munn and Lee (2012), Little
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
The foreign and local concepts and studies also have helped 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
Chapter 3
METHODOLOGY
this study. A number of activities in the plan of work include the following
Research Design
whole in the implementation of the senior high school program for school
year 2017.
58
research focuses on the present condition. The purpose is to find new truth
increased insight into factors which are operating, the discovery of a new
Locale
namely Cookery NC II, Bread and Pastry Production NC II, Food and
II, Bread and Pastry Production NC II, Food and Beverage Services NC II.
depends mainly on funds from local government units, NGOs and other
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
Senior High School Program to students of Victorias City and nearby areas.
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
high school students? This paper will look into the extent of readiness in
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
There are 30 full-time and part-time employees and they were all
Table 1
Distribution of Respondents
Full-time 7 23.3
Part-time 23 76.7
Total 30 100.0
61
methods.
collection. The questions that the researcher used were based from the
Senior High School Manual of Operations Vol. 1 and the 5-year Senior
In the case of this study, three validators were asked to validate the
MAED and one has MA in English. The third validator is a Public Schools
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.
City. The researcher administered the questionnaire once and scores were
between 0 and 1. Internal consistency describes the extent to which all the
Cronbach’s alpha will tell the researcher if the test designed is accurately
2014)
64
scale items are entirely independent from one another (i.e., are not
scale approaches infinity. In other words, the higher the α coefficient, the
more the items have shared covariance and probably measure the same
Using this statistical tool through the SPSS, the computed alpha is
the results of the study. With the validity rated as excellent and reliability
interpreted a very highly reliable, the researcher felt ready and confident
the respondents of the study. The objectives of the study were thoroughly
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
Statistical Tools
statistics simply count the number of times that each variable occurs,
such as the number of males and females within the sample (Korb, 2013).
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
employment status.
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
This statistical tool was used to measure the extent by which the
test statistics and significance level of the analysis conducted, and if the
associated p value (or significance) value falls below the determined alpha
about your data depending on the assumptions you make about your
The computer software IBM SPSS was used in the processing of the
Chapter 4
This chapter presents the data collected from the respondents. The
data that were gathered from the respondents through the use of the 40
analysis and interpretation. The data were collected and then processed
There were 30 respondents who were surveyed for this study in the
Three (3) variables were used in determining the profile of the respondents.
belong to the younger group while the remaining 15 or 50% belong to the
This showed that both age groups were well represented in this study.
71
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
and hopes to grow eventually more in the future with the goal of increasing
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
Table 2
Profile of the Respondents
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
very great. This implies that the school head, with a great extent, has the
institution. Item 10 which says “school head has capacity to network and
program.
how the whole school is organized and how it might respond positively to
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
extent of readiness.
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.
certificates are proofs that they are experts in their field of specialization.
comprised a qualification.
Item no. 3 which is about the availability of teacher/s who can teach
score of 4.40. This shows that the communication teacher may need to
believes that this will enable its goal to increase drastically the number of
media and information literate teachers worldwide who will in turn train
believes that media and information play an important role in the creation
This just shows how important the teacher is for Communication (Media
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
Table 5.
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.
and the cycle of poverty and social exclusion will remain unbroken.
computer room, counseling room, gymnasium, etc.”, got the lowest mean
to be fully functional.
2016)
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
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,
businesses accounted for 1.1 million employees and more than 88,000
students are familiar with the sector through their workplace, because
Canada’s restaurants provide one in every five youth jobs in the country
number one preferred activity for spending time with family and friends
may not be very high, demand may increase in the course of time as the
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
from local government units (LGUs), other government agencies and non-
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.
their young people is the responsibility of the entire community, not just
they wish to improve outcomes for young people, and recognize that by
working together, they can often achieve outcomes that would not be
raise the profile of careers. (UK Commission for Employment and Skills,
2012)
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
Aged 37 and below were considered younger and aged 38 and above belong
obtained a mean score of 4.68 and 4.55, respectively. Both mean scores
leadership.
score of 4.93 in item no. 1 which says “availability of school head with
younger group see that the school head is qualified to run the institution
the relevant trainings attended by the school head on senior high school
85
and evaluation skills scored lowest with a mean score of 4.53 among
younger respondents.
(DepEd) from around the country gathered at Teachers Camp, Baguio City
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
the educational system and instructional leaders are the forces that guide
the instructional leaders are the seldom unseen forces behind teachers.
(M&E) help those involved with any type of projects to assess if progress
manager can assess what is working and what is not, and from there can
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
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
to find out how teachers from public secondary schools in Mbooni West
87
human resource managers in the schools. Their findings revealed that the
North District in the Eastern Region of Ghana”. Their study examined the
Akwapim North District in the Eastern Region of Ghana. Areas that were
that a large majority of the respondents were of the view that orientation
time to time to upgrade their skills and knowledge. Based on the findings
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
ones. Hang concluded that when teachers spend more years teaching and
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
categories, the college degree holders and the master’s or doctoral degree
holders.
doctoral degree holders obtained very high mean score of 4.67 and 4.48,
readiness. Both groups also scored highest in item no. 1. This suggests
that both groups confirm that the school head has the basic educational
2017)
90
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
score of 4.11 in item no. 8 which says “school head has personnel
Therefore the principals should have a knowhow on, how to carry out the
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
college degree holder respondents and 4.44 for master’s or doctoral degree
“very great” extent. This implies that La Salle College-Victorias has a very
holders. Similarly in the study of Hang (2011) in which it was found out
significantly higher than those who hold lower educational degree. This
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
employees affirm that the school head has the basic educational
school leader. According to DepEd Memorandum No. 180, dated April 27,
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
in Nigerian schools. They found out that a closer, regular and continuous
this skill that the school leader could give his/her teachers in achieving
mean score of 4.83 in item no. 7 which states that the school head has
the institution. This finding shows the school head’s wise and effective use
program.
greatest possible extent. Resource utilization in the school sector does not
95
The school head should know how to manage school resources for in
implies that the school head needs to improve in technical assistance skills
principals are charged with raising academic achievement for all students
makes use of tools, via process consultation, requires specific skills and
nurtured and supported their staffs, while facing the reality that
sometimes teachers do not work out (Krassnoff et al., 2015). This is where
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
also be noteworthy that while part-time employees scored low in this item,
depends largely on the job performance of the teachers. In this case, the
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
younger and older group obtained the same overall mean score of 4.52 and
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
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.
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
Authority (TESDA).
It is also very evident in having the same mean scores in items no.
possess all the qualifications required and have very good proficiency in
has a mean score of 4.33. On the other hand, older respondents scored
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
yet they still recognize the strength of each teacher as shown by the mean
hired to achieve high quality education for its students. The quality of the
range of different skills and attitudes if they are to assist students achieve
any of these, then it is likely that learning in the classroom will not be
experience possible.”
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
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
senior high school program of La Salle College - Victorias, Inc. in the area
holders obtained very high mean score of 4.53 and 4.50, respectively.
that both college degree holders and master’s or doctoral degree holders
specialization.
obtained the highest mean score of 4.76 and 4.89, respectively, in item no.
NC II, Bread and Pastry Production NC II, Food and Beverage Services NC
II”. This finding indicates generally the strength of the school particularly
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
Society and Politics) with a mean score of 4.33. Although rated with a mean
media literacy as the ability to access, analyze, evaluate, create and act
Pettigrew (2012) stressed that for students to survive the 21st century,
essential critical thinking skills. This signifies the importance of the role
Understanding Culture, Society and Politics) are also new subjects for the
senior high school. In General Mathematics, the students must know how
life. Whereas in Statistics & Probability, the students must know how to
expected to be aware of the developmental stage that they are in, for them
human agency, society and politics work; and engage them in the
end of the course, students should acquire ideas about human cultures,
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
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
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.
obtained the highest mean score of 4.86 and 4.78, respectively, in item no.
NC II, Bread and Pastry Production NC II, Food and Beverage Services NC
both part-time and full-time employees. It implies that the school has
108
Cookery NC II, Bread and Pastry Production NC II, Food and Beverage
Services NC II.
item nos. 4 and 5 which is about availability of teacher/s who can teach
(Earth Science, Disaster Readiness and Risk Reduction) with a mean score
item no. 7 which is about the availability of teacher/s who can teach
processes that occur beneath and on the earth’s surface, as well as issues,
Looking into these subject descriptions, one can find the complexity
courses.
is critical that earth science education begin at the kindergarten level and
include advanced offerings at the secondary school level, and that highly
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
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
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.
Asfaw (2014) on the “The Availability of School Facilities and Their Effects
Regional State and East Hararghe Zone, Ethiopia”. His research was
schools in Harari regional state. Its major objective was to study the
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
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.
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
much as the materials and equipment that come with it. As stated by
scored lowest with a mean score of 4.53 and 4.60, respectively. This
implies that these basic facilities, though functioning every well, still
readiness.
Their findings show that many community schools face related problems
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
attainment.
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
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
senior high school program. Ememe et al. (2012) claimed that the available
facilities were inadequate and in some cases not available. Some of the
concluded that pupils will perform better when all basic facilities were
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
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,
the basic facilities, materials and equipment for learning affect student
study of Afework and Asfaw (2014) mentioned earlier proves this claim.
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
center.
The results showed that the use of the laboratory helped to: develop
students among others. Same holds true in having well-equipped and well-
no. 3 which is about the availability of baking laboratory for Bread and
the baking laboratory is the area that needs to be improved. Jenkins (2017)
experiments to ensure that their students grasp each and every concept
children. Children are able to retain the knowledge for longer when they
As also shown in table 14, both groups have the same mean score
increment of enrollment. This implies that both groups, the college degree
holders and master’s or doctoral degree holders, both agree that La Salle
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
their day in classrooms that almost never feel warm and homelike. Rooms
there. This required having more on the walls than butcher paper! It
in the process.
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
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
0.22.
Perceived by Teachers”. The major purpose of the study was to check out
highest mean score of 5.0 in items no. 2, 3, 5, 7, and 9. This implies that
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
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.
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
used to collect data through questionnaire and ten education officers and
fifteen school inspectors were interviewed. Results show that factors like
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,
gymnasium, etc. Both full-time and part-time employees see the need for
lowest with a mean score of 4.57 in item no. 1 about the availability of
school implementation.
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
very high mean score of 4.66 and 4.55, respectively. Both mean scores are
mean score of 4.73 in items 3, 5 and 9 which is about the demand for
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
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
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;
Alone Restaurants. This simply shows that bread and pastry chefs are but
(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
in the Philippine market just recently." Briones further added that it's a
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
saw this silent but massive hole in the global pool of culinary practitioners.
126
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
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
workers grew to more than 7,000 in 2013, up more than 60 percent from
Secretary Br. Armin Luistro FSC said, “We deeply appreciate the
education.”
Meanwhile, the older group scored highest with a mean score of 4.73
food establishments and the like for immersion. The older group confirms
Summit this week held last November 7-9, 2016 in Pasig City. 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,"
offering culinary courses, hotels, food establishments and the like are the
perfect partners. Baron (2010) said that collaborations with industries and
128
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
students with the skills they'll need to get hired. As for the schools, they
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
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
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
and master’s or doctoral degree holders obtained a mean score of 4.61 and
extent of readiness.
Table 17 shows that the college degree holders scored highest with
partners such as hotels, food establishments and the like for immersion
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
vocational institution.
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
destination in the North Negros and hopefully in the Philippines. With this
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
not be very much well aware of TESDA’s role. It should also be considered
courses such as Cookery NC II, Bread and Pastry Production NC II, and
scored lowest with a mean score of 4.44 in item no. 10 which is about the
parts preference and student’s career with demands of the world of works,
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
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
employment status.
obtained a very high mean score of 4.49 and 4.64, respectively. Both 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
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
are more aware of what is happening in the school. Simply because they
less knowledge and familiarity with the company because they work less."
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
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.
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
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
disposable incomes and less time to make meals at home, which has
sector will also create more employment opportunities for this group. The
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
Infocenter, 2017) There is a possibility that same thing will happen in the
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
to variables.
mean rank of 4.55 in the area of school management and leadership. This
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
senior high school implementation. This means that the respondents’ age
Farhat and Usman (2016) found out that teachers’ demographic variables
attainment, college degree holders perceived a mean rank of 4.67 while the
area of school management and leadership. This indicates that the college
Thus, the difference between the compared groups is not significant. This
implies that educational attainment does not affect the perception on the
implementation.
140
status, full-time employees perceived a mean rank of 4.63 while the part-
0.050 significant level. Thus, the difference between the compared groups
is not significant. This implies that employment status does not affect the
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.
part of most businesses, those same workers are often ignored. Most
most common myths is that part-time workers are not as effective as full-
not more so. And just as one would like to retain all of best full-time
employees content enough to stay in the company for the long haul. Part-
141
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
indicates that both groups have the same perception in the extent of
0.050 significant level. Thus, the difference between the compared groups
is not significant. This implies that age does not affect the perception of
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.
Day 2014, in the rush to fill the chronic, global shortage of teachers many
Hiring and training new and already established teachers are fundamental
attainment, college degree holders perceived a mean rank of 4.53 while the
the area of teachers. This indicates that the college degree holders
143
significant level. Thus, the difference between the compared groups is not
significant. This implies that educational attainment does not affect the
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
education. For example, Walker (2016) articulated that a recent poll found
than half the public oppose policies that would allow districts to hire non-
added that even if a state believes that it has no choice but to fill teaching
144
schools are the ones who ultimately pay the price. Farr, who is the
recruitment and training and improving working conditions for school staff
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
of senior high school program in the area of teachers when grouped and
which is greater than 0.050 significant level. Thus, the difference between
status does not affect the perception of both groups in the extent of
both groups agree on the availability, the quality and the proficiency of the
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
meet these needs, and the same pattern has emerged as schools opened
options: They can increase class sizes, cancel classes, use short-term
districts began hiring again as the economy recovered from the Great
Recession. Many were surprised to find they had serious difficulty finding
classic definition of shortage. To date, however, there has not yet been a
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
mean rank of 4.74 in the area of physical facilities. This indicates that the
Thus, the difference between the compared groups is not significant. This
implies that age does not affect the perception of younger and older
high school program. This further denotes that both groups agree that the
and equipment.
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
improve staff satisfaction and retention, and raise property values. They
schools cost billions. However, little is known about the nature of school
attainment, college degree holders perceived a mean rank of 4.71 while the
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
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
good school. Poor school facilities not only affect students but also the
are ready for teachers, students and the community. Satisfactory school
He further added that schools that are well maintained may have higher
achievement scores, less discipline issues and higher morale than schools
status, full-time employees perceived a mean rank of 4.89 while the part-
The computed p value is 0.037 which is lesser than 0.050 significant level.
implies that employment status does affect the perception of the full-time
of senior high school. Perhaps, the time spent of full time employees as
hours whereas part-time employees usually stay in the school only when
their time requires. This means that full-time employees are more aware
time employees.
usually work less than full-time employees and may work anywhere from
workers that rely on the consistent income and benefits typically buy in to
the company because they work less. This can affect employee
may notice less successful sales and service with part-time employees that
needs of the company's customers. Training can help offset these issues,
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
p value is 0.486 which is greater than 0.050 significant level. Thus, the
that age does not affect the perception of the older and younger
partnerships. This also implies that both groups agree that the school
offers tracks relevant to the needs of the community and it has enough
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
DepEd school offering their tracks. La Salle College – Victorias, Inc., being
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
business industry.
opportunity to work together for the benefit of each other. Industries can
help in the development of the curriculum. They could help schools tailor
needed workforce.
attainment, college degree holders perceived a mean rank of 4.61 while the
that the college degree holders perceived higher compared to the master’s
significant level. Thus, the difference between the compared groups is not
significant. This implies that educational attainment does not affect the
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,
school and for the success in achieving quality education of the students.
Watters et al. (2016) suggest that there are significant benefits that
they may not occur; however, to achieve benefits, all partners need to
among partners. Furthermore, they said that a key element of nations with
schools insights on what courses to offer and can afford schools with the
the other hand, schools can prove industries with well-trained manpower
ready to take on the challenges the industries demand. When the two
status, full-time employees perceived a mean rank of 4.49 while the part-
which is greater than 0.050 significant level. Thus, the difference between
status does not affect the perception of the respondents in the extent of
time, both groups agree that the school is ready in the area of community
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.
School and its industry partners. Suleik (2016) provides information, facts
from her article follows. She wrote, “Punlaan School, a project of the
Foundation for Professional Training, Inc. has contributed over the last
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
good work habits, and nurturing positive values that are essential to a
Program in Food and Beverage Services for the hotels and restaurants in
Foundation (also German) and the Hotel and Restaurant Association of the
program on Hospitality and Culinary Arts for the hotel and restaurant
157
its students do their on the job training. Punlaan graduates are 100-
abroad. Testimonials from the industry are rife, especially from five-star
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
partnerships can give to schools and the industries, and most especially
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
RECOMMENDATONS
This chapter presents the findings of the study. Such findings will
The data were analyzed and the following findings were formulated
in accordance with the specific questions given under the statement of the
problem.
who were surveyed for this study on the extent of readiness in the
younger group while the remaining 15 or 50% belong to the older group.
or 70% of the respondents are college degree holder while 9 or 30% are
future with the goal of increasing full-time employees and decrease the
hypothesis is rejected.
161
Conclusions
drawn.
younger and older respondents, majority of whom are part-time, and all
Victorias, Inc.
assessed by the various respondents when they are grouped and compared
Recommendations
there are areas that need to be improved. The school should maintain and
school program.
Additionally, the school head together with the teachers could coordinated
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
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
in teaching.
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
support the employability of graduates, the school should not only limit to
the community but also establish more partners such as industries in the
References
Books
Journals
Cruz, C.D.P., Villena, D. K., Navarro, E. V., Belcina, R. R., & Garvida, M.
D. (2016). Towards Enhancing the Managerial Performance of
School Heads. International Review of Management and Business
Research, 5(2), 2016th ser. Retrieved February 27, 2017, from
https://www.irmbrjournal.com/papers/1466713140.pdf.
Hasbullah, A., Yusoff, W. Z., Ismail, M., & Vitasari, P. (2011). A Framework
Study of School Facilities Performance in Public Primary School of
Batubara District in Indonesia. Procedia - Social and Behavioral
Sciences, 2015th ser., 15, 3708-3712.
doi:10.1016/j.sbspro. 2011.04.360
Ilomo, O., & Mlavi, B. (2016). The Availability of Teaching and Learning
Facilities and Their Effects on Academic Performance in Ward
Secondary Schools in Muheza – Tanzania [Abstract]. International
Journal of Education and Research, 4(6), 2016th ser., 571-582.
Retrieved March 24, 2017, from
http://webcache.googleusercontent.com/search?q=cache:http://w
ww.ijern.com/journal/2016/June-2016/ON02.pdf
Khan, P., & Iqbal, M. (July 2012). Role of Physical Facilities in Teaching
Learning Process [Abstract]. Interdisciplinary Journal of
Contemporary Research in Business. 4 (3), 2012th ser. p. 210
Shah, S. F., Khan, I. U., Khan, D., & Khan, M. F. (2013). The Impact of
Physical Facilities on Quality of Primary Education in Khyber
Pakhtunkhwa as Perceived by Teachers [Abstract]. IOSR Journal of
Humanities and Social Science, 18(3), 20-24. doi:10.9790/0837-
1832024
Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J.
(2014). Organizational Readiness for Implementing Change: A
Psychometric Assessment of a New Measure. Implementation
Science, 9(1). doi:10.1186/1748-5908-9-7
169
Discussion Papers
Newspaper Articles
Electronic References
Alburro, R. (2013, July 21). Methods of Research Notes [Web log post].
Retrieved March 26, 2017, from
http://ilovesirran.blogspot.com/2013/07/methods-of-research-
notes.html
171
Andale. (2014, December 8). Cronbach’s Alpha: Simple Definition, Use and
Interpretation. Retrieved March 26, 2017, from
http://www.statisticshowto.com/cronbachs-alpha-spss/
Beam, J., & Harris, B. (2017, March 06). What is the History of the K-12
Education System? Retrieved March 29, 2017, from
http://www.wisegeek.org/what-is-the-history-of-the-k-12-
education-system.htm
Bland, J. M., & Altman, D. G. (1997, February 22). Statistics Notes:
Cronbach's Alpha. Retrieved February 27, 2017, from
http://www.bmj.com/content/314/7080/572
Branch, G. F., E. A., & Rivkin, S. G. (2016, March 03). School Leaders
Matter. Retrieved February 26, 2017, from
http://educationnext.org/school-leaders-matter/
Briones, R., Jr. (2015, June 24). Increasing Demands for Bread Makers in
the Philippines Solved by LPUCI [Web log post]. Retrieved March 24,
2017, from http://romeobrionesjr.blogspot.com/2015/06/LPUCI-
solved-demands-for-bread-makers.html
Chen, et.al (2013). The Impact of a Senior High School Tuition Relief Program
on Poor Junior High School Students in Rural China. Retrieved
February 2, 2017 from
https://reap.fsi.stanford.edu/sites/default/files/Impact_of_a_Seni
or_High_School_Tuition_Relief_Program_on_Poor_Junior_High_Sch
ool_Students_in_Rural_China.pdf
173
Chen, H., & Fan, H. (2014, November 11). Education in Taiwan: The Vision
and Goals of the 12-Year Curriculum. Retrieved February 27, 2017,
from https://www.brookings.edu/opinions/education-in-taiwan-
the-vision-and-goals-of-the-12-year-curriculum/
Chen, X., Shi, Y., Yi, H., Zhang, L., Mo, D., Chu, J., . . . Rozelle, S.
(2013). Impact of a Senior High School Tuition Relief Program on Poor
Junior High School Students in Rural China (Working paper No.
2013-03). Retrieved February 15, 2017, from
https://reap.fsi.stanford.edu/sites/default/files/Impact_of_a_Seni
or_High_School_Tuition_Relief_Program_on_Poor_Junior_High_Sch
ool_Students_in_Rural_China.pdf
Common Goals, Unique Strengths: Education and Business Partnerships -
Ready by 21. (2010, September 7). Retrieved February 27, 2017,
from http://www.readyby21.org/resources/common-goals-unique-
strengths-education-and-business-partners
Crisol, L. D., & Alamillo, J. L. (2014). 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. Retrieved February 12, 2017, from
http://www.dlsu.edu.ph/conferences/dlsu_research_congress/20
14/_pdf/proceedings/LLI-II-012-FT.pdf
De Dios, A. (2012, May 27). First Things First: A Commentary on K 12.
Retrieved February 27, 2017, from
http://www.philippinesbasiceducation.us/2012/05/first-things-
first-commentary-on-k-12.html
DepED Educational Facilities Manual, (Revised Edition of the 2007
Handbook on Educational Facilities - Integrating Disaster Risk
Reduction in School Construction), Physical Facilities and Schools’
Engineering Division Office of Planning Service. (2010). Retrieved
February 15, 2017, from
http://www.deped.gov.ph/sites/default/files/2010%20Educationa
l%20Facilites%20Manual.pdf
Forbes, G. M. (2011, January 26). Trends and Issues: Roles of School
Heads as Instructional Leader, Administrator and Manager [Web log
post]. Retrieved February 22, 2017, from http://school-
principal.blogspot.com/2011/02/trends-and-issues-roles-of-
school-heads.html
174
Galic, D. (2015, April 24). 7 Tips for Managing Part-Time Staff the Right
Way [Web log post]. Retrieved March 25, 2017, from
https://www.humanity.com/blog/7-tips-for-managing-part-time-
staff-the-right-way.html
Giang, V. (2013, November 07). The Pros and Cons of Employing Part-
Timers. Retrieved March 24, 2017, from
http://www.businessinsider.com/the-pros-and-cons-of-employing-
part-time-workers-2013-11
Goforth, C. (2015, November 16). Using and Interpreting Cronbach’s
Alpha-University of Virginia Library Sites. Retrieved March 25,
2017, from http://data.library.virginia.edu/using-and-
interpreting-cronbachs-alpha?
Haggart, K. (2016, May 1). How Important is Subject Matter Knowledge for
a Teacher? Retrieved March 22, 2017, from
https://www.edutopia.org/discussion/how-important-subject-
matter-knowledge-teacher
Howell, J., Miller, P., Park, H. H., Sattler, D., Schack, T., Spery, E., . . .
Palmquist, M. (2012). Writing@CSU. Retrieved March 26, 2017, from
https://writing.colostate.edu/guides/page.cfm?pageid=1386&guid
eid=66
Jones, S. G. (2011, September 11). Pastry Chef Salaries, Demand and Job
Opportunities. Retrieved March 23, 2017, from
http://www.reluctantgourmet.com/pastry-chef-salaries/
Kitila, M. (2011). Are our Teachers Qualified and Motivated to Teach? (Rep.
No. 978-9987-18-019-6). Retrieved February 20, 2017, from
HakiElimu, Tanzania website:
http://www.hakielimu.org/old/files/publications/Are%20Our%20
Teacher%20Motivated%20and%20Qualified%20to%20Teach.pdf
Meador, D. (2014, June 24). 10 Strategies for Hiring the Best Teacher.
Retrieved March 22, 2017, from
https://www.thoughtco.com/strategies-for-hiring-a-teacher-
3194565
Muyuka, N. (2015, July 21). Project Monitoring and Evaluation and It's
Importance. Retrieved March 22, 2017, from
https://www.linkedin.com/pulse/project-monitoring-evaluation-
its-importance-nandwa-muyuka
Nirav, S. (2012). What are the Main Aspects and Objectives of School
Management? Retrieved March 25, 2017, from
http://www.preservearticles.com/2012011420788/what-are-the-
main-aspects-and-objectives-of-school-management.html
178
Paradigm shift: The K-12 Policy will have Wide-Ranging Effects. (n.d.).
Retrieved February 18, 2017, from
https://www.oxfordbusinessgroup.com/analysis/paradigm-shift-
k-12-policy-will-have-wide-ranging-effects
Taboras, J. (2014, February 18). Serious Problems with the K-12 Senior
High School Curriculum [Web log post]. Retrieved February 27, 2017,
from https://taborasj.wordpress.com/2014/02/18/serious-
problems-with-the-k-12-senior-high-school-curriculum/
180
Wormley, R. (2016, June 29). 12 Best Employee Morale Tactics for Part-
Time Workers [Web log post]. Retrieved March 25, 2017, from
https://wheniwork.com/blog/employee-morale/
Unpublished
Press Releases
Dictionaries
Appendices
Appendix A
Questionnaire
--END--
THANK YOU!!!!
Approved By:
Appendix B
Communication Letters
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Dear ___________________________________:
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.
Noted by:
12 January 2017
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.
Noted by:
30 January 2017
EMMANUEL PALENCIA
Director
La Salle College – Victorias, Inc.
Victorias City
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.
Noted by:
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.”
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.
Comments:
_____________________________________________________________________________
Validator 2
CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON
“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”
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.
Comments:
______________________________________________________________________________
Validator 3
CRITERIA FOR VALIDATING THE RESEARCH INSTRUMENT ON
“READINESS OF THE IMPLEMENTATION OF SENIOR HIGH SCHOOL PROGRAM OF
LA SALLE COLLEGE – VICTORIAS, INC.”
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.
Comments:
______________________________________________________________________________
Appendix D
Summary of Validation
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.
INTERPRETATION : Excellent = 4.24 – 5.04 Very Good = 3.43 – 4.23 Good = 2.62 – 3.42
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
α ≥ 0.9 Excellent
Curriculum Vitae
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
WORK EXPERIENCES
June 2005 – April 2008 Don Bosco College – Canlubang Calamba City
English Instructor / Pastoral Assistant / Assistant / Music Coordinator
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
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