This chapter presents the background of the study, the statement of the problem, the

significance of the study, and its scope and delimitations.

Background of the Study
The Philippine Education System is into a never ending search
f o r solution on poor quality education in the country. It has resorted to various
innovations in the system with the goal of improving the quality of education a n d
enhancing the literacy of the students. The system has been into
reinventing education, restructuring the basic education curriculum, re"
engaging teachers on maximum time "on" task and re" evaluation of duties
and functions of the people in the education structure. The reinvention
of s c h o o l g o v e r n a n c e m u s t t h e r e b y g i v e m o r e i n d e p e n d e n
t s t a t u s o f operations guided by self "regulation in compliance with depEd
standard
of e#cellence. %s learning institutions move toward the future, they face newc h a l l e n
ges and difficulties to reach the level of achievement they are
e#pected to give. Since there is no magic formula for success, they
a r e constantly undergoing a trial "and" error loop in search of excellence.
Schooli m p r o v e m e n t h a s b e e n t h e f o c u s o f e v e r y a d m i n i s t r a
t o r d u e t o t h e numerous complexities of its operations specially in the public
sector where’re sources are limited while private sectors would compete by increasing
its student population in its goal of sustainability. In the onset, it may be simple

2
to note that improvement may be totaled to making linkages and
a s k i n g help from different sources if the school resources are tight. The
reality is, funding can be hard due to different technical considerations
specifically when monetary values are involved for disposition. & however,
administrators are keeping the risk 'use to comply with required standards that in an
event t h e y h a n d l e d t h e s c h o o l , t h e r e m u s t b e c o n t a i n e d d e v e l o p m e n t
a t t h e i r hand of legacy. (out of the time, administrators would work for
linkages with other governmental and non" governmental organizations for
aid and services. *linkage’s will outsource the need of the school when needed and
even extent its development to expansions. $donations, scholarships and
grants are one of the best actions over decades as source of funds of most schools
specifically if the movement is on project based implementation. Stakeholders
involvement has really posted the best of making the school better arena for
educating students and making the most of the internal sources of the
school. %lthough there is no single direction that leads to success, thec o n t i n u o u s i
m p r o v e m e n t p r o g r a m o f t h e P h i l i p p i n e " % u s t r a l i a & u m a n esourc
e and -organizational $development facility /P%& -$ 0 is believed as an accurate
tool for achieving performance. In 1234, several schools from the different
regions were chosen to pilot the !continuous Improvement Program. These includes
5ue)on !ity / 6 schools0, (arikina /1 schools0,(andaluyong / 1 schools0,
ulacan /7 schools0, Pampanga /7 schools0,*aguna /7 schools0, i)al /1
schools0 and (isamis -riental
/7 schools0.T h e b i r t h o f t h e ! o n t i n u o u s I m p r o v e m e n t i s t r a c e d b a c
k f r o m t h e evolution of the Total 5uality (anagement in 8apan after 9orld
9ar II. In

3
the book of Subbura' amasamy /122:0, !ontinuous Improvement comesfrom
the 8apanese word
Kaizen
which also means gradual and orderly. It iso n e o f t h e t o o l s o f T o t a l 5 u a l i t y
( a n a g e m e n t / T 5 ( 0 , a h o l i s t i c a n d a n umbrella concept for definite success and
prosperity of organi)ations. %s of today, periodic implementation of trainings for
administrative efficiency onthe implementation of the
continuous improvement are being conducted tomeet the demands of time where
education of the youth has been the totalfocus to make them gain better competitive
advancement in earlier life andbe a successful citi)en of the country with the help
of the school for their developmental
being.I n t h e e n c l o s u r e t o $ e p E d -
r d e r ; o , 6 4 , s 1 2 3 1 w h i c h i s t h e Implementing <uidelines on the
evised School ased (anagement of the<overnance of asic Education %ct of 1223
/ % :3==0, the vision of
changei s b a s e d o n % ! ! E S o r % ! h i l d a n d ! o m m u n i t y " ! e n t e r e d E d
u c a t i o n System. In view of the S ( review and revision, %!!ES served to
clarifythe guiding principles derived from the concepts of >right"based?
educationa n d c o m m u n i t y a s s t e w a r d s o r > r i g h t s b e a r e r ? i n e d u c a
tion. r o m t h e Philosophical underpinnings, %!!ES espoused our Principles of a
schools y s t e m t h a t g u i d e s t h e S ( p r o c e s s e s . % m o n g t h e s e
p r i n c i p l e s , !ontinuous Improvement on the curriculum and the lear
n i n g s y s t e m s anchored on the community and the learners+ conte#ts and
aspiration isone. This is under the Principle of !ommunity ased" *earning.
The
other p r i n c i p l e s i n c l u d e * e a d e r s h i p a n d < o v e r n a n c e , % c c o
u n t a b i l i t y f o r performance and esults, and !onvergence to &arne
s s e s o u r c e s f o r Education.

4
%t present, enhancing the quality of basic education in the Philippines isone of the
topmost priority. This is because there are many students whofinished basic
education that do not possess sufficient mastery of the
basicc o m p e t e n c i e s . & e n c e , t h e $ e p a r t m e n t o f E d u c a t i o n h e a d e d b y r
o t h e r %rmin *uistro implemented the !ontinuous Improvement /!I0 which isgeared
towards the attainment of the $epartment+s (ission and @ision.The vision states,
We dream of Filipinos who passionately love their country and
whosecompetencies and values enable to realize their full potential and
contributem e a n i n g f u l l y t o b u i l d i n g t h e n a t i o n . W e a r e a l e a r n e r - c e n t e r
e d p u b l i c institution that continuously improves itself to improve its mission.
To attain this vision, the department clearly laid down what e
v e r y concern individual should do to carry out its mission. This is,
To protect and promote the right of every Filipino to quality,
equitable,culture-based, and complete basic education where !tudents learn in a
child-friendly, gender-sensitive, safe, and motivating environment"Teachers
facilitate learning and constantly nurture every learner" #dministrators and staff, as
stewards of the institution"$nsure an enabling and supportive environment for effective
learning to happen"Family, community, and other sta%eholders are actively engaged
and share responsibility for developing life-long learners.
The !ontinuous Improvement in schools aims to effectively raise the

Daniel L. Stufflebeam, PhD, was Distinguished University Professor Emeritus at

Western Michigan University (WMU) until his death in 2017. He founded and directed
The Evaluation Center at The Ohio State University and moved it to WMU, where he
directed it until 2002. He also designed the WMU Interdisciplinary PhD Program in
Evaluation. The developer of the CIPP Evaluation Model, Dr. Stufflebeam led
development of the General Educational Development Tests (GED) and other
standardized tests; founded the Joint Committee on Standards for Educational
Evaluation and was principal author of the Committee’s original standards; and
designed and directed the national Center for Research on Educational Accountability
and Teacher Evaluation. He led development of many evaluation systems and lectured,
advised, and conducted evaluations in more than 20 countries. The author of 21 books
and about 100 journal articles and book chapters (appearing in eight languages), Dr.
Stufflebeam received the Paul F. Lazarsfeld Evaluation Theory Award from the
American Evaluation Association, among numerous other honors.

Guili Zhang, PhD, is Professor and Interim Chair of the Department of Special
Education, Foundations, and Research at East Carolina University and Guest Professor
at the Institute of International and Comparative Education at Beijing Normal University
in China. Dr. Zhang has presented and published extensively on evaluation. She
currently serves as Chair of the Assessment in Higher Education topical interest group
and the Quantitative Methods topical interest group of the American Evaluation
Association. Internationally, she serves as an expert advisor to China’s Ministry of
Education and the Beijing Faculty Development Center for Higher Education. Dr. Zhang
is a recipient of awards including the Benjamin J. Dasher Best Paper Award from the
Frontiers in Education conference, the Best Paper Award from the American Society for
Engineering Education, and the Edward C. Pomeroy Award for Outstanding
Contribution to Teacher Education from the American Association of Colleges for
Teacher Education.