Total Quality Management in the Implementation of STVEP in Region X

TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION PROGRAM- COMPETENCY BASED CURRICULUM IN REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT

A Dissertation Presented to the Faculty Graduate School Mindanao State University Marawi City

by

BLAIR D. CASTILLON

In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management

March 2010

Chapter 1 THE PROBLEM AND ITS SCOPE

Rationale People define quality in many ways. Some think of quality as superiority of excellence, others view it as a lack of manufacturing or servicing defects, still others think quality as related to product features or price. Total is a word used to refer to the whole, the absolute, including everything and everyone. Accordingly, total quality is a people-focused management system that aims at continual increase in customer satisfaction at continually lower cost. It is a total system approach and an integral part of high level strategy. It works horizontally across functions and a department involves all employees, top to bottom and extends backward and forward to include the supply chain and the customer chain. Total quality stresses learning and adaptation to continual change as keys to organizational success (Colinares,2005). In like manner, management by fact needs performance measures to lead the entire organization in a particular direction; that is, to derive strategies and organizational change; to manage the resources needed to travel in this direction by evaluating the effectiveness of acting plans; and to operate the processes that make the organizations work and continuously improve (Wragg, 2001). Quality education has been the major thrust of Philippine education. In its truest sense, quality education means upgrading educational standards geared towards the

attainment of educational excellence. One indicator of educational excellence is the presence of highly effective, efficient and efficacious curriculum implementers, the school teachers and administrators (Amarga, 2002). Consequently, education is really essential to life as a nation. But what is the real situation? It is sad to note that there is an apparent deterioration of Philippine education. Various problems ranging from economic, social, moral, and others are becoming hindrances to the achievement of the goals in as far as giving quality education to students is concerned (Rosas, 2005). The EDCOM Report of 1990 is very specific in stating that to improve the quality of the Philippine education, and to make it more responsive to the development challenges of the country, one of legislative and program measures considered imperative is improving the quality status of the administrators. In the 2006 DepEd data and statistics on cohort survival rates, out of 100 pupils that entered grade one, only 65 will reach and finish grade six. Meaning, there is already a 35 percent dropout rate in the elementary. Of the 65 elementary graduates, only 58 will enter high school education. Eventually, out of 58, only 43 will finish their secondary education. In short, the dropout rate in high school is at alarming rate of 26 percent. Of the 43 high school graduates, only 23 can pursue their college education. The other 20 might have been in post-secondary or out-of-school status already. Eventually, only 14 of these 23 college enrollees will finish college (DepEd Updates, 2007). Furthermore, if in the mindset of the students and parents that high school is a mere preparation for college, what is then the relevance of the high school system if one

cannot pursue a college education? This sad reality is also one of the reasons why DepEd is pursuing for technical-vocational education program. By providing them with certifiable skills, it can also provide students wider options in life whether or not they pursue higher education (Erwin,2004). The educational system produces more than a million college graduates of different courses and specializations every year. However, majority of these graduates still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail to meet the demands of the labor market since the available job offerings require technicalvocational skills (Lapus, 2009). On the other hand, the so-called blue collar jobs flood the market. And yet, inspite of the vast opportunities in the technical and vocational field for immediate and easy employment, the graduates still prefer courses or degrees leading to white collar jobs. Local industries say there are 600,000 skills-based job openings that have remained unfilled for the lack of qualified applicants (Manila Bulletin, 2008). Hence, to improve the quality of education, the Department of Education was mandated not only to cater to the basic education of the students but also to provide students with the right knowledge, lifelong skills and attitudes in order to prepare them to become caring, self-reliant, productive and patriotic citizens of the country. The strengthening of public technical –vocational high schools was created by the department to meet the global competencies and heightened technological awareness. The ultimate goal is to produce graduates with lifelong skills and relevant skills they can use to be productive and responsive members of the society ( DepEd Updates, 2007).

In response to this need, the Strengthened Technical Vocational Education Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout rate in high school and help lessen job-skills mismatch of graduates and labor market needs of local industries. It is geared towards providing technical-vocational students with TESDA certifiable skills while still in the high school. In this way, it provides these students with wider options during and after high school education that will enable them to either pursue: a) college education, b) post-secondary education, c) venture into entrepreneurship or d) be directly employed either in the formal and/ or informal economy. The government does not have to wait for these students to be out-of-school or discontinue post-secondary schooling before they get technical and vocational training (Andrada, 2008). In its implementation, it has directly benefited 282 technical-vocational high schools by putting them in a unique place in the public secondary system. Its vision is for them to become the center of excellence for field of specializations in Arts and Trades, Agriculture and Fishery (DepEd Order No. 42 s, 2008). Region X has nine identified Technical-Vocational high schools under the Department of Education which is implementing the STVEP-CBC, namely, 1) Aloran Trade High School, (ATHS) in Aloran, Misamis Occidental; 2) Baliangao School of Fisheries (BSF) in Baliangao, Misamis Occidental; 3) Bukidnon National School of Home and Industires (BNSHM) in Maramag, Bukidnon;

4)Bunawan National

Agricultural School (BNAS) in Bunawan, Iligan City; 5) Iligan City National School of Fisheries (ICNSF) in Buru-un, Iligan City; 6) Kinuguitan National Agricultural School (KNAS) in Kinuguitan, Misamis Oriental; 7) Opol National Secondary Technical School

(ONSTS) in Opol, Misamis Oriental; 8) Ozamis City (OCSAT), in Ozamis City;

School of Arts and Trade

and 9) Rogongon Agricultural High School (RAHS) n

Rogongon, Iligan City. Since the school year 2005 up to the present, the researcher has noticed that some factors like managerial attitudes and competence as well as personal attributes of teachers and administrators affect the total quality management in the implementation of STVEP-CBC in Region X.. Thus, the researcher has chosen this topic for study in order to design a quality framework development program in response to the full implementation and complete realization of the STEVP-CBC objectives that are quality centered, based on the participative membership and aimed at long-term success through customer satisfaction, benefiting all to the members of the organization and the society as a whole. Theoretical Framework This study is based on the theory of Total Quality Management which is a leadership and management philosophy and guiding principles stressing continuous improvement through people involvement and quantitative methods focusing on total costumer’s satisfaction. It is an integrated, strategic system to achieve client satisfaction which involves all administrators, teachers and other staff members to improve the school services and product continuously. It is also achieving total quality through gaining everyone’s commitment and involvement (Pontillas,2002). In an account, Philippine is among the countries which have the shortest basic education cycle in the world. It has only ten years of basic education, six years for elementary and four years for high school, yet there are eighteen million student

population for both elementary and high school every year. These are the clientele of the Department of Education every year (DepEd Updates, 2007). It closely follows that these eighteen million students shall be the future workforce of the country. It also closely follows that the quality of education the government provides today to the students will have an impact to the quality of manpower will have in the future (Tamayo, 2008). On the other hand, dropout rates particularly in the secondary education level due to poverty are increasing. Skills of graduates and the requirements of the labor market are mismatched (DepEd Updates, 2007). These challenges together with continuing effects of poverty among students combined with the results of the 2007 National Career Assessment Examination (NCAE) are the rationale for the DepEd to strengthen the techvoc high schools in the country. Consequently, the STVEP-CBC is a viable response to address the concerns on dropouts in secondary education, job skills match, higher learning and career preparation. Tech-voc high schools can provide students with appropriate skills, an avenue to earn extra income while in school, and provide students with more options (Labrador, 2008). The advent of the third millennium poses a great challenge to school administrators. The complexity of modern life places them in a dilemma on how to perform their administrative function effectively. It launches them to a search for methods and techniques so as to be effective and efficient in delivering quality education to students (Darch,2004).

Quality implementation of STVEP-CBC greatly depends on the administrators and teachers’ competences contribute to the effectiveness of the implementation. These theories, supported by many researchers and educators, are presented in the following paragraph. Ornstein (1990) reports that the teacher is the most vital factor in the education of the students and to be able to do a good teaching job he must keep up with his subject and the latest teaching instructional trends in his specialization. He should be empowered with necessary competencies and values to enable him/her to play his/her role successfully. One effective way of empowering or developing his/her competencies is through training in their field of specialization. Another effective way of improving or enhancing their competence in teaching is through effective monitoring or supervision. In this way, teachers will be assessed of their implementation of the strategies which are reflected in the achievements of students. This is related to the theory of Hargreaves and Dave as cited by Amarga (2002) which brings the concept of teacher empowerment and professional enhancement by bringing colleagues and their expertise together to generate critical yet practical reflection on what they do as basis for skilled action. It is along this line of thought that the theory of Kohn (1990) holds true. Kohn emphasized that school administrators must exercise leadership to guide the subordinates toward fulfilling organizational objectives. Knoll (1987) explains that the aim of supervision is the improvement of instruction and the learning process. It is the process of improving teacher’s performance, thereby making instruction most successful. This clarifies the role of the administrators as

instructional leaders. Among the salient responsibilities of instructional leadership include the selection and revision of educational objectives, materials of instructions, evaluations of instruction, implementation of different innovations and thrust, and the stimulation of the professional growth of teachers. Gregorio (1990) pointed out that the success of any in-service education program in a school is dependent to a large extent upon the principal. Morale, enthusiasm, and desire of the personnel to grow are most likely to result from inspiration and stimulation by the principal. “As is the principal, so is the school,” is an old saying which has been acknowledged. This holds true with the success of the implementation of any governments’ thrust for the principal’s role is to lead the teacher’s in any school activities. The teacher has a definite role to play in school. He/she is still the central figure in human resource management. In fact, the quality of students in the school depends upon the quality of teachers because they are the primary factors in guiding the teachinglearning process. The theories stated above, provide the basis for this study. They presented concepts related to the total quality management in the implementation of STVEP-CBC of nine identified DepEd tech-voc high schools in region X. Conceptual Framework This study tried to assess the total quality management in the implementation of STVEP-CBC of nine tech-voc high schools in Region X. With this purpose in mind, two sets of variables were treated in this study as illustrated in the schematic design of the

Independent Variables

I.ADMINISTRATORS’ AND TEACHERS’ COMPETENCE 1. Educational Qualification 2. Field of Specialization 3. Perception Towards the Program

II. FUNCTIONS OF SCHOOL ADMINISTRATORS AS PERCEIVE BY TEACHERS AND ADMINISTRATORS 1. Communicating the school VMGO

Dependent Variables

IMPLEMENTATION OF THE STVEP-CBC PROGRAM COMPONENTS AS PERCEIVE BY TEACHERS AND SCHOOL ADMINISTRATORS 1. In-service Training 2. Production of Teacher Materials(Textbooks, Instructional Materials,& Teachers Manuals) 3. Support for tools, facilities and Equipment 4. Monitoring and Evaluation

2. Supervising and evaluating 3. Implementing the Curriculum 4. Monitoring and assessing student progress

Figure 1. Schematic Diagram of the Study

Output

QUALITY

FRAMEWORK

DEVELOPMENT

study shown in Figure 1. The first set consists of the independent variables as part I, namely; educational qualification; field of specialization; and the school administrators and teachers’ perception towards the STVEP-CBC. Functions of school administrators as perceived by teachers and the school administrators themselves comprise the second part with the following variables: communicating the school Vision, Mission, Goals and Objectives (VMGO); supervising and evaluating instruction; implementing the curriculum; monitoring student progress; and professional development. The second set of variables pertains to the implementation of the STVEP-CBC program of activities. In particular, the implementation covers four components such as in-service training; production of teachers’ materials; support tools, facilities and equipment; and monitoring and evaluation. Statement of the Problem This study aimed to determine the total quality management in the implementation of the STVEP-CBC in Region X. Specifically, it sought answers to the following questions: 1. What are the profile of administrators’ and teachers’ competence in terms of: 1.1 educational qualification; 1.2 field of specialization; and

1.3 perception towards the program? 2. What is the degree of management functions of school administrators as

perceived by the school administrator themselves in terms of:

2.1 communicating the school VMGO; 2.2 supervising and evaluating instructions; 2.3 implementing the curriculum; 2.4 monitoring and assessing student progress; and

2.5 professional development of teachers? 3. What is the degree of management functions of school administrators as

perceived by teachers in terms of: 3.1 communicating the school VMGO; 3.2 supervising and evaluating instructions; 3.3 implementing the curriculum; 3.4 monitoring and assessing the student progress; and

3.5 professional development of teachers? 4. What is the status of the STVEP-CBC implementation program of activities as

perceived by the administrators and teachers in terms of the following: 4.1 in-service trainings;

4.2 production of teacher s’ materials; 4.3 support tools, facilities and equipment; and 4.4 monitoring and evaluation?

5. Is there a difference between the administrators’ and teachers’ perceptions on the

degree of school administrators functions, namely: 5.1 communicating the school VMGO; 5.2 supervising and evaluating instructions; 5.3 implementing the curriculum;

5.4 monitoring and assessing the student progress; and

5.5 professional development of teachers? 6. Is there a difference between the administrators’ and teachers’ perceptions on the

status of STVEP-CBC implementation program of activities, namely: 6.1 in-service trainings; 6.2 production of teachers’ materials; 6.3 support of tools, facilities and equipment; and

6.4 monitoring and evaluation? 7. What quality framework development is evolved from the findings of the study?

Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of significance: Ho1

: There is no significant difference between the administrators and teachers’ perceptions on the degree of school administrators’ functions in the aspect of: 1.1 communicating the school VMGO; 1.2 supervising and evaluating instructions; 1.3 implementing the curriculum; 1.4 monitoring and assessing the student progress; and 1.5 professional development of teachers.

Ho2

: There is no significant difference between the administrators’ and teachers’ perceptions on the status of implementation of STVEP-CBC program of activities, namely: 2.1 in-service trainings; 2.2 production of teachers’ materials; 2.3 support tools, facilities and equipment; and

2.4 monitoring and evaluation. Significance of the Study

Generally, the results of this study will provide information regarding the implementation of the STVEP-CBC in Region X. In particular, this study will be of importance to the following: School Administrators. The findings of this study will provide information on the STVEP-CBC implementation and therefore will help the administrators to device measures to effect good implementation not only on the curriculum but also to other programs that will be launched by the educational system. DepEd Tech-Voc Task Force. Results of this study will provide information on the implementation of the program. The results will likewise guide them in the formulation of effective techniques and supervisory program that will benefit not only the divisions of Region X but all throughout the country. Teachers. The results of this study will make the teachers aware of the importance of their role in the implementation of the project to attain its desired goal so that the students’ achievement will improve. Students. The implementation of the STVEP-CBC will help improve the quality of education that the students will receive from the teachers. Future Researchers. Findings of this study will serve as basis of information for the other researchers interested on studies related to program implementation and monitoring of school projects. Scope and Limitation of the Study

This study is descriptive survey which focused on the total quality management in the implementation of STVEP-CBC program of activities as perceived by the school administrators and the teachers. There were 34 administrator- respondents and 306 teacher-respondents from the nine identified DepEd tech-voc high schools all throughout region X. There was no sampling procedure employed in this study since the researcher took one hundred percent of the school administrators and teachers both Technical Vocational Education (TVE) and Academic Teachers in nine tech-voc schools. A selfmade instrument chiefly deal on the management functions in the implementation of the curriculum, and was assessed in terms of in-service trainings; production of teacher s’ materials; support tools, facilities and equipment; and monitoring and evaluation. An investigation of the relationship between the independent and the dependent variables were also conducted.

Definition of Terms To have a clearer understanding of the study, conceptual or operational definitions of terms used are hereby given: Curriculum Development. It refers to STVEP-CBC activities for continuing methodology responding to fluctuating characteristics of workplace as a result of global economy, open market and technology revolution. Implementation. This function refers to delivering the STVEP-CBC across TechVoc schools so that goals will be attained.

Strengthened Technical Vocational Education Program-Competency Based Curriculum. It refers to a curricular offerings aligned the training regulations of TESDA in order for the tech-voc students to acquire the right skills matched with the requirement and standards of the local and international labor industries. Total Quality Management. This refers to a set of concepts, principles and activities of the highest degree of excellence actually practiced and consistently implemented in this study in terms of school administrators’ management behavior/functions in the implementation of STVEP-CBC and the status on the implementation program of activities.

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the review of related literature and studies that have direct or indirect bearing on this study. Review of Related Literature This part of the study dwells on the related literatures that enrich this proposed study. Monsod (1997) as cited by Rosas (2005) stated that the education crisis is a more serious crisis than the currency crisis or the water crisis and even the peace and order

crisis that is facing the Philippines. But because its effect on the economy and on society, while long lasting and cumulative are not felt immediately, only a few are taking notice.

Furthermore, education is not only an investment in human capital, but also a basic human right. The constitution states that it should be given highest priority in the government budget. The legal bases in the implementation of the TVE emanate from Article XIV, Section 3 of the 1987 Philippine Constitution states that the school shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of the national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broader

scientific

and

technological

knowledge,

and

promote

vocational

efficiency(Article 1, Sec.4-4.1,Manual of Operation on Public Technical Vocational High School). The Educational Act of 1982 or Batas Pambansa Blg. 232 provides that the objectives of the secondary education are: 1) Continue the general education started in elementary; 2) Prepare the learners for college; and 3) Prepare the learners for the world of work. Section 3, Title 6 (Education, Culture and Sports),Book IV, Administrative Code of 1987 provides: “Section 3, Powers and Functions.- To accomplish its mandate and objectives, the Department shall have the powers and functions of formulating, planning, implementing and coordinating the policies, plans, programs and projects for the

following:1) Elementary, secondary, physical and international education; 2) Non-formal and vocational or technical education; 3) Higher education; 4) development of culture; 5) Foreign and locally assisted projects and other activities relative to Subsections (1),(2),(3) and (4); and 6) Perform such other functions as may be provided by law.” Antonio ( Manila Bulletin,Vol.424 No. 12,2008) states that “Foreign employers, mostly in the Middle East, are in need of workers to fill in various job positions that require technical and vocational skills. These are the high paying jobs,” The recruitment industry leader advised high school graduates to go to slow on their moves in what courses to take in college and should consider taking vocational courses. He added that the Philippines can take advantage of the pressing need for skilled workers in trilliondollar projects in the Middle East if many of our high school graduates will shift to schools offering tech-voc subjects. Lapus (2009) stressed that strengthening technical-vocational education affords students a ver practical and appropriate alternative where they can build a career. The Department of Education has incessantly provided budgetary increments to sustain technical-vocational education in the country. He believes that each panacea responding to the imbalance in the interplay among students’ inclination, educational attainment and market demand. There is a need to invest enough on the education of the young upon who depends much of the country’s future. Tech-voc is the mainstream alternative for students. With this, Philippine could be in a very good position to weather-off any breakdown that may be set it.

Labrador (2008) pointed out that the Department of Education has placed technical-vocational education on top of its agenda because education means learning the three R’s in the classroom and learning the basic skills for employment. Technical and vocational education skills help the high school graduates find gainful employment whether or not they get the college diploma. The students’ skills will give them the competitive advantage to become viable in the cut-throat employment marketplace and to compete for world-class skills recognition. According to her, “The Filipino, as worker, is hardworking, patient, and quick to learn. This applies not only to manual labor but also in the knowledge industries.” Andrada (2008) discussed that, technical-vocational oriented high schools cannot feign being unaffected by the threats that the global recession presents to the domestic economy and the labor market .The economic scenario should present a challenge to schools as this mean that cannot continue to do what have always been doing especially if they no longer work for this country. There is a need to do things differently and better, like bringing new technologies to traditional crafts and making education programs more responsive to emerging needs of the market. De Lumen (2009) revealed that, one of the components stipulated in the Philippine main education Highway is the Tech-Voc Education, to insure that each son or daughter of every Filipino get an education that will lead them to a more productive and well paying job. To read such goal, it is very vital to strengthen the Technical Vocational Education Program in the country as early as high school with the full support other stakeholders particularly the Vocational School Administrators or Principals of the Public

Tech Voc High Schools. He added that in providing relevant education to the youth will greatly contribute to the stabilization of the local and international economy. Ramirez (2008) concluded that gone are the days when vocational graduates are taken for granted by the parents, community and even by the parents, community and even by the students themselves. The graduates of technical vocational courses keep the engines of the various industries running with their skills and expertise. The result of the recently concluded (SY 2007-2008) National Career Assessment Examination (NCAE) showed that out of 1.3M high school students, 711,526 seniors showed high aptitude for tech-voc programs. Hence, there is a need to strengthen the technical vocational in our country to help achieve a giant stride in the economy. Panillo (2009) relates that, part of the great challenges that the global economic downturn has ushered in is the paramount need to transform the present educational set up where relevant systems of learning have to be developed. The future of education lies in evolving new training programs for a skilled manpower sector which the current higher educational systems cannot bring about. The expansion of new technicalvocational training, especially in the rural areas, will support and sustain the growth of industries that are least affected by the present crisis. However, before changes could be observed among students, a lot is also expected from teachers and administrators. In other words, change or transformation should not see only in the students but in the teachers as well as the educational managers (Rosas, 2005).

EDCOM states that to improve the quality of Philippine education, to make it more responsive to the development challenges of the country, one of the legislative and program measures considered imperative is improving the quality status of the administrators. There is the need for a dynamic educational administration for educational institutions in the country. The call for a better education necessitates the development of effective school managers who can influence others to attain the institutional objectives. “It is not the kind of work that we do or the position, that we occupy which enables us but it is our love for our work and our desire and honesty in doing that work well. That is what noble work is; it makes no difference what we are. If we do our work well, if we render the service that we are expected to give, we precede ourselves no matter how lowly the position we occupy on society is.” -Manuel L. Quezon Review of Related Studies This portion of the study will state the related studies that bear significance to this study. Bermas (2006) conducted a study on historical memoirs of tech-voc. The creation of technical-vocational schools through legislative fiat, sometime, 1950’s to 1980’s was phenomenal. Record shows that there were more than 300 technical-vocational schools first established offering agriculture, arts, and trades and fisheries curriculum. These schools were administered and supervised by the Bureau of Technical-Vocational Education (BTVE), which in a sense, the latter, is the number of technical-vocational schools show aspirations to those children whose inclinations are in manipulative skills and technology destined to become.

Reorganization in the system took place; and as a result of EDCOM Report in 1990, through its recommendation, serious structural changes were adopted and implemented, trifocalizing Philippines Education in to three separate agencies, namely 1) Basic Education 2) Technical Education and skills Development Authority (TESDA), and 3) Commission on Higher Education (CHED). The dynamics in characterizing vocational technical high schools for past three decades began to wane. The quest for technical-vocational excellence was put to an end. Boundaries’ created by these vocational evolutions to between and among the Basic Education, the TESDA and the CHED had simply provided a rigid boundary lines for an amorphous curricular structures. Most of these big and developed technical-vocational high schools were turned-over and absorbed by either the TESDA or CHED which in turn made radical changes to vocational education curriculum of tech-voc high schools nationwide by phasing out secondary curriculum affecting resources as a consequence. The mismatch of competencies of the school heads, middle managers, faculty and staff, students inclination to skills technology, physical equipment facilities, instructional materials and finances. Existing building structures and equipment became idle. Depriving high school students and their parents of enrolling in schools were would it be the destiny of their choice. This, also depriving industries here and abroad of skilled workers to competently fill occupational needs. The similarities of this study, Tamayo (2008) added that it is an open secret that Tech-Voc Schools has been pushed off due to the EDCOM Report in 1910. And the final blow came with the enactment of R.A 9155 (Governance of Basic Education Act 2001) which apparently provided the last nail to end Tec-Voc Schools governance. He foresees

that the Tech-Voc Task Force of the Department of Education Central Office exists on a borrowed time. Hean (2006, Singapore) recommended that as leaders in education program they can introduce new programmed and exhort parents, teachers and students to work towards achieving the Direct Outcomes. But unless change what counts, it will be difficult if not possible, to change the orientation and focus of the education system. The assessment system for schools and for students must be closely aligned to the Desired Outcomes. . . To change behavior, have to change what counts-both for students and for schools. Based on the study of Labrador (2008), the fact of the matter is, various local studies show that poverty among Filipino families is one of the major factors in the increasing dropout rates particularly in high schools. On the other hand, the latest report released by the Department of Labor and Employment (DOLE) showed that most unfilled openings in the industry are technical positions, the problem is not only about the quality of skills of workers but there is hardly any supply of available labor with the type of skills that could fill the market demands of private sector. That is why there is STVEP or simply reviving and strengthening of the existing 261 tech-voc high schools in the country. In the same manner, in order to combat poverty, there must be a radical change in the policies particularly in the educational system. A rapid technological development brought about by the forces of globalization which greatly affect and influence the world of work. The educational system has a share of the blame but it is in this department that

the hope lies, where the opportunities abound and the only syringe needed to inject the much needed antidote that the present world needs (Daza, 2008). The country is at the crossroads of economic meltdown, Tech Voc Schools are also at the crossroad of national educational crisis. No one can thwart the idea on the implementation of STVEP. It may be the best, and the last hope to survive the global economic meltdown. A lot has been happening in tech-voc high schools. The never-ending journey of tech-voc education, development and innovations through the circuitous process in many ways is a current route guided by an aspiration of turning out youth with relevant and certifiable skills with values in lie that will enable them to become responsible and productive citizens of the country. “The very root of our nation’s ability to achieve social progress and economic development lies in good education.” -Sec. Jesli A. Lapus Finally, after reviewing the related literature and studies the researcher is more encouraged to gather data on the total quality management in the implementation of STVEP-CBC in the nine identified tech-voc schools in Region X.

Chapter 3 RESEARCH METHODOLOGY

This chapter will describes the research design, research locale, the subjects and respondents of the study, the research instruments, data gathering procedure and the statistical treatment employed in the investigation. Research Design This study used the descriptive-inferential research design because the researcher wanted to describe and interpret total quality management in the implementation of STVEP-CBC in Region X. An investigation of the relationships between the independent and dependent variables was conducted. Research Locale This study was conducted in nine identified DepEd tech-voc high school in region X – Northern Mindanao. Specifically; 1) Aloran Trade High School, (ATHS), Aloran, Misamis Occidental 2) Baliangao School of Fisheries (BSF), Baliangao, Misamis Occidental 3) Bukidnon National School of Home and Industires (BNSHM), Maramag, Bukidnon 4)Bunawan National Agricultural School (BNAS), Bunawan, Iligan City 5) Iligan City National School of Fisheries (ICNSF), Buru-un, Iligan City 6) Kinuguitan National Agricultural School (KNAS), Kinuguitan,Misamis Oriental 7) Opol National Secondary Technical School (ONSTS), Opol, Misamis Oriental 8) Ozamis City School of Arts and Trade (OCSAT), Ozamis City and 9) Rogongon Agricultural High School (RAHS), Rogongon, Iligan City. The region comprises the provinces located on the northern portion of the island of Mindanao, namely Bukidnon, Camiguin, Lanao del Norte, Misamis Oriental and Misamis Occidental. The region extends over an area of 19,671.9 square kilometers and

has a total population of 3,952,437 as of 2008 census. Wide interior plains, narrow littoral lowlands, jagged mountainous projections and extensive plateau make up the region diverse landscape. Deep embayment and trough like submarine ridges are found along its lengthy coastline (The Philippine Atlas). The region has a vast timber and mineral resources and the economy is still basically agricultural, with rice and corn as the leading food crops and livestock production. The comparatively cooler climate provides ideal conditions for the growing of cash crops such as coffee, cabbages, onions, pineapples, potatoes, jackfruits and mangoes. In these reasons some Agricultural schools are operating in the region (The Philippine Atlas). Its coastal waters abound with commercial species of fishes and other marine products, and the presence of inland bodies of water within the region suggests potential to operate a fisheries school in the region. Several provinces also exhibit industrialization which industrial concerns are reshaping the land and patterns of settlement. The major industries are food processing, cement production, steel industries, beverages manufacturing, pineapple industry, pottery manufacturing, and mining which is a good avenue for the industrial attachment program of the arts and trades schools in the vicinity (The Philippine Atlas). The map of the research locale is shown in Figure 2.

*(6 (6)

(2 ) (7) ONST

(4)

(1) ATH (5) ICNS

(8)

(9) RAH

(3) BNSH

Legend:

(1)Aloran

Trade High School, (ATHS), Aloran, Misamis Occidental

(BSF), Baliangao, Misamis Occidental Maramag, Bukidnon

(2) Baliangao School of Fisheries

(3) Bukidnon National School of Home and Industires (BNSHI),

(4)Bunawan National Agricultural School (BNAS), Bunawan, Iligan City (5) Iligan

City National School of Fisheries (ICNSF), Buru-un, Iligan City School (KNAS), Kinuguitan,Misamis Oriental Opol, Misamis Oriental

(8)

(7)

(6)

Kinuguitan National Agricultural

Opol National Secondary Technical School (ONSTS),

Ozamis City School of Arts and Trade (OCSAT), Ozamis City and

Rogongon Agricultural High School (RAHS), Rogongon, Iligan City.

Figure 2. Map of the Research Locale ( Region X ) Respondents of the Study

(9)

The school administrator-respondents in this study were 34 which are composed of eight principals, one school-in-charge, four assistant principals and 21 department heads of the nine identified tech-voc schools in Region X. There were 306 teacherrespondents coming from the said schools. The total population of this study is presented in Table 1. Table 1.- Distribution of Respondents Tech-Voc Schools Aloran Trade High School Baliangao School of Fisheries Bukidnon School of Home and Industries Bunawan National Agricultural School Iligan City National School of Fisheries Kinugitan Agricultural School Opol National Secondary TechnicalSchool Ozamis City School of Arts and Trade Rogongon Agricultural School Total

Administrators

Teachers

Total No. of Respondents

7 3

48 22

55 25

9

75

84

1

13

14

4

40

44

1

8

9

5

53

58

3

38

41

1 34

9 306

10 340

Research Instruments Survey questionnaire was utilized to gather pertinent data. In particular, separate questionnaires were given to the administrators and the teacher-respondents. The survey questionnaires for administrator-respondents and the teacher-respondents were composed of three parts. Part I covers the personal profile of the school administrators and teachers. The items include name (optional), sex, age, and civil status. Part II covers the school

administrators and teacher’s competence namely: educational attainment, field of specialization, and perceptions towards the curriculum. Part III covers the functions of the school administrator also known as the management behavior/function in the implementation of the STVEP-CBC in terms of communicating the school VMGO; supervising and evaluating instructions; implementing the curriculum; monitoring and assessing student progress; and promoting professional development. Part IV covers the STVEP-CBC implementation program of activities. It includes the in-service training; production of teachers’ materials; support for tools, facilities and equipment; and monitoring and evaluation. This is adapted from the Instructional Management Behavior Questionnaire developed by Phillip Hallinger (1985). This instrument is ideal in assessing the specific administrators behavior related to instructional management as translated from job functions (Hallinger, 1995). This utilized the Behavioral Anchored Rating Scale (BARS) which relies upon description of critical job-related behaviors. In this study, five job function areas which reflect the responsibility of the school administrator’s role as instructional manager are cited, for these jobs function areas are of great importance in the implementation of any special educational project to enhance teaching and learning. Slight modifications are made to suit local conditions as exemplified in the work of Gajo (1991) and Amarga (2002). The appropriateness, understandability, and acceptability of the instrument were identified by the statements as follows: 1,no quality [does not act on management function(MF) describe by the item]; 2, low quality [ performs the management function only on few occasions]; 3, moderate quality [performs MF on some occasions describe by the item]; 4, high quality [performs the

task of MF oftentimes describe by the item]; 5, excellent quality [nearly performs all the MF describe by the item].These are interpreted by the scaling presented below as cited by Dongon (1994). Scale

Range

Descriptive Rating

1 2 3 4 5

1.00-1.80 1.81-2.60 2.61-3.40 3.41-4.20 4.21-5.00

No Quality Low Quality Moderate Quality High Quality Excellent Quality

(NQ) (LQ) (MQ) (HQ) (EQ)

The survey questionnaires was pre-tested to 20 graduating students in Iligan City National School of Fisheries SY 2009-2010 and ten members of the non-teaching staff of the school. They are not included in the respondents. This was made to ascertain the readability of each item and the result helped the researcher to identify the terms that need for modification and revision for final copy to be distributed to the respondents.

Gathering of Data In the gathering of data, the researcher asked permission from the Dean of the Graduate Studies of Mindanao State University-Marawi City to conduct a survey for the study. With the dean’s permission, the researcher sought approval from the DepEd Regional Director of region X. Moreover, the researcher also sought approval from Schools Division Superintendents of Bukidnon, Iligan City, Misamis Oriental, Misamis Occidental, and Ozamis City divisions. The school administrators of the nine identified tech-voc schools were requested to assist the researcher in the conduct of the survey using the

questionnaires for the respondents. No time limit was set in the accomplishment of the questionnaire. Furthermore, the respondents were assured of the strict confidentiality of their answers. Likewise, the administrator-respondents were informed that the survey would not reveal their individual performance as school managers and their assessment of the implementation will not be divulged. After the gathering of data, they were scored and classified based on the problems of the study. Statistical Treatment of Data The data gathered were summarized, translated, and analyzed using the following statistical techniques: Frequency Counts and Percentages. These tools were used to describe the personal profile of the respondents to describe competence namely: educational attainment and field of specialization. The formula for percentage is: P = F/N x 100 % where: F

=

frequency

N

=

number of respondents

Weighted Mean and Ranks. These tools were utilized to described the perceptions of school administrators and teachers towards STVEP-CBC, the degree of management functions of school administrators as perceived by teachers and school administrators’ themselves and the status of implementation of the STVEP-CBC as perceived by the two sets of respondents as well. The formula for weighted mean is:

N Xw

Σ

=

/ Wi Xi

i=1 where:

N

=

total number of respondents

Wi

=

weight of each categories

Xi

=

rating of each respondents

t-test for independent samples. Lindquist t-test ( N.M. Downie) was used in this study to find out if there is a significant difference between administrators’ and teachers’ perceptions on the degree of school administrators’ management functions. This was also utilized to find out if there is a significant difference between administrators’ and teachers, perceptions on the status in the STVEP-CBC implementation program of activities. The formula for t-test is: t

=

Σ

Σ

d1² + ( d2 ² N1 + N2-2

1 +1 N1 N2

where: t

=

t-test value

Xi

=

weighted mean of the 1st group

X2

=

weighted mean of the 2nd group

Σ d1²

=

summation of deviation of the 1st group

Σ d2²

=

summation of deviation of the 2nd group

N

=

number of cases Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data. It consists of four (4) parts. Part I describes the profile of the school administrators and teachers in terms of the educational qualification, field of specialization, and perception towards the STVEP-CBC. Part II is concerned with the school administrators and teachers perception on the degree of management behavior/function in the implementation. Part III includes the perception of the school administrators and teachers on the status of the STVEP-CBC implementation of activities. Part IV determines the significant differences of the perception of the school administrators and teachers on the degree of management behavior/functions in the implementation and the status on the STVEP-CBC implementation program of activities. Part I Profile of the School Administrators and Teachers This part describes the profile of the school administrators and teachers in terms of the educational qualification, field of specialization, and perception towards the STVEP-CBC. Frequency Counts and Percentages are used to describe the presentation. Educational Qualification of School Administrators As can be gleaned in Table 2, 17 school administrators are BS with MA units, 11 are Master’s Degree holder, 2 are MA holder with Doctoral units and 4 out of 34 administrators-respondents are Doctor’s Degree holder. Table 2.- Frequency and Percentage Distribution of the Educational Qualification of the School Administrators and Teachers Educational Qualification

Administrators

Teachers

N=34 Frequency Percentage Bachelor’s Degree without MA units BS with MA units Master’s Degree holder MA holder with Doctoral units Doctor’s Degree holder

0 17 11 2 4

0.00 51.00 32.24 6.00 10.76

N=306 Frequency Percentage 92 146 37 23 7

30.00 48.00 12.00 7.67 2.33

These results mean that all administrators is improving their best and showing that they are at the leading edge in most aspects in managing the school, as evidenced with 0% in bachelor’s degree only. As they say, educational qualification as a manager is very indispensable. In fact, others reveal that they must be of higher qualifications, knowledge and skills compared to their subordinates, so as to practice and consistently implement in an organization from the highest officials cascading down the line of the office staff, faculty down to members of the institution. This is well supported by the paper of Navarro (2005) that quality is not perfection. It is improving your previous best and showing that you are at the leading edge in most aspects. Educational Qualification of Teachers It can be viewed in Table 2 that 92 of the 306 teachers are Bachelor’s degree holders, 146 are BS with MA units, 37 are Master’s degree holders, 20 are MA holder with doctoral units and 10 PhDs/Ed.D/D.M. These results mean that the teachers have met the requirements of the approved Qualification Standards of the Department of Education in terms of experience, and civil service eligibility (DepEd Handbook, 2000). This implies that these teachers are

graduates of four-year degree course in Bachelor of Science in Education with a major and minor area of specialization and a Bachelors’ degree in Arts or Science with at least 18 professional units in education. It is also thought that these teachers have passed the government examination for teachers. Education for these teachers does not stop only in a four-year degree, but instead they are seeking for a higher education. Out of 340 teacherrespondents, 48% of them obtained units in Masters Degree compared to 30% of the teacher-respondents graduated in bachelors’ degree without units in Masters Degree. 12% of them are a Master’s Degree holder, 6.67 % is Master’s Degree holder with doctoral units and 3.33% is a Doctor’s Degree holders. These results present the concept of Total Quality Management (TQM) is best applied in the teacher education continuum starting with the baccalaureate program in secondary or elementary education and continuing to the graduate programs. This principle is implicit in CHED Memorandum Order No. 36, series of 1998, otherwise known as the Policies and Standards for Graduate education. Section2, Structure of Graduate Education, states: “Philippine graduate education shall, if feasible, be vertically articulated by discipline (Navarro, 2005). Field of Specializations As can be seen in Table 3, among the 34 school administrators, 11 are Technology and Livelihood Education majors which means that they belong to a group of persons who are equipped with vocational competencies. English majors ranked second with 7 administrators who are good in English communication skills and they are wellversed in English language. Caution, however, is given here because according to

Sibayan (1995) as cited by Amarga (2002), many people teaching English has even deteriorated in the sense that the standards acceptable to most Filipinos with regard to English have become lower. Table 3.- Frequency and Percentage Distribution of the Field of Specializations of the School Administrators and Teachers Administrators N=34 Field of Specialization Frequency Percentage English Science Math Filipino Araling Panlipunan MAPEH TLE Values Education

7 5 4 2 2 2 11 1

20.59 14.70 11.76 5.89 5.89 5.89 32.35 2.9

Teachers N=306 Frequency Percentage 70 63 49 24 18 24 41 15

23.00 20.67 16.00 8.00 6.00 8.00 13.33 5.00

Moreover, it is a given fact that respondents’ field of specialization will not matter most in the implementation of STVEP-CBC as long as it centered on quality, based on the participation of all members and aiming at long term success through customer satisfaction, and benefits to the members of the organization and to the society (Pontillas,2002). As indicated in Table 4, the school administrators and teachers agreed in all seven variables. Among the school administrators group, the first in rank is that the program enhanced teaching in field of specialization. This gained a mean rating of 4.06. While in Table 4. - Mean Ratings of School Administrators’ and Teachers’ Perception Towards the STVEP-CBC Mean Indicators

School Admin

Teachers

Description School Admin

Teachers

Rank School Admin

Teachers

This program is effective in increasing the student’s skill development The goals of this program is clear The learning activities are effective for students and teachers development The series of topics are interesting and useful to me (CBLM/CBC) The in-service training are well planned and prepared This program enhanced my teaching in my field of specialization This program is effective in increasing the student’s achievement rate Average Scaling: 4.21 5.00 = 3.41 4.20 = 2.61 3.40 = 1.81 2.60 = 1.00 1.80 =

3.91

4.07

Agree

Agree

7

3

4.00

4.08

Agree

Agree

4.5

2

4.00

3.97

Agree

Agree

4.5

5

4.00

3.96

Agree

Agree

4.5

6

4.00

4.10

Agree

Agree

4.5

1

4.06

3.80

Agree

Agree

1

7

4.03

3.98

Agree

Agree

2

4

4.00

3.99

Agree

Agree

Strongly Agree Agree Not sure Disagree Strongly Disagree

the group of teachers’ perception, the in-service trainings are well planned and prepared with a mean rating of 4.10.This suggests that the in-service trainings are well managed by the organizers, specifically the Tech-Voc task Force and training’s facilitators are wellequipped and they can be the best authority in this implementation since they have truly obtained the skills and knowledge needed in the curriculum as perceived by teachers. Second in rank in the administrators perception is that the program is effective in increasing the student’s achievement rate, with a rating of 4.15; while teachers perceived that the goals of this program is clear with a rating of 4.08, ranked second. This means that CBLM-CBC was not complicated, very specific and well-defined, and that these could be easily understood and followed by teachers.

The respondents agreed to the indicators as shown by an average of 4.00 and 3.99. This result indicates that aside from the above-mentioned areas, the respondents also agreed that STVEP-CBC is effective in increasing the students’ achievement rate and students’ skills development. Moreover, they expressed that the learning activities are effective for students and teachers development. One good effect too is that learning activities are effective for students and teachers development and the series of topics in CBLM/CBC are interesting and useful.

Part II Administrators and Teachers Perception on the Degree of Management Behavior/ Function of School Administrators This part is concerned with the school administrators and teachers perception on the degree of management behavior/function in the implementation in terms of communicating the school VGMO; supervising and evaluating instruction; implementing the curriculum; monitoring and assessing student progress; and promoting professional development. Communicating the School Vision, Mission, Goals and Objectives as Perceived by School Administrators Table 5 presents the school administrators’ management function in the area of communicating the VGMO. Given five items, two were rated as excellent quality, while three were rated as high quality in the administrators perceptions. Table 5. - School Administrators and Teachers Perceptions on the Degree of Management Behavior/Functions in the Implementation in terms of Communicating the School VMGO Mean Description Rank

Indicators Communicate the school VGMO (Vision,Mission,Goals,Objectives) effectively to the people in the school setting Refer the school VMGO with teachers during casualconversation Discuss the school VMGO with teachers at faculty meeting Refer to school VMGO when implementing the STVEP-CBC Ensure that the school VMGO are reflected in highly visible displays in the school Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

School Admin .

Teacher

School Admin

Teacher

School Admin

Teacher

4.26

4.04

Excellent Quality

High Quality

1

2

4.06

3.84

High Quality

High Quality

5

5

4.15

4.10

High Quality

High Quality

4

1

4.18

4.00

High Quality

High Quality

3

3

4.21

3.90

Excellent Quality

High Quality

2

4

4.15

3.98

High Quality

High Quality

Excellent Quality High Quality Moderate Quality Low Quality No Quality

According to the school administrators themselves, they communicated excellent quality the thrust of the school VGMO effectively to the people in the school setting as evidenced by a mean rating of 4.26. This ranked first for them. This signifies that they have communicated to all personnel and teachers in the school VGMO so much, so that everybody understands and sees the direction where the school is heading. Next in rank is the administrators ensure that the school VMGO is reflected in highly visible displays in the school as shown by a mean rating of 4.21. This means that administrators always use the opportunity to promote and advance the aims of the school through visible displays in the school campus. In other words, school administrators highly communicate and indoctrinate the teachers, students, staff and the rest of the

school personnel the thrusts of the school either directly or indirectly, in order to redirect every one’s behavior towards the accomplishment of the school’s goal. But in sum, the school administrators rated their manner of communicating school VGMO in high quality as indicated by the average mean rating of 4.15. This means that they highly discussed school VGMO with teachers at faculty meetings, and the implementation of the STVEP-CBC.

Communicating School VMGO as Perceived by Teachers As can be gleaned in Table 5, the teachers perceived that the school administrators have high quality in practicing all tasks associated with their management function of communicating the school VGMO to the teachers, students and the rest of the members of the academic institution. Specifically, ranked first for teachers is that school administrators discuss the school’s VGMO with teachers during faculty meeting. Ranked second according to the teachers is that the administrators highly communicated the school VGMO effectively to the people in the school setting. They mention school VGMO in school programs, conferences and assemblies. They check whether vision and mission of their institution are displayed in conspicuous areas in the school campus so that everybody is constantly reminded. And most importantly, teachers appreciated the fact that administrators encouraged the active involvement of the teachers in discussing the goals of the schools. They rightfully think that they should know since they are the classroom manager and they directly guide the students’ actions, behaviors and thoughts.

Supervising and Evaluating Instructions as Perceived by School Administrators As can be seen in Table 6, the school administrators, management function in the area of supervising and evaluating instructions has an average rating of excellent quality by the administrators themselves. In fact, out of the nine items mentioned, eight items were rated as excellent quality, while only one was rated as moderate quality. This means that the school administrators highly ensured that the school objectives of teachers are consistent with the stated VGMO of the school. This in fact, ranked first for them. Administrators also point out specific strengths in teacher instructional practices in post observation feedback, as second in rank and reviewing student’s work products when evaluating classroom instruction in order to understand and gauge better how students perform in class and how they respond to the lessons as third in rank. They also looked into the results of teacher-made and curricular specific tests are used to make instructional decisions to enhance and strengthen along subject areas. Point out specific weaknesses in teacher instructional practices in post observation feedback, discuss the teachers on the activities of students after classroom observation, and a remediation process exists that offers resources for improvement of performance implied that administrators also want to improve teaching across all subjects.

Table 6.- School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management Function in the Area of Supervising and Evaluating Instructions Indicators

School

Mean Teachers

Description School Teacher

Rank School Teachers

Admin

Conduct classroom observation on scheduled basis Conduct classroom observation on unscheduled basis Ensure that the classroom objective of teachers are consistent with the stated VMGO of the school Review student’s work products when evaluating classroom instruction Point out specific strengths in teacher instructional practices in post observation feedback Point out specific weaknesses in teacher instructional practices in post observation feedback Discuss the teachers on the activities of students after classroom observation The results of teacher-made and curricular specific tests are used to make instructional decisions A remediation process exists that offers resources for improvement of performance Average

Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

Admin Excellent Quality Moderate Quality

s High Quality High Quality

4.56

4.00

3.00

3.66

4.70

3.91

Excellent Quality

4.59

3.97

4.65

Admin 4

2

9

8

High Quality

1

4

Excellent Quality

High Quality

3

3

4.02

Excellent Quality

High Quality

2

1

4.26

3.82

Excellent Quality

High Quality

8

6

4.38

3.84

Excellent Quality

High Quality

6

5

4.32

3.64

Excellent Quality

High Quality

9

9

4.41

3.79

Excellent Quality

High Quality

5

7

4.32

3.85

Excellent Quality

High Quality

= = = = =

Excellent Quality High Quality Moderate Quality Low Quality No Quality

Moreover, these results indicate that the administrators have hands-on supervisions of teacher activities and contrary to what inefficient administrators do after observations, they give positive and negative feedback to teachers constructively and they always build on the strengths of their teachers to create a positive and pleasant classroom atmosphere and school environment.

Specifically, however, to conduct classroom observation on unscheduled basis is rated as moderate quality which has a computed mean rating of 3.00. This is understandable because the school administrators cannot do this in high quality since they have other responsibility to attend to. Besides, there are scheduled classroom observations that they have to conduct. This is also with due considerations to how much time would a class observation demand from the administrators’ schedule. It will not be easy for school administrators to just fit into their schedule any activity which they think is important. They have to be conscious about the other things that they do and make sure that their activities are distributed equitably. Supervising and Evaluating Instructions as Perceived by Teachers As can be viewed in Table 6, the school administrators have high quality in practicing their management function of supervising and evaluating instructions as perceived by their respective teachers. In fact, all of the nine items they described as highly quality as evidenced by an average mean rating of 3.85 Ranked first based on the judgment of teachers is that administrators point out specific strengths in teacher instructional practices in post observation feedback. These practices then are encouraged and stimulated. Further, these results mean that the administrators highly see to it that the classroom objectives of teachers are congruent to the stated goals of the school. Administrators go out of their way to check whether teachers’ activities inside the classroom are not deviating from the objectives of the school. In fact, the truly good teachers are those who teach a programmed curriculum and achieve objectives which are

consistent with the school’s aims and which are faithful to societal/ or systemic expectations. It is also worthwhile to mention that teachers’ instructional which are commendable and truly positive and effective should be recognized as what is being by the respondent-administrators in this study. Further, teachers claim that administrators have high quality in conducting classroom observations on scheduled and unscheduled bases. In fact, they say that school administrators even sit down with them to discuss the results of their observations in order to encourage their positive points and minimize, if not eradicate the negative areas observed in them. Implementing the Curriculum as Perceived by School Administrators As shown in Table 7, among nine items under this function, all were rated excellent quality, by administrators themselves. Top in rank is the administrators monitored the classroom to see that lessons cover the school’s curricular objectives which is evidenced by a mean rating of 4.85. Second in rank is that the administrators make clear who is responsible for coordinating the curriculum across year levels. This suggests that the administrators make certain that curriculum is followed in all year levels and that what is followed is accurate and correct. Table 7. - School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management function in the Area of Implementing the Curriculum Indicators

Mean School Teacher Admin s

Description School Teacher Admin s

Rank School Teachers Admin

Make clear who is responsible for coordinating the curriculum across year levels Ensure that the STVEP-CBC goals are translated into common curricular objectives Ensure that the objectives of the STVEP-CBC are coordinated with those of the regular classroom The curriculum identifies all areas of learning that are taught in the school All aspects of the curriculum make use of comprehensive multimedia technology. Teacher use instructional techniques and strategies that are relevant to the curricular objectives Monitor the classroom to see that lessons cover the school’s curricular objectives Teachers use formal and informal evaluation techniques and instruments to measure the curriculum’s success Manages the localization of the curriculum Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

4.76

4.15

Excellent Quality

High Quality

2

1

4.62

3.89

Excellent Quality

High Quality

4

8

4.03

4.03

Excellent Quality

High Quality

9

3.5

4.65

3.97

Excellent Quality

High Quality

3

6

4.47

3.90

Excellent Quality

High Quality

6

7

4.56

4.06

Excellent Quality

High Quality

5

2

4.85

3.99

Excellent Quality

High Quality

1

5

4.44

4.03

Excellent Quality

High Quality

7

5

4.41

3.88

3.5

3.99

High Quality High Quality

8

4.53

Excellent Quality Excellent Quality

Excellent Quality High Quality Moderate Quality Low Quality No Quality

If this cannot be done efficiently, there is great danger that each year level will pursue its own curriculum without considering the goals of the school in general.

In sum, the school administrators excellently perform the task of implementing the curriculum as shown by an average mean rating of 4.53. This means that administrators ensure that STVEP-CBC goals are translated into common curricular objectives and coordinated with those of regular classroom. The administrators likewise consider the curriculum identifies all areas of learning that are taught in the school, and the importance in monitoring the classroom to see that the lessons cover the school curricular objectives to make sure that they promote the goal of implementing the STVEP-CBC. Implementing the Curriculum as Perceived by Teachers It is reflected in Table 7 that all nine specific tasks in implementing the curriculum are highly managed by the school administrators as perceived by teachers. This is indicated by the average mean rating of 3.99. Ranked first for teachers, as it is with administrators, is the function of making clear that is responsible for coordinating the curriculum across year levels. This is an implication that teachers probably feel the need to be supervised in this aspect so that they will be continually directed to the curriculum of their year level. Administrators, in other words, supervise who should handle this responsibility and see to it that it gets done. Moreover, these findings imply that the teachers feel that the school administrators highly check the curriculum across year levels to ensure that it is appropriate and in accordance with school goals and objectives. But teachers also stress that most often, administrators do not do this on their own but they assign this task to

people whose official duties include this one. In fact, teachers say that they participate actively and coordinate with their administrators in choosing the most appropriate and effective instructional materials for the achievement of implementing the curriculum. Monitoring and Assessing Student Progress as Perceived by School Administrators Table 8 shows that in the average, the administrators excellently performed their function of monitoring and assessing student progress as evidenced by a rating of 4.64. Thus, among eleven items, all are rated as excellent quality. From these results it can be deduced that the administrators excellently identified students who have attend skill enrichment classes. This is top in rank. This is the result of constantly monitoring the activities of students across year levels. Further, ranked next are that administrators’ positive recognition is given to students as they master curriculum objectives to motivate and arouse student’s interest to study harder, and the administrators meet individually with teachers to discuss student progress both academic and non-academic skills. On the other hand, administrators excellently used test results to assess progress towards school goals and assessment results are used to develop appropriate educational plans for each student. Table 8. - School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management Function in the Area of Monitoring and Assessing Student Progress Mean

Indicators Meet individually with teachers to discuss student progress

School Admin

Teachers

4.85

4.01

Description School Teacher Admin s Excellent Quality

High Quality

Rank School Teachers Admin 2.5

2

Discuss the item analysis of test with faculty to identify strengths and weaknesses in the instructional program Use test results to assess progress towards school goals Identify students who need skills enrichment Actively monitor students performance, give immediate response, and adjust instruction accordingly Use a variety of instructional grouping patterns, ranging from whole class to one-to-one instruction Use a variety classroom management skills to create an orderly and comfortable classroom environment, conducive to learning

Mastery assessments and the curriculum are matched Assessment results are used to develop appropriate educational plans for each student Results of assessment and evaluation are reported to parents Positive recognition is given to students as they master curriculum objectives Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

Excellent Quality

High Quality

Excellent Quality Excellent Quality

High Quality High Quality

3.70

Excellent Quality

4.44

3.76

4.53

4.44

3.94

9

3

4.80

3.81

4

7

4.88

4.19

1

1

4.71

High Quality

5.5

10

Excellent Quality

High Quality

9

9

3.91

Excellent Quality

High Quality

7

4

4.38

3.89

Excellent Quality

High Quality

11

6

4.44

3.64

Excellent Quality

High Quality

9

11

4.71

3.80

Excellent Quality

High Quality

5.5

8

4.85

3.90

Excellent Quality

High Quality

2.5

5

4.64

3.86

Excellent Quality

High Quality

Excellent Quality High Quality Moderate Quality Low Quality No Quality

Moreover, administrators have high quality in concerning on actively monitored students performance, give immediate response, and adjust instruction accordingly; results of assessment and evaluation are reported to parents; use a variety classroom management skills to create an orderly and comfortable classroom environment,

conducive to learning; discuss the item analysis of test with faculty to identify strengths and weaknesses in the instructional program; use of variety of instructional grouping patterns, ranging from whole class to one-to-one instruction; assessment results are used to develop appropriate educational plans for each student; and lastly, the mastery assessment and curriculum are matched. Monitoring and Assessing Student Progress as Perceived by Teachers Table 8 exhibits that all of the items under the administrative function of monitoring and assessing students’ progress are in high quality performed by the administrators according to the perceptions of teachers. In fact, the items gained an average mean rating of 3.86. From these results it can be concluded that the administrators are highly conscious of the students’ standing in class and they identified students who need skill enrichment. This ranked first among the items. Second in rank is meeting individually with teachers to discuss student progress. This is important too because teachers are directly responsible for rendering regular reports on the performance of each student to the principal or the former’s parents, or guardians with specific suggestions for improvement.

Promoting Professional Development as Perceived by School Administrators

Table 9 presents the school administrators’ management function in the area of promoting professional development. Six items are in excellent quality with a mean rating of 4.64. Table 9. - School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management Function in the Area of Promoting Professional Development Mean

Indicators Inform teachers for professional development Ensure that in-service activities attended by the faculty and staff are consistent with the school goals Present new instructional techniques for the faculty Encourage teachers to participate in-service training relevant to their field of concentration Set aside time at faculty meetings for teachers to share ideas on instruction or information for in-service activities Develop teachers/staff careerpathing Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

Description School Teachers Admin Excellent High Quality Quality

School Admin

Teachers

4.85

4.17

4.71

4.11

Excellent Quality

4.59

4.11

4.62

Rank School Teachers Admin 1.5

2

High Quality

4

3.5

Excellent Quality

High Quality

6

3.5

4.48

Excellent Quality

Excellent Quality

5

1

4.85

4.09

Excellent Quality

High Quality

1.5

5

4.74

3.95

6

4.15

High Quality High Quality

3

4.64

Excellent Quality Excellent Quality

Excellent Quality High Quality Moderate Quality Low Quality No Quality

As rated lowest by the administrators is presenting new instructional techniques for the faculty which is evidenced by a mean rating of 4.13. This is accurate because

oftentimes, too, teachers take the initiative to research and look for new techniques and strategies in teaching their particular subject. Administrators ensure that in-service activities attended by the faculty and staff are consistent with the school goals and encourage teachers to participate in-service training relevant to their field of concentration. This, in fact, is an indication that teachers are actively involved in improving and advancing teaching methods and practices. Promoting Professional Development as Perceived by Teachers Table 9 displays the administrators’ management function in terms of promoting professional development. As shown, all six items were rated high quality as perceived by teachers. These results remind teachers that their school administrators are conscious of the impact of professional development to their lives as teachers and to their students as well. Based on the perceptions of teachers, administrators encouraged teachers to participate in-service training relevant to their field of concentration as first in rank and informed teachers for professional development as ranked next. These functions make the teachers aware that their administrators are there to constantly lead them the way towards improvement, advancement, and professional growth. They are there to guide them what to do and how to do things to help themselves better teachers. But in sum, teachers perceived that school administrators have high quality in practicing all these items as evidenced by the computed average mean rating of 4.15.

Summary on School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management Function As can be seen in Table 10, perceptions of the school administrators on the degree of management functions reveal that, among the four indicators, one is in high quality and three are excellent quality. Monitoring and assessing student progress and promoting professional development appeal ranked first with a weighted mean of 4.64. Implementing the curriculum ranked next with a weighted mean of 4.53. Supervising and evaluating instruction with a rating of 4.32 ranked fourth, and communicating the school VMGO with a weighted mean of 4.15 ranked last. Table 10. - Summary on School Administrators and Teachers Perceptions on the Degree of the Administrators’ Management Function Mean

Indicators Communicating the school VMGO Supervising and evaluating instruction Implementing the curriculum Monitoring and assessing student progress Promoting professional development Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

School Admin

Teachers

4.15

3.98

4.32

3.85

4.53

3.99

4.64

3.86

4.64

4.15

4.46

3.97

Description School Teachers Admin High High Quality Quality Excellent Quality Excellent Quality Excellent Quality Excellent Quality Excellent Quality

High Quality High Quality Excellent Quality

Rank School Teachers Admin 5

3

4

5

3

2

1.5

4

1.5

1

High Quality

Excellent Quality High Quality Moderate Quality Low Quality No Quality

The teachers’ perceptions indicate that promoting professional development earns the highest mean of 4.15. Implementing the curriculum ranked next with a weighted

mean of 3.99.Communicating the school VMGO with a weighted mean of 3.98 ranked third. Monitoring and assessing student progress with a weighted mean of 3.86 ranked fourth and a weighted mean of 3.85 in supervising and evaluating instruction, ranked fifth. In sum, school administrator perceptions is excellent quality with a weighted mean of 4.46 while the teachers perceptions on the degree of the school administrators management functions is high quality with a weighted mean of 3.97. Part III Administrators and Teachers Perception on the Status of the STVEP-CBC Implementation of Activities This part includes the perception of the school administrators and teachers on the status of the STVEP-CBC implementation of activities in terms of, in-service training; production of teachers’ materials; support for tools, facilities and equipment; and monitoring and evaluation. In-service Training as Perceived by School Administrators The data in Table 11 show that among five components of the in-service training, all are rated excellent. According to the administrators, the training design is based on needs assessment and includes recommendations by the participants and training program are relevant to actual responsibilities as tech-voc school as ranked first. These imply a two-way process of learning in which the trainer will consider the capacity, ability and needs of the participants. Table 11. School Administrators and Teachers Perception on the Status of the STVEP-CBC Implementation Program of Activities in Terms of In-Service Training Mean

Description

Rank

Indicators The training design is based on needs assessment and include recommendations by the participants The training programs are relevant to actual responsibilities as tech-voc school Time and financial resources for the teachers and staff development are provided within and outside the school days Programs include training that prepares teachers to observe and coach one another on skills related to the goals of the curriculum Participant’s skills are enhanced and used to create high performing job. Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

School Admin

Teachers

School Admin

Teachers

School Admin

Teachers

4.82

4.28

Excellent

Excellent

1

1

4.81

4.21

Excellent

Excellent

2

2

4.80

4.19

Excellent

Very Satisfactory

3

3

4.74

4.09

Excellent

Very Satisfactory

4

4

4.69

4.00

Excellent

Very Satisfactory

5

5

4.77

4.15

Excellent

Very Satisfactory

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

In sum, administrators described in-service training as excellent. This signifies that administrators have provided the training needs of their respective teachers as full support of the STVEP-CBC implementation program of activities.

In-Service Training as Perceived by Teachers

The data in Table 11 exhibit that among five items of the in –service training, two were rated as excellent and three were rated as very satisfactory. But in sum, in-service training as perceived by teachers is very satisfactory. Number one in rank according to teachers is that the training designs is based on needs assessment and include recommendations by the participants. This implies that training needs analysis have teachers to further empower teachers to perform their best given adequate skills, abilities and knowledge in trainings conducted. This is enhanced by the observations that participants suggest adequate places for workshops, resource center for teachers as well as materials for making teaching aids. In other words, trainers( techvoc task force) is doing its best to provide with necessary activities that will make the implementers perform better while in service, while actively interacting with stakeholders, and while enthusiastically teaching students to learn.

Production of Teachers Materials as Perceived by Administrators The data in Table 12 manifest that among the four items of the production on teachers materials, all are described as excellent, and in sum, the production of teachers’ materials is excellent according to the administrators. This is indicated by a mean rating of 4.84. In particular, administrators said that subject matter is competency based and suited to the grade level of students. They contain complete instructions and can be interpreted by the targeted learner on their own.

Table 12. - School Administrators and Teachers Perception on the Status of the STVEP-CBC Implementation Program of Activities in Terms of Production of Teachers Materials Mean

Indicators Subject matter is CBC and suited to the grade of students Teacher Support Materials is within the social and cultural background of the students and has value integration for skill development Availability of module for each subject areas Sufficient references for the area of specialization and other mandatory subjects Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

Description School Teachers Admin

Rank School Teachers Admin

School Admin

Teachers

4.94

4.18

Excellent

Very Satisfactory

1

1

4.82

4.01

Excellent

Very Satisfactory

2.5

2

4.82

4.00

Excellent

Very Satisfactory

2.5

3

4.79

3.97

Excellent

Very Satisfactory

4

4

4.84

4.04

Excellent

Very Satisfactory

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

In addition, the administrators claim that the teacher support material are within the social and cultural background of the students and has value integration for skill development. This implies that students can learn more and teachers can inculcate in them more significant values of work that vital in making them realize to develop their own skill. Availability of module for each subject areas and sufficient references for the area of specialization and other mandatory subjects are sufficiently available. Hence, there is no possibility of incongruence occurring and disrupting the learning process.

Production of Teachers Materials as Perceived by Teachers The data in Table 12 reveal that the four items of the production of teacher materials are described as very satisfactory. This is indicated by a mean rating of 4.04. Table 13. - School Administrators and Teachers Perception on the Status of the STVEP-CBC Implementation Program of Activities in Terms of Support for Tools, Facilities and Equipment Mean

Indicators Budget allocations are sufficient to meet the needs generated by the curriculum Appropriate and relevant materials are available for each students Equipment, supplies and services needed to support the curriculum are readily available The school makes use appropriate resources from other educational institutions, parents, business industry and service clubs The school manager, with staff involvement determines the expenditure of funds available to accomplish the STVEPCBC goals

Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

Description School Teachers Admin

Rank School Teachers Admin

School Admin

Teachers

4.94

4.06

Excellent

Very Satisfactory

1

1

4.82

3.99

Excellent

Very Satisfactory

4.5

2.5

4.82

3.99

Excellent

Very Satisfactory

4.5

2.5

4.85

3.81

Excellent

Very Satisfactory

3

5

4.88

3.87

Excellent

Very Satisfactory

2

4

4.86

3.94

Excellent

Very Satisfactory

= = = = =

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

As similarly reported by administrators, teachers think that the subject matter is CBC and suited to the grade level of students. This helps them make their lessons easier because oftentimes, the challenge of teachers lies in the fact that many instructional materials are either substandard or superior to the requisite of the grade level. Ranked second for teachers are the teacher support materials are within the social and cultural background of the students and have value integration for skill development. Ranked third for teachers is availability of module for each subject areas and sufficient references for the area of specialization and other mandatory subject, ranked fourth. Support for Tools, Facilities and Equipment as Perceived by Administrators As can be gleaned in Table 13, among the five indicators of support for tools, facilities and equipment, all are described as excellent. In sum, the support for tools, facilities and equipment is excellent as perceived by school administrators in the implementation of STVEP-CBC. This is indicated by a mean rating of 4.86. For them, the Department of Education through the Tech-Voc Task Force did not fail to give Special Allocation Release Order (SARO) to all implementing schools in STVEP-CBC which totally upgrade basic facilities, tools and equipment to equip students with the basic competencies of the different technical-vocational courses and manage the school finances properly and makes these sustainable as some of the objectives in implementing the curriculum. Support for Tools, Facilities and Equipment as Perceived by Teachers As indicated in Table 13, all items under support for tools, facilities and equipment are described as very satisfactory by the teachers. In sum, the status of

STVEP-CBC implementation program of activities as perceived by teachers gained an average mean rating of 3.94 and described as very satisfactory. As similarly reported by administrators, teachers think also that budget allocations are sufficient to meet the needs generated by the curriculum which is ranked first. These tools, facilities and equipment would be very helpful to the learners in understanding the module as they can have the accurate tool for a specific field of concentration. Furthermore, they perceived that all items show that administrators are very particular with the impact or effect of the implementation; hence all support should be dealt with accordingly to the best of their knowledge in continually satisfying requirements. Monitoring and Evaluation as Perceived by Administrators It is presented in Table 14 that all items under monitoring and evaluation are described as excellent by the administrators. This is evidenced by a mean rating of 4.79. These results lead one to imply that the administrators are concerned on the implementation of STVEP-CBC. This is affirmed by the tech-voc task force who followup the implementation. Administrators can also see that teachers are willing to implement what has been learned during trainings and workshops. Hence, there is no doubt as to the teachers’ readiness to use the Competency Based Learning Matrix (CBLM) in classes.

Table 14. - School Administrators and Teachers Perception on the Status of the STVEP-CBC Implementation Program of Activities as Perceived by the School Administrators in Terms of Monitoring and Evaluation Mean School Teachers Admin

Indicators Faculty and staff are committed to the VMGO of the school Teachers willingness to implement what has been learned during the training/workshop The effectiveness of teachers training is validated through improved teaching practices Training development program is monitored and evaluated regularly Local and national follow-up on the implementation of the curriculum Administrators’ concern on the implementation Average

Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

Description School Teachers Admin Very Excellent Satisfactory

4.94

3.45

4.65

4.08

Excellent

4.71

3.86

4.88

Rank School Teachers Admin 1

6

Very Satisfactory

5.5

2.5

Excellent

Very Satisfactory

4

5

4.59

Excellent

Excellent

3

1

4.65

4.08

Excellent

Very Satisfactory

5.5

2.5

4.92

4.03

Excellent

2

4

4.79

4.02

Excellent

Very Satisfactory Very Satisfactory

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

Monitoring and Evaluation as Perceived by Teachers As depicted in Table 14, among the six items of monitoring and evaluation, one is described as excellent, and five are described as very satisfactory. But in sum, the all items under monitoring and evaluation are described as very satisfactory by teachers. This is evidenced by a mean rating of 4.02. According to teachers, training development program is monitored and evaluated regularly as ranked first. This is one way of monitoring and evaluating teachers’ progress

and improvement. Ranked second for teachers are that teachers willingness to implement what has been learned during the training/workshop and local and national follow-up on the implementation of the curriculum. This means that teachers are very open to new ideas, to

new teaching methods and techniques. And as long as they can get something positive out of it, they accept it. Ranked next is administrators’ concern on the implementation. This is positive for them because this only shows that the administrators are particular with the impact of STVEP-CBC implementation relevant to VMGO of the school. Summary on School Administrators and Teachers Perceptions on the Status of STVEP-CBC Implementation Program of Activities As can be gleaned in Table 15, the status of STVEP-CBC implementation of activities are perceived by school administrators themselves, as a whole, and in terms of the four indicators as excellent, while the teachers perceptions as very satisfactory. Administrators perceived that support for tools, facilities and equipment yields the highest weighted mean of 4.86 as first in rank and in contrast, teachers ranked it to the lowest with a weighted mean of 3.94. As to administrators perceptions on in-service training with a weighted mean of 4.77 as the lowest ranked for them got a weighted mean of 4.15 as perceived by teachers which got the first in ranked according to the later. The result shows that selection depends not only upon the movement, novelty and congruity with present contents of consciousness but also a servant of one’s interest, needs and values. This means that personal values are demonstrable determinants of what the individual selects perceptually from his environment (Dongon, 1994).

Table 15. - Summary on School Administrators and Teachers Perceptions on the Status of STVEP-CBC Implementation Program of Activities Mean

Indicators In-service training Production of teachers materials Support for tools, facilities and equipment Monitoring and evaluation Average Scaling: 4.21 3.41 2.61 1.81 1.00

-

5.00 4.20 3.40 2.60 1.80

= = = = =

Description School Teachers Admin Very Excellent Satisfactory Very Excellent Satisfactory

School Admin

Teachers

4.77

4.15

4.84

4.04

4.86

3.94

Excellent

4.79

4.02

Excellent

4.82

4.04

Excellent

Very Satisfactory Very Satisfactory Very Satisfactory

Rank School Teachers Admin 4

1

3

2

1

4

2

3

Excellent Very Satisfactory Satisfactory Fair Unsatisfactory

Part IV Significant Difference Between Administrators and Teachers’ Perceptions This part determines the significant differences of the perception of the school administrators and teachers on the degree of management behavior/functions in the implementation and the status on the STVEP-CBC implementation program of activities. Significant Difference between Administrators and Teachers’ Perceptions on the Degree of School Administrators’ Management Functions As manifested in the Table 16, there are significant differences in the perceptions of teachers and that of the administrators in any of the management functions of school administrators. To illustrate, in terms of communicating school goals, the computed tvalue is 2.8900. This is greater than the critical t- value of 1.98 in critical region at 5%

level of significance. Hence, the interpretation is significant. The same pattern is observed in the other components. Table 16.- Significant Difference on the Degree of Management Behavior/Functions in the Implementation of STVEP-CBC as Perceived by Tech-Voc School Administrators and Teachers in Region X Variables Communicating the School VGMO Supervising and Evaluating Instruction Implementing the Curriculum Monitoring and Assessing Student Progress Promoting Professional Development

Level of Significance =

Computed t-value

Critical t @ 0.05

Interpretation

2.8900 2.6335 6.3634

1.98 1.98 1.98

Significant Significant Significant

7.3808

1.98

Significant

5.2418

1.98

Significant

0.05

These results imply that the teachers and school administrators of nine identified DepEd tech-voc schools in region X have basically the same perceptions and thoughts about the functions of the administrators. This further implies that they are accurate in their observations, and they have practiced objectivity in rating themselves (for school administrators), and in rating the management functions of their administrators (for teachers). In other words, there has been a clear-cut definition and orientation of the management functions of administrators in the implementation from start and these functions have been understood by teachers. These results therefore lead to the rejection of the null hypothesis which states that there is no significant difference between the administrators’ and teachers’ perceptions on the degree of school administrators’ functions in communicating the school goal, supervising and evaluating instruction, implementing the curriculum, monitoring and assessing student progress and promoting professional development.

Significant Difference between School Administrators and Teachers’ Perceptions on the Status of STVEP-CBC Implementation Program of Activities As illustrated in Table 17, there are significant differences in the perceptions of teachers and that of the school administrators in the four items of the implementation program of activities of the STVEP-CBC. These findings lead to the conclusion that the teachers and the administrators in nine identified DepEd tech-voc schools in region X have basically the same perceptions and thoughts about the manner the STVEP-CBC program of activities have been implemented. This further implies that they are actively involved in any of the spheres of the program and that both the teachers and administrators are conscious of their respective roles and contributions to it. Table 17. - Significant Difference Between School Administrators and Teachers Perception on the Status of STVEP-CBC Implementation Program of Activities Computed t-value In-service training 3.6257 Production of teachers materials 16.0096 Support for tools, facilities and 18.1653 equipment Monitoring and evaluation 3.4951 Level of Significance = 0.05 Variables

Critical t @ 0.05

Results

1.98 1.98

Significant Significant

1.98

Significant

1.98

Significant

With these results, the null hypothesis which states that “there is no significant difference between the administrators’ and teachers’ perceptions on the implementation of STVEP-CBC program of activities, namely, in-service training; production of teachers materials; support for tools, facilities and equipment; and monitoring and evaluation” is therefore rejected. Castillon’s Theory

This is the thrust of the investigation’s results. Conclusively, school administrators and teachers were significantly working together for a common goal in the STVEP-CBC implementation with their commitment, skills and competence. This made possible due to the excellent quality of the administrators who were leading the baton for a successful implementation as perceived by the administrators themselves and high quality management functions as perceived by the teachers. Thus, the following theories were formulated by the researcher: •

Managing a tech-voc high school is an art as well as a science, which requires vocational school administrators to possess the knowledge and to acquire the necessary skills and managerial experience to navigate the uncertain external environment aimed at realizing the school’s goals and objectives as total quality managers in school.

•

Effective manager is bedrock for quality achievements. As a sole responsible for the people, program and school plant a manager will offer intensive supervision to teachers and staff execution of duties and responsibilities to improve and enhance the implementation of the curriculum, enhance effectiveness for course delivery and assessment management, established responsible and competent workers.

•

The school should work closely to stakeholders to strengthen partnership with local agencies and to the community. As a tech-voc managers, invite more stakeholders to improve the school functional facilities and to have a strengthened partner with institutions-institutions.

•

The essence of quality is to satisfy the needs of internal and external customers. An internal customer is someone in the organization who uses output of another or interacts with someone else for work purposes. An external customer is a person outside who pays for its goods or services, the stakeholders.

•

An employee who is committed to the total quality management culture searches daily for ways of improving his or her work process and output. “If a commitment to quality is not priority, any initiative is doomed to failure. Lip service to quality improvement is the kiss of death.”

Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents a summary of the findings, conclusions, implications and recommendations made based on the results of the study. Summary This study aimed to determine the total quality management in the implementation of the STVEP-CBC in Region X. Specifically, it sought answers to the following questions: 1. What are the profile of administrators’ and teachers’ competence in terms of: 1.1 educational qualification; 1.2 field of specialization; and

1.3 perception towards the program? 2. What is the degree of management functions of school administrators as

perceived by the school administrator themselves in terms of: 2.1 communicating the school VMGO; 2.2 supervising and evaluating instructions; 2.3 implementing the curriculum; 2.4 monitoring and assessing student progress; and

2.5 professional development of teachers?

3. What is the degree of management of the functions of school administrators as

perceived by teachers in terms of: 3.1 communicating the school VMGO; 3.2 supervising and evaluating instructions; 3.3 implementing the curriculum; 3.4 monitoring and assessing the student progress; and

3.5 professional development of teachers? 4. What is the status of the STVEP-CBC implementation program of activities as

perceived by the administrators and teachers in terms of the following: 4.1 in-service trainings; 4.2 production of teacher s’ materials; 4.3 support tools, facilities and equipment; and 4.4 monitoring and evaluation? 5. Is there a difference between the administrators’ and teachers’ perceptions on the

degree of school administrators functions, namely: 5.1 communicating the school VMGO; 5.2 supervising and evaluating instructions; 5.3 implementing the curriculum;

5.4 monitoring and assessing the student progress; and

5.5 professional development of teachers? 6. Is there a difference between the administrators’ and teachers’ perceptions on the

status of STVEP-CBC implementation program of activities, namely: 6.1 in-service trainings; 6.2 production of teachers’ materials; 6.3 support of tools, facilities and equipment; and 6.4 monitoring and evaluation? 7. What quality framework development is evolved from the findings of the study?

To address all these problems, this study used the descriptive-inferential research design because the researcher wants to describe and interpret the total quality management in the implementation of STVEP-CBC in Region X. A self-made questionnaire was utilized to gather data. It involved 34 school administrators and 306 teachers in nine identified DepEd tech-voc schools around region X. An investigation of the relationships between the independent and dependent variables was conducted. These were summarized and analyzed using frequency counts and percentages, weighted mean, and t-test for independent samples. Findings Based on the data gathered, the following are the results: Profile of School Administrators and Teachers Competence

1. Out of 306 teacher-respondents, 48% of them obtained units in Masters Degree

compared to 30% of the teacher-respondents graduated in bachelors’ degree without units in Masters Degree. 12% of them are a Master’s Degree holder, 6.67 % is Master’s Degree holder with doctoral units and 3.33% is a Doctor’s Degree holders. 2. Of 34 school administrators 17, are BS with MA units, 11 are Master’s Degree

holder, two are MA holder with Doctoral units and four out of 34 administratorsrespondents are Doctor’s Degree holder. 3. Among the 34 school administrators, the biggest group is 11 Technology and

Livelihood Education administrators’ majors that they belong to a group of persons who are equipped with vocational competencies. English majors ranked second with seven administrators who are good in English communication skills and they are well-versed in English language. 4. Both the school administrators and teachers agreed that in-service trainings are

well managed by the organizers, specifically the Tech-Voc task Force and training’s facilitators are well-equipped and they can be the best authority in this implementation since they have truly obtained the skills and knowledge needed in the curriculum; the series of topics are interesting and useful to the implementers; CBLM-CBC was not complicated, very specific, and well-defined; and that these could be easily understood and followed by teachers and it

is effective in

increasing the students’ achievement rate and students’ skills development. Moreover, they expressed that the goals of this program is clear.

Degree on the School Administrators’ Management Behavior/Function in the Implementation of STVEP-CBC. 1. Both the school administrators and teachers perceived that the former highly

communicated the school goals to the people in the school settings. 2. School administrators perceived that they excellently supervised and evaluated

instructions of teachers; while the teachers themselves believed that school administrators highly supervised and evaluated instructions of teachers. 3. School administrators perceived that they excellently implemented the curriculum

in their respective schools, and make sure they are in accordance with school goals and objectives; while the teachers themselves believed that school administrators highly implemented the curriculum in their respective schools. 4. School administrators perceived that they excellently monitored and assessed the

student progress; while the teachers themselves believed that school administrators highly monitored and assessed the student progress. 5. School administrators perceived that they excellently promoted professional

development of teachers; while the teachers themselves believed that school administrators highly promoted their professional development. Status on the STVEP-CBC Implementation Program of Activities 1. School administrators perceived that the implementation program of activities in terms of in-service trainings is excellent; while the teachers perceived that the implementation of program of activities in terms of in-service trainings is very satisfactory.

2. School administrators perceived that the implementation program of activities in terms of the production of teachers’ materials is excellent; while the teachers perceived that the implementation of program of activities in terms of the production of teachers’ materials is very satisfactory. 3. School administrators perceived that the implementation program of activities in

terms of support for tools, facilities and equipment is excellent; while the teachers perceived that the implementation of program of activities in terms of support for tools, facilities and equipment is very satisfactory. 4. School administrators perceived that the implementation program of activities in terms of monitoring and evaluation is excellent; while the teachers perceived that the implementation of program of activities in terms of monitoring and evaluation is very satisfactory. Significant Differences on the School Administrators and Teachers Perception

1. There are significant differences between the school administrators’ and teachers’

perceptions on the degree of former’s functions, namely, communicating the school goals, supervising and evaluating instruction, implementing the curriculum, monitoring and assessing student progress, and promoting professional development. 2. There are significant differences between the school administrators’ and teachers’

perceptions on the status of STVEP-CBC implementation program of activities,

namely, in-service training; production of teachers material;, support for tools, facilities and equipment; and monitoring and evaluation. Conclusions In the light of the findings of the study, the following conclusions are hereby formulated. In terms of functions, this study tested whether the school administrators and the teachers would have different perceptions as to the former’s functions. The present study, however, came out with the result that significant differences were computed from the perceptions of the two sets of respondents. The school administrator rated excellent quality while the teachers rated high quality. In this case, school administrators have honestly described what they did and this harmonized and agreed with the teachers observed about them. Hence, school administrators’ management led the change throughout the organization to do the right things to add value and above all, involving every member in the school system. In the aspect on the status of STVEP-CBC implementation program of activities, it can be concluded that this has introduced a very good program or set of activities for the school which will certainly redound to the benefit of teachers and students. In fact, the greatest impact is that, the Department of Education through the Tech-Voc Task Force did not fail to give Special Allocation Release Order (SARO) to all implementing schools in STVEP-CBC which totally upgrade basic facilities, tools and equipment to equip students with the basic competencies of the different technical-vocational courses and managed the school finances properly and makes these sustainable as some of the objectives in implementing the curriculum.

Meanwhile, achieving total quality through gaining everyone’s commitment and involvement, rarely has it happened that teachers and administrators, who are the respective authorities of the academe, even if they are willing to accept changes and new ideas, would be able to adapt successfully in implementing these changes. Hence, it brings a lot of hope and opportunity for school administrators and teachers to realize that they can easily and readily work together and implement, that they are equipped with intellectual and mental facilities to absorb teaching strategies, instructional materials and other procedures that would bring forth better performance on their part and that develop skills of their students. Nevertheless, STVEP-CBC offers a very positive and advantageous impact to the need of the community or to the school culture. There is however, a huge responsibility shouldered by the administrators who would take the lead in the application of the schools goals in spite of the introduction of new concepts and ideas and or a new curriculum. On the whole, what can be most rewarding to this is that all effort, time, expense will never be put to waste because school administrators are eager to work more for the clientele to become more skillful and productive students. At such, students’ productivity is, above all, an

attitude of school administrators and teachers mind. It seeks to continually improve what already existed and it is based on the belief that one can do things better today than yesterday and better tomorrow than today. Recommendations

In the following paragraphs are recommendations based on the results of the study: 1. A quality framework development must be implemented in order to carry out a

continuing quality services for sustainability in the implementation. 2. DepEd task force should periodically provide training and seminars that teachers and administrators need to robust performance management in the implementation. 3. The implementers should regularly meet, confer and assess the status of their project in order to maintain its impact, and enable it to build a great customer

satisfaction. 4. For further researches, a study comparing the achievements of the student before

STVEP-CBC is implemented and after its implementation may be conducted to deeply assess its impact to student development. 5.

Further researches of the same nature but involving a wider scope of investigation to see how the STVEP-CBC is being implemented in many schools outside region X should be conducted. BIBLIOGRAPHY A. Books

Colinares, N. E. (2005). Philippine education in the third millennium. 6N’s Enterprise. University of Eastern Philippines, Manila Darch, C.B. (2004). Instructional classroom management: a proactive approach behavior management. USA; “envi”. David, N.D. (2005). The principal’s handbook towards empowered leadership. MAPESPA, Manila

Downie, N.D and Heat, R.W. (1984). Basic statistical method. Fifth Edition. USA. Harper and Row, Publishers, Inc. Erwin, J.C. (2004). The classroom of choice: Giving students what they need and getting what you want. Association for supervision and curriculum development. Englewood Cliffs, New Jersey. Prentice-Hall. Good, T.L.. (1998). Looking in classroom. (4th ed.). New York, Longman Gregorio, H. C. (1990). School administration and supervision. Quezon City. Garotech Publishing Knoll, M. (1987). Supervision for better instruction: practical technique for improving staff performance. New Jersey; Englewood Cliffs, Prentice Hall Kohn, J. (1990). Behavior in organization : understanding and managing the human side of work. Massachusettes: Allyn & Bacon Inc Navarro, R.L.(2005) Philippine education in the third millennium: Trends, Issues and challenges, concerns. Toward quality management in graduate teacher education. University of Eastern Philippines. Printed in the Philippines by Tres Ninas General Merchants. Northern Samar. Ornstein, A. C. (1990). Strategies for effective teaching. New York: HarperCollins Publishers,Inc. Rosas N.L. (2005). Philippine education in the third millennium: Trends, Issues and challenges, concerns. TQM and transformational leadership in private schools. University of Eastern Philippines. Printed in the Philippines by Tres Ninas General Merchants. Northern Samar. Wragg, E.C. (2001). Class management in the secondary school. Routledge Falmer.London Walpole, R.E.(1982). Introduction to statistics. Third edition. United States of America. Macmillan Publishing Company Incorporated, New York B. Government Publications and Magazines DepEd Order, No. 37 s. 2005. Implementation of the redesigned technical-vocational high school program. July 8, 2005 DepEd Order, No. 42 s. 2008. Official list of additional 121 tech-voc high schools to implement the STVEP-CBC effective SY 2008-2009, May 28, 2008

Manual of Operation on Public Technical Vocational High School. Manila,2007 C. Unpublished Thesis and Dissertation Amarga, J.M. (2002). The Philippines-Australia project in basic education of the lead and satellite schools in Naawan: an assessment. Unpublished Master’s Thesis, St. Peter’s College, Iligan City Dongon, M.M (1994). The coastal resource management program of Iligan City as perceived by the people along Iligan Bay. Unpublished Master’s Thesis. Bukidnon State University, Malaybalay City Espana, P.M. (1989). Extent of the implementation of the bilingual education program and its relationship to the students’ acheivement in the three high schools in Iligan City, SY 1988-1989. St. Peter’s College, Iligan City Gajo, W.P. (1991). Assessment of instructional management behavior of elementary school principals. Unpublished Master’s Thesis, Bukidnon State University, Malaybalay City. D. Proceedings of Meetings and Conferences Andrada, L.M. (2008). Making curriculum innovations work for your school. A position paper presented at the second PAVEA National Congress, Dauis, Bohol Daza, N.C. (2008). An act creating the bureau of technology education under the Department of education, appropriating funds there and for other purposes. A proposed House Bill introduced in the fourth congress, first regular session, house of representatives, Quezon City Labrador V.L (2008). Learning the R’s in the classroom and the basic skills for employment. Second PAVEA national congress, Dauis, Bohol Hean (2006) Understanding student teacher interaction. A position paper presented at the first PAVEA National Congress, Laog City Hallinger, P. (1985). “ Assessing the instructional management behavior of principals,” A resource Manual, New York: Scaresdale Pontillas, P.C. (2002). Infusing productivity and quality. A paper presented during the seminar workshop on Total quality management, Argao, Cebu Ramirez, M.L. (2008). Thoughts for the congress. Second PAVEA national congress, Dauis, Bohol

Tamayo, E.P. (2008). Tech-voc education at the crossroads. Third Philippine Association of Vocational Education Administrators, Inc. Clark, Angeles City, Pampanga E. Periodicals and Magazines Lapus, J.A. (2009). Managing Philippine education. Educator magazine for teacher, special edition. Manila Antonio, R.F. (2008). Vocational-Technical skills training needed by workers.Vol.424 No. 12. Manila Bulletin Bermas, R.A.(2006). Quest for technical vocational innovation and technology. First PAVEA National Congress, Laog City De Lumen R.M. (2009). Philippine main education highway. Third Philippine Association of Vocational Education Administrators, Inc. National Congress, Clark, Angeles City, Pampanga Panillo, E.T. (2009). Strengthened technical vocational education: at the crossroads of global economic meltdown. PAVEA,INC. Pampanga DepEd Updates.”The STVEP, providing relevant education for the youth.2007.Pasig City

Survey Questionnaire for Teachers Part I. Teachers’ Personal Profile Direction: Please read each item carefully by filling in the blank or by checking as required. Do not hesitate to answer honestly. Take your time in answering every question. All answers will be held strictly confidential. Name (Optional):________________________________ Sex:___Male___Female Age:_______________ Civil Status:____Single___Married___Widower

Part II. Teacher’s Competence 1. Educational Attainment ____Bachelor’s degree holder ____BS with MA units ____Master’s degree holder ____MA holder with doctoral units ____ Ph. D./ Ed. D. 2. Field of Specialization ____English ____Science ____Math ____Filipino ____Araling Panlipunan ____MAPEH ____Values Education____TLE ____Others 3. Number of in-service training attended (related to the subject teaching) ____5 and below ____ 6 to 10 ___10 and above 4. Teaching Experience ____10 years and below ___11 to 20 years ___21 years and above 5. Perception towards the STVEP-CBC Please circle the number which best describes your reactions for item when you think about the STVEP-CBC implementation. 5 (Strongly Agree) 4 (Agree) 3 (Not Sure) 2 (Disagree) 1 (Strongly Disagree) Items Rating 1. This program is effective in increasing the student’s skill 5 4 3 2 1 development 5 4 3 2 1 2.The goals of this program is clear 5 4 3 2 1 3.The learning activities are effective for students and teachers development 5 4 3 2 1 4.The series of topics are interesting and useful to me (CBLM/CBC) 5 4 3 2 1 5.The in-service training are well planned and prepared 5 4 3 2 1 6.This program enhanced my teaching in my field of specialization 7.This program is effective in increasing the student’s achievement 5 4 3 2 1 rate Part III. Management Behavior/Functions in the Implementation Direction: On the following pages is a list of items that will be used to describe the Management Functions (MF) of your school manager. Each item should be considered as separate description. This is not a test of ability or consistency in making answer. Its only purpose is to make it possible for you to describe as accurately as you can, the managerial functions of your school manager in the implementation of the curriculum. a. Read each item carefully b. Think about how frequently your school manager show the management describes by the item. c. Decide whether your school manager (1) no quality [does not act on MF describe by the item]; (2) low quality [performs the MF only on few

occasions]; (3) moderate quality [performs MF on some occasions describe by the item]; (4) high quality [performs the task of MF oftentimes describe by the item]; (5) excellent quality [nearly performs all the MF describe by the item]. d. Encircle only one number per question that best reflect management function of your school manager. Try to answer every question. Rest assures that your response will be treated with strict confidentiality. TO WHAT EXTENT DOES YOUR ADMINISTRATOR DO IN. . . . . . .? I. COMMUNICATING THE SCHOOL VMGO 1.Communicate the school VGMO (Vision,Mission,Goals,Objectives) 5 4 effectively to the people in the school setting 5 4 2.Refer the school VMGO to teachers during casual conversation 5 4 3.Discuss the school VMGO with teachers at faculty meeting 5 4 4.Refer to school VMGO when implementing the STVEP-CBC 5.Ensure that the school VMGO are reflected in highly visible 5 4 displays in the school II. SUPERVISING AND EVALUATING INSTRUCTION 5 4 1.Conduct classroom observation on scheduled basis 5 4 2.Conduct classroom observation on unscheduled basis 3.Ensure that the classroom objective of teachers are consistent 5 4 with the stated VMGO of the school 4.Review student’s work products when evaluating classroom 5 4 instruction 5.Point out specific strengths in teacher instructional practices in 5 4 post observation feedback 6.Point out specific weaknesses in teacher instructional practices in 5 4 post observation feedback 7.Discuss the teachers on the activities of students after classroom 5 4 observation 8.The results of teacher-made and curricular specific tests are used 5 4 to make instructional decisions 9.A remediation process exists that offers resources for 5 4 improvement of performance

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III. IMPLEMENTING THE CURRICULUM

1.Make clear who is responsible for coordinating the curriculum across year levels 2.Ensure that the STVEP-CBC goals are translated into common curricular objectives 3.Ensure that the objectives of the STVEP-CBC are coordinated with those of the regular classroom 4.The curriculum identifies all areas of learning that are taught in the school 5.All aspects of the curriculum make use of a comprehensive multimedia technology. 6.Teacher use instructional techniques and strategies that are

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relevant to the curricular objectives 7.Monitor the classroom to see that lessons cover the school’s curricular objectives 8.Teachers use formal and informal evaluation techniques and instruments to measure the curriculum’s success 9.Manages the localization of the curriculum

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IV. MONITORING AND ASSESSING STUDENT PROGRESS

1.Meet individually with teachers to discuss student progress 2.Discuss the item analysis of test with faculty to identify strengths and weaknesses in the instructional program 3.Use test results to assess progress towards school goals 4.Identify students who need skills enrichment 5.Actively monitor students performance, give immediate response, and adjust instruction accordingly 6.Use a variety of instructional grouping patterns, ranging from whole class to one-to-one instruction 7.Use a variety classroom management skills to create an orderly and comfortable classroom environment, conducive to learning 8.Mastery assessments and the curriculum are matched 9.Assessmentt results are used to develop appropriate educational plans for each student 10.Results of assessment and evaluation are reported to parents 11.Positive recognition is given to students as they master curriculum objectives

5

4

3

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1

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V. PROMOTING PROFESSIONAL DEVELOPMENT

1.Inform teachers for professional development

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2.Ensure that in-service activities attended by the faculty and staff are consistent with the school goals

5

4

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2

1

5 4 3 2 1 3.Present new instructional techniques for the faculty 4. Encourage teachers to participate in-service training relevant to 5 4 3 2 1 their field of concentration 5.Set aside time at faculty meetings for teachers to share ideas on 5 4 3 2 1 instruction or information for in-service activities 5 4 3 2 1 6.Develop teachers/staff career-pathing Part IV. STVEP-CBC Implementation Program of Activities Direction: Please give your honest appraisal on the following items listed below. Kindly encircle one number per item. (5) Excellent (4) Very Satisfactory (3) Satisfactory (2) Fair (1) Unsatisfactory I. IN-SERVICE TRAINING

1.The training design is based on needs assessment and include recommendations by the participants 2.The training programs are relevant to actual responsibilities as tech-voc school 3.Time and financial resources for the teachers and staff development are provided within and outside the school days

5

4

3

2

1

5

4

3

2

1

5

4

3

2

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4.Programs include training that prepares teachers to observe and coach one another on skills related to the goals of the curriculum 5. Participant’s skills are enhanced and used to create high performing job.

5

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II. PRODUCTION OF TEACHERS MATERIALS

1.Subject matter is CBC and suited to the grade of students 2.Teacher Support Materials is within the social and cultural background of the students and has value integration for skill development 3.Availabilty of module for each subject areas 4.Sufficient references for the area of specialization and other mandatory subjects

III. SUPPORT FOR TOOLS, FACILITIES AND EQUIPMENT

1.Budget allocations are sufficient to meet the needs generated by the curriculum 2.Appropriate and relevant materials are available for each students 3.Equipment, supplies and services needed to support the curriculum are readily available 4. The school makes use appropriate resources from other educational institutions, parents, business industry and service clubs 5.The school manager, with staff involvement determines the expenditure of funds available to accomplish the STVEP-CBC goals IV. MONITORING AND EVALUATION

1.Faculty and staff are committed to the VMGO of the school 2.Teachers willingness to implement what has been learned during the training/workshop 3.The effectiveness of teachers training is validated through improved teaching practices 4.Training development program is monitored and evaluated regularly 5.Local and national follow-up on the implementation of the curriculum 6.Adminstrators’ concern on the implementation

Thank you so much for your kind consideration. God bless and more power! BLAIR D. CASTILLON Researcher

Survey Questionnaire for School Administrators Part I. Administrators’ Personal Profile Direction: Please read each item carefully by filling in the blank or by checking as required. Do not hesitate to answer honestly. Take your time in answering every question. All answers will be held strictly confidential. Name (Optional):________________________________ Sex:___Male___Female Age:_______________ Civil Status:____Single___Married___Widower

Part II. Administrator’s Competence 1. Educational Attainment ____Bachelor’s degree holder ____BS with MA units ____Master’s degree holder ____MA holder with doctoral units ____ Ph. D./ Ed. D./ D.M. 2. Field of Specialization ____English ____Science ____Math ____Filipino ____Araling Panlipunan ____MAPEH ____Values Education____TLE ____Others 3. Number of in-service training attended (in school management) ____5 and below ____ 6 to 10 ___10 and above 4. Administrative Experience ____10 years and below ___11 to 20 years ___21 years and above 5. Perception towards the STVEP-CBC Please circle the number which best describes your reactions for item when you think about the STVEP-CBC implementation. 5 (Strongly Agree) 4 (Agree) 3 (Not Sure) 2 (Disagree) 1 (Strongly Disagree) Items Rating 1. This program is effective in increasing the student’s skill 5 4 3 2 1 development 5 4 3 2 1 2.The goals of this program is clear 5 4 3 2 1 3.The learning activities are effective for students and teachers development 5 4 3 2 1 4.The series of topics are interesting and useful to me (CBLM/CBC) 5 4 3 2 1 5.The in-service training are well planned and prepared 5 4 3 2 1 6.This program enhanced my teaching in their specialization 7.This program is effective in increasing the student’s achievement 5 4 3 3 1 rate Part III. Management Behavior/Functions in the Implementation Direction: On the following pages is a list of items that will be used to describe the Management Functions (MF) of your school manager. Each item should be considered as separate description. This is not a test of ability or consistency in making answer. Its only purpose is to make it possible for you to describe as accurately as you can, the managerial functions of your school manager in the implementation of the curriculum. a. Read each item carefully b. Think about how frequently your school manager show the management describes by the item.

c. Decide whether your school manager (1) no quality [does not act on MF

describe by the item]; (2) low quality [performs the MF only on few occasions]; (3) moderate quality [performs MF on some occasions describe by the item]; (4) high quality [performs the task of MF oftentimes describe by the item]; (5) excellent quality [nearly performs all the MF describe by the item]. d. Encircle only one number per question that best reflect management functions of your school manager. Try to answer every question. Rest assures that your response will be treated with strict confidentiality. TO WHAT EXTENT DO YOU DO IN. . . . . . .? I.

COMMUNICATING THE SCHOOL VMGO

1.Communicate the school VMGO (Vision,Mission,Goals,Objectives) effectively to the people in the school setting 2.Refer the school VMGO to teachers during casual conversation 3.Discuss the school VMGO with teachers at faculty meeting 4.Refer to school VMGO when implementing the STVEP-CBC 5.Ensure that the school VMGO are reflected in highly visible displays in the school

5

4

3

2

1

5

4

3

2

1

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1

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II. SUPERVISING AND EVALUATING INSTRUCTION

1.Conduct classroom observation on scheduled basis 2.Conduct classroom observation on unscheduled basis 3.Ensure that the classroom objective of teachers are consistent with the stated VMGO of the school 4.Review student’s work products when evaluating classroom instruction 5.Poin out specific strengths in teacher instructional practices in post observation feedback 6.Point out specific weaknesses in teacher instructional practices in post observation feedback 7.Discuss the teachers on the activities of students after classroom observation 8.The results of teacher-made and curricular specific tests are used to make instructional decisions 9.A remediation process exists that offers resources for improvement of performance III. IMPLEMENTING THE CURRICULUM

1.Make clear who is responsible for coordinating the curriculum across year levels 2.Ensure that the STVEP-CBC goals are translated into common curricular objectives 3.Ensure that the objectives of the STVEP-CBC are coordinated with those of the regular classroom 4.The curriculum identifies all areas of learning that are taught in the school 5.All aspects of the curriculum make use of a comprehensive

multimedia technology. 6.Teacher use instructional techniques and strategies that are relevant to the curricular objectives 7.Monitor the classroom to see that lessons cover the school’s curricular objectives 8.Teachers use formal and informal evaluation techniques and instruments to measure the curriculum’s success 9.Manages the localization of the curriculum

5

4

3

2

1

5

4

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2

1

5

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2

1

IV. MONITORING AND ASSESSING STUDENT PROGRESS

1.Meet individually with teachers to discuss student progress 2.Discuss the item analysis of test with faculty to identify strengths and weaknesses in the instructional program 3.Use test results to assess progress towards school goals 4.Identify students who need skills enrichment 5.Actively monitor students performance, give immediate response, and adjust instruction accordingly 6.Use a variety of instructional grouping patterns, ranging from whole class to one-to-one instruction 7.Use a variety classroom management skills to create an orderly and comfortable classroom environment, conducive to learning 8.Mastery assessments and the curriculum are matched 9.Assessmentt results are used to develop appropriate educational plans for each student 10.Results of assessment and evaluation are reported to parents 11.Positive recognition is given to students as they master curriculum objectives

5

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V. PROMOTING PROFESSIONAL DEVELOPMENT

1.Inform teachers for professional development 2.Ensure that in-service activities attended by the teachers and staff are consistent with the school goals

3.Present new instructional techniques for the faculty 4. Encourage teachers to participate in-service training relevant to their field of concentration

5.Set aside time at faculty meetings for teachers to share ideas on 5 4 3 2 1 instruction or information for in-service activities 5 4 3 2 1 6.Develop teachers/staff career-pathing Part IV. STVEP-CBC Implementation Program of Activities Direction: Please give your honest appraisal on the following items listed below. Kindly encircle one number per item. (5) Excellent (4) Very Satisfactory (3) Satisfactory (2) Fair (1) Unsatisfactory I. IN-SERVICE TRAINING

1.The training design is based on needs assessment and include recommendations by the participants 2.The training programs are relevant to actual responsibilities as tech-voc school

5

4

3

2

1

5

4

3

2

1

3.Time and financial resources for the teachers and staff development are provided within and outside the school days 4.Programs include training that prepares teachers to observe and coach one another on skills related to the goals of the curriculum

5. Participant’s skills are enhanced and used to create high performing job.

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II. PRODUCTION OF TEACHERS MATERIALS

1.Subject matter is CBC and suited to the grade of students 2.Teacher Support Materials is within the social and cultural background of the students and has value integration for skill development

3.Availabilty of module for each subject areas 4.Sufficient references for the area of specialization and other mandatory subjects

III. SUPPORT FOR TOOLS, FACILITIES AND EQUIPMENT

1.Budget allocations are sufficient to meet the needs generated by the curriculum 2.Appropriate and relevant materials are available for each students 3.Equipment, supplies and services needed to support the curriculum are readily available 4. The school makes use appropriate resources from other educational institutions, parents, business industry and service clubs 5.The school manager, with staff involvement determines the expenditure of funds available to accomplish the STVEP-CBC goals IV. MONITORING AND EVALUATION

1.Faculty and staff are committed to the VMGO of the school 2.Teachers willingness to implement what has been learned during the training/workshop 3.The effectiveness of teachers training is validated through improved teaching practices 4.Training development program is monitored and evaluated regularly 5.Local and national follow-up on the implementation of the curriculum 6.Adminstrators’ concern on the implementation

Thank you so much for your kind consideration. God bless and more power! BLAIR D. CASTILLON Researcher TABLE OF CONTENTS

Title Page Approval Sheet Acknowledgements Abstract Table of Contents List of Table and Figures

Page i ii iii v vi viii

List of Figures Chapter

x 1

THE PROBLEM AND ITS SCOPE Rationale Theoretical Framework Conceptual Framework Statement of the Problem The Hypotheses Significance of the Study Scope and Limitation of the Study Definition of Terms

Chapter

2

REVIEW OF RELATED LITERATURE AND STUDIES Review of Related Literature Review of Related Studies

Chapter

3

4

5

24 24 27 27 29 32

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Profile of the School Administrators and Teachers Administrators and Teachers Perception on the Degree of Management Behavior/Function of School Administrators 38 Administrators and Teachers Perception on the Status of the STVEP-CBC implementation of Activities Significant Difference Between Administrators and Teachers’ Perceptions Castillon’s Theory

Chapter

16 20

RESEARCH METHODOLOGY Research Design Research Locale Respondents of the Study Research Instruments Gathering of Data Statistical Treatment of the Data

Chapter

1 5 8 10 12 13 14 15

33

53 62 65

SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS Summary Findings

67 69

Conclusions Recommendations

72 74

Proposed Quality Framework Development. . . . Survey Questionnaire Letter of Permission to Conduct a Survey

76 79 80 85 93

Bibliography Appendices

Curriculum Vitae

99

LIST OF TABLES Page Table 1 2 3

Distribution of Respondents

27

Frequency and Percentage Distribution of the Educational Qualification of Teachers and School Administrators

34

Frequency and Percentage Distribution of the Field of

4 5

6

7

8

9

10

11

12

13

14

Specializations of Teachers and School Administrators

36

Mean Rating of School Administrators’ and Teachers’ Perception Towards the STVEP-CBC

37

School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function in the Area of communicating the School VMGO

39

School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function in the Area of Supervising and Evaluating Instructions

42

School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function in the Area of Implementing the Curriculum

45

School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function in the Area of Monitoring and Assessing Student Progress

48

School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function in the Area of Promoting Professional Development

50

Summary on School Administrators’ and Teachers’ Perceptions on the Degree of the Administrators’ Management Function

52

School Administrators and Teachers Perceptions on the Status of the STVEP-CBC Implementation Program of Activities in Terms of In-Service Training

54

School Administrators’ and Teachers’ Perceptions on the Status of the STVEP-CBC Implementation Program of Activities in Terms Production of Teachers Materials

56

School Administrators’ and Teachers’ Perceptions on the Status of the STVEP-CBC Implementation Program of Activities in Terms of Support for Tools, Facilities and Equipment

57

School Administrators’ and Teachers’ Perceptions on the Status of the STVEP-CBC Implementation Program of Activities in Terms of Monitoring and Evaluation

60

15

16

17

Summary on School Administrators’ and Teachers’ Perceptions on the Status of STVEP-CBC Implementation Program of Activities

62

Significant Difference on the Degree of the Administrators’ Management Behavior/Functions in the Implementation of STVEP-CBC as Perceived by Tech-Voc School Administrators and Teachers in Region X

63

Significant Difference Between School Administrators’ and Teachers’ Perception on the Status of STVEP-CBC Implementation Program of Activities

64

LIST OF FIGURES Page Figure 1

Schematic Diagram of the Study

9

2

Map of the Research Locale

27

3

Proposed Sustainable Quality Framework Development for Technical-Vocational Schools in Region X

82

Appendices

CURRICULUM VITAE PERSONAL DETAILS Name:

BLAIR DAHILOG CASTILLON

Gender:

Male

Date of Birth: January 2, 1972

Place of Birth: Lazi, Siquijor

Civil Status:

Nationality:

Single

Filipino

Present Address: Blk 2, Lot 21Abigail Subdivision I, Del Carmen, Iligan City, Philippines Contact Numbers: Office (063) 2236801 Mobile: 09269320960 EDUCATION o

Doctor of Philosophy in Educational Management Mindanao State University, Marawi City, 2010

o

Master of Arts in Educational Management St. Peter’s College, Iligan City, 2004

o

Bachelor of Science in Fisheries, with units in Secondary Education Central Visayas Polytechnic College, Bais City, Outstanding Student Awardees,Most Proficient in Technology, 1997

o

Diploma in Fishery Technology Cebu State College of Science and Technology, Carmen, Cebu, With Honors, 1992

o

High School Diploma Lazi National Agricultural School, Lazi, Siquijor, Salutatorian, 1988

o

Elementary Diploma Simacolong Elementary School, Lazi, Siquijor, Valedictorian, 1984

TEACHING EXPERIENCES o

Teacher, Iligan City National School of Fisheries, June 1, 1998 to present SUBJECTS TAUGHT

o o o o

Technical –Vocational Education (Fishery) English Music Arts Physical Education and Health (MAPEH) Values Education

SERVICE-PROFESSIONAL Trainer o o o o

Solid Waste Management Program Business Expense Saving Training (BEST) Boys Scout of the Philippines - Crew Leaders Training Course Community Extended Basic Literacy Program

Demonstration Teacher/Speaker o o o o o

Division Seminar on Updates in Teaching Technology and Livelihood Education Division Training on Basic Education Curriculum (Technology and Livelihood Education) Hands on Training Skills for Teachers of Edukasyong Pantahanan at Pangkabuhayan Gender and Development Peace Education SERVICE –SCHOOL o o o o o o

Assisting Principal –Designate of Iligan City National School of Fisheries Trainer, Project Proposal in Animal Production Chairman, Young Entrepreneurs and Cooperatives in school Coordinator, Student Technologists and Entrepreneurs of the Philippines Chairman, Technology and Livelihood Education,2005-2007 Coordinator, Boy Scout of the Philippines,2000-2008 SEMINARS/CONFERENCE ATTENDED

National o o o o o o o o o o o o o o o o o

12th Boys Scouts of the Philippines National Jamboree, Tacloban City 1st Philippine Border Jamboree, Zamboanga City 3rd STEP-National Skills Development and Competition, Naga City 4th STEP- National Skills Development and Competition, General Santos City 5th STEP-National Skills Development and Competition, Bagiuo City 6th STEP- National Skills Development and Competition, Davao City 7th STEP-National Skills Development and Competition, Bagiuo City BSP-Advanced Training Course for Troop Leaders, Pagadian City National Workshop on the Operationalization of Gulayan sa Paaralan Project, Cagayan de Oro city Secondary Tech-Voc Education Teachers Technology Enhancement Program, Dipolog City Trainer’s Training Methodology Course (TM 1), Dipolog City 2nd PAVEA National Congress, Tagbilaran City Management/Instructional Leadership Training Program for Tech-Voc department Heads; Related Subjects and Technical-Vocational department, Marikina City Orientation and Planning Conference of Technical-Vocational High School Administrator/Principal, Cebu City 3rd PAVEA National Congress, Clark, Angeles City, Pampanga Training Course on Aquaculture Technologies for Mindanao “Harvest of Hope Project”, Dagupan City, Pangasinan Strategic Management Training Program for Technical Vocational School Administrators, Davao City

Regional o o o o o o o o o o o o o o

8th STEP-Regional Skills Development and Competition, Cagayan de Oro City NEAP Training,RELC CDO 7th STEP- Regional Skills Development and Competition, Opol, Misamis Oriental 6th STEP-Regional Skills Development and Competition, Gingoog City 5th STEP- Regional Skills Development and Competition, Valencia City Reorientation on the Implementation of Citizenship Advancement Training in Public and Private Secondary Schools, Cagayan de Oro City 4th STEP-Regional Skills Development and Competition, Iligan City 3rd STEP-Regional Skills Development and Competition, Malaybalay City 2nd STEP-Regional Skills Competition and Conference, Aloran, Misamis Occidental Regional Revitalized Joint FFP,FHP,FFPCC Work Conference, Kidapawan City 12th Central Mindanao Athletic Association Meet, Isulan, Sultan Kudarat Two-day STEP Regional Pre-work Conference, Pigkawayan, Cotabato Regional Evaluation Conference and Pre-Convention of FFP-FHP Advisers, Mlang,Cotabato Regional Seminar-Workshop on Sustainable Food Production Technology, Tulunan, Cotabato

Division o o o o o o o o o o o o o o o o

Division Roll Out on the Implementation of NCBTS-TSNA and IPPD Division In-Service Training on Experimental Learning Course/Field Study Program Division Seminar on Updates in Teaching Technology and Livelihood Education Division Seminar Workshop on STEP Skills Enhancement ICT Literacy Training for Public School ICT Integration Division Training of Teachers and Facilitators of the Bridge Program Division Sports Clinic on School Sports Officiating Officials Financial Management Seminar for Community Project Implementers and Safety Procedure on Solid Waste Management System Operation Seminar-Workshop on Gender and Development 2005 Dance seminar Workshop for Teachers Training-Seminar on Project Management: Capacity-Building for Community Project Implementers FUSION: A Training for ICT-Enabled Learning Environment For Secondary Principals and IT-Coordinators Practical Approaches to Computer Aided Checking/Scoring/Grading and Item Analysis of Classroom Tests Division Hands-On Training on Technology Skills for Teachers in Edukasyong Pantahanan at Pangkabuhayan Basic Training Course for Rover Leaders

o o o o o o o o o o o o o

Division Echo Workshop on 2002 Basic Education for Secondary English Teachers Division Echo Workshop on 2002 Basic Education Curriculum for Secondary MAKABAYAN Teachers 2003 Dance Seminar Workshop for Teachers Basic Computer Education Training foe Entrepreneur Teachers 2002 Iligan City Division Wide Secondary Schools Camporal Division Echo Conference and Pre-Convention of FFP-FHP Advisers and YECS Moderators of Pilot and Expansion Schools 2001 Iligan City Wide Secondary Schools Camporal Organizational Strategy Training 2000 Cluster C Camporal Basic Training Course for Troop Leaders Skills Training in Recycling Technology Pre-Membership Seminar on Cooperative Division Level Revitalized Homeroom Guidance Program REFERENCES

 Dr. Jesus Lazo Taberdo, Deped Regional Director, Cordillera Administrative Region  Dr. Estrella Abid-Babano, Peace Ambassador / DepEd Regional Director  Mr. Romulo C. Malanog, Principal II, Iligan City National School of Fisheries, Buru-un, Iligan City  Hon. Jose Glenn A. Quijoy, Barangay Chairman, Buru-un, Iligan City

MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION Marawi City

GRADUATE EDUCATION DEPARTMENT

September 22, 2009 ESTRELLA ABID-BABANO, CESO III

Director IV/Regional Director DepEd, Region X Madam: Greetings of peace and love! I am Mr. Blair Dahilog Castillon of Iligan City National School of Fisheries, Buru-un, Iligan City, a graduate student of Mindanao State University, Marawi City who is finishing Doctor of Philosophy in Educational Management. At present, I am conducting a study on TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION PROGRAMCOMPETENCY BASED CURRICULUM IN REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT as a Doctoral dissertation in fulfillment for the degree.

The dissertation committee of the college after the title and dissertation proposal presentation believes that I may be able to come up with findings that will bring valuable contribution to DepEd-Region X. In line with this, questionnaires were made to gather some necessary information for the study. In this connection, I would like to seek your permission to administer the questionnaires to nine (9) identified technical-vocational high schools in Region X for the data and information needed in the study. Your favorable action on this request will be highly appreciated. Very truly yours, BLAIR D. CASTILLON

Researcher Noted: ARLENE A. BOTONES,Ph.D Dissertation Adviser

DAYANG P. ALI. Ed.D Dean, College of Education

COSAIN M. DERICO, Ph.D

Dean, Graduate School Approved: ESTRELLA ABID-BABANO, CESO III Director IV/ Regional Director MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION

Marawi City GRADUATE EDUCATION DEPARTMENT

September 23, 2009 The Schools Division Superintendent DepEd, Division of Bukidnon Malaybalay City (Through Channel) Madam: Greetings of peace and love! The undersigned, Mr. Blair Dahilog Castillon of Iligan City National School of Fisheries, Buru-un, Iligan City is conducting a study entitled TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION PROGRAM-COMPETENCY BASED CURRICULUM IN REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT in partial

fulfillment of the requirements for the Doctor of Philosophy in Educational Management. In line with this, questionnaires were made to gather some necessary information for the study. Your permission for the distribution of the instruments to technical vocational high schools in your division is very much needed. Thank you for your kind response to my request and God bless. Very truly yours, BLAIR D. CASTILLON

Researcher Noted: MARIA ARLENE A. BOTONES, Ph.D Dissertation Adviser

DAYANG P. ALI. Ed.D Dean, College of Education

COSAIN M. DERICO, Ph.D

Dean, Graduate School Approved: GLORIA D. BENIGNO, Ph.D., CESO V

Schools Division Superintendent Officer-In-Charge Assistant Regional Director, Region X ACKNOWLEDGEMENT

The researcher wishes to express his sincere thanks and deep appreciation to the special persons who have contributed to the success and realization of this study. Dr. Maria Arlene A. Botones, his adviser, for the great care in reading the manuscript and providing suggestions all through the preparation of this dissertation; Dr. Erlinda S. Ola-casan and Dr. Racma U. Pacasum, for their support, guidance and giving valuable ideas and suggestions which brought this study a reality; Dr. Dayang P. Ali, Dean, College of Education and Chairman of the panel members; Dr. Cosa-in M. Derico, Dean, Graduate School and Outside Examiner; and Dr. Pendililang Gunting, Department Chairman of the Graduate Studies for their unfailing guidance, encouragement, professional advice and expertise, which provided significant improvements to the present study; Teresita N. Lumpay, Ed.D., Professor of the Graduate Studies at Bukidnon State University –Iligan External Campus for her concern and valuable assistance; To the Department of Education, Region X family, for granting the researcher permission to pursue and complete the distribution and retrieval of the questioners needed; The respondents of the study, for all their whole-hearted support and assistance, without which this paper will never have substance;

Finally, much credit goes to the researcher’s beloved family and to Loida, Mike and Kuya George, who in one way or another supported financially and morally towards the fulfillment of this dissertation. And above all, to our Almighty God for the strength, courage, and guidance which this humble researcher needed in the preparation of this dissertation.

Blair

ABSTRACT Title: TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL-VOCATIONAL EDUCATION PROGRAM-COMPETENCY BASED CURRICULUM IN REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT Adviser:

Dr. Maria Arlene A. Botones

This study determined the total quality management in the implementation of a strengthened technical vocational education program-competency based curriculum (STVEP-CBC) in Region X in terms of the degree of school administrators’ management behavior and the status on the STVEP-CBC implementation program of activities. The study tested whether or not there is a significant relationship between the perceptions of school administrators and teachers on the degree of management behavioral functions in the implementation and further investigated whether the perceptions of school administrators and teachers on the status of STVEP-CBC implementation program of activities have significant relationship. The research subjects were the 340 respondents from the 9 identified DepEd technical-vocational high schools in Region X. Out of 340 respondents, 34 were school administrators and 306 were teachers. Data were gathered using survey questionnaires and these were analyzed employing frequency counts and percentages, weighted mean, rank, and t-test for independent samples. The study found out that there are significant differences between the school administrators’ and teachers’ perceptions on the degree of school administrators’ management behavior/functions in the implementation. The result also reveals that there is a significant relationship between the perceptions of school administrators and teachers on the status of STVEP-CBC Implementation Program of Activities.

Proposed Sustainable Quality Framework Development on Total Quality Management in the Implementation of STVEP-CBC in Region X

Introduction School administrators of technical-vocational high schools are faced with decisions on school program performance all the time. These decisions relate not only to ways in improving school programs and in using resources efficiently but on the overall outputs and outcomes that said school programs would deliver. Based on the result of the study, although the findings are rated excellent and high quality performances, the researcher has the courage to formulate a sustainable framework development on the items which got the two lowest ranked teachers’ perceptions on the degree of school administrators management functions in terms of monitoring and assessing student progress and in supervising and evaluating instruction. Monitoring and evaluation are two distinct but interrelated activities which sustain the total quality management in the implementation of STVEP-CBC, not only in Region X but all throughout the country. The researcher believes that the combined effect of monitoring and evaluation is a powerful organizational tool to institutionalize efficiency, effectiveness and relevance not only in the management of technical-vocational program or project but in the entire educational bureaucracy. It supplies information and data on matters that may indicate the level of performance, impact and sustainability of education programs.

Importance of Monitoring and Evaluation in Tech-Voc Schools Monitoring and evaluation help sustain performance and achievers’ results. More precisely, the overall monitoring and evaluation in technical-vocational schools is the measurement and assessment of the school’s performance in technical-vocational education programs such as the STVEP-CBC in order to sustain effectively managed outputs and outcomes or the program’s development results. The basic role, therefore, of monitoring and evaluation in technical-vocational schools is to provide the school and its managers with relevant information to know if resources are according to plans, if project objectives are being achieved or whether these objectives that were achieved create the necessary impact on the clients and school environment. Proposed Monitoring and Evaluation Framework for Tech-Voc Schools This is a proposed framework that may be used as guide to describe reality. Basically, the monitoring and evaluation system’s framework of a tech-voc high school may use the existing school structure as the niche for the system, noting that the school’s organizational set-up is the machinery that identifies and develops performance and impact indicators, collects information, processes the information and stores the processed information that emerged from monitoring and evaluation of tech-voc activities. Appendix A of this study may serve as proposed quality framework for techvoc schools in terms of monitoring and evaluation. It plots the flow of steps needed to develop a framework designed to install a monitoring and evaluation system that fully enhances the STVEP-CBC implementation, which is capable of providing accurate and

relevant information to decision makers in the school at the right time and at the right place. Discussion In order to sustain excellent performance in the implementation of STVEP-CBC, the framework objectives must be clear to concretize the objectives into outputs, impact and performance indicators. The output is a desired result - a specific and concrete product arising from the implementation. Performance indicators are developed out of the outputs in such,

are commonly used to help the school define and evaluate how

successful it is, typically in terms of making progress towards its long-term organizational goal. Impact indicators are measurement descriptions used to identify the outcomes or results of the project. Outcomes or results must be quantifiable, measurable and verifiable. Identifying reporting mechanism and tools is to define what data and information must be collected for the use of tech-voc education decision-makers. Basically, the data is a function of the expected outputs in each objective. For each output, quantitative data that characterize the status of the implementation programs and indicators that define the expected output per objective are developed. Indicators are quantitative or qualitative. Generally, indicators are evidences, measures or observable outcomes that demonstrate whether the purpose of an educational activity has been achieved. It also identifies individuals and or groups who will be responsible for gathering the data, processing and analyzing them and finally storing them for future use, as well as allocating the necessary resources. It determines the

frequency of collecting the data and or information. Finally, it establishes the mechanism for sharing the information with the public or the tech-voc high school. Concluding Statement There is no permanence in this world except change. As the results of this study, excellent and high qualities are the findings in terms of school administrators’ functions in the implementation of STVEP-CBC. A member of the educational bureaucracy who is committed to the total quality management culture searches daily for ways of improving his or her work process and output. But we cannot predict if it is still the same as time travels. Therefore, it is best to have always a plan to carry out a continuing excellent service for sustainability in the implementation of STVEP-CBC for the years to come. As

it is said, “the landmark of tomorrow is today.”