1

Chapter 1

INTRODUCTION

Background of the study

Administrators start from a classroom mentor rising up to the level

of school heads by reason of competence, knowledge, ability and the

quest for higher educational attainment to a much higher level of

functions and responsibilities. According to Edward Deming in his 14

points of management theory “He believes in institute leadership where

the aim of supervision is to lead and help people to do a better job. In the

context of this idea, I find it important that School heads should be

competent in relation to his/her administrative, supervisory, human

relation functions in the implementation of programs in the school.

Public secondary school heads should be guided by the principle of

his administrative, supervisory and human relation competence to

influence his subordinates thus, making them pro-active and

participative in the implementation of programs. This study focused on

the competence of the school heads and their expertise in all the

components and in the implementation of the school programs. For this

reason, based on my assessment there are schools that are performing in

terms of its program implementations and notably there are schools that

do not give priority of implementing these programs. It is attributed to

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the competence of the school heads or it is related to the lack of

knowledge, ability, skills as required of being an administrator. In most

cases competency of a leader is vital in the organization more specific

the school as an institution. The school and its operation rely heavily in

the school heads as it is comparable to a “quarter master” who gave

direction to the ship. It is imperative and a must that all the components

of competencies would be the basis or measurement of a successful

administration. The school existence and improvement is basically due to

the administrative competence characterized by variety of skills and

abilities. This includes doing what is right, monitoring, feed backing,

controlling, allocate time, and provides back up for the subordinates

which is an essential elements of supervisory competence moreover

human relations focuses on the retention of employees and minimize

turn over, quality workplace relationship will encourage employees to

share solutions to their immediate administrator for the betterment of

the organization.

Statement of the Problem

The study aimed to determine the public secondary school heads

competence in relation to the implementation of selected programs

during the fiscal year 2016.

Thus, it aimed to answer the following specific questions:

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

following variables;
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a. Age

b. Sex

c. Highest Educational Attainment

d. Number of years as School Head

e. Average Family monthly income

2. What is the level of competence of the public secondary

school heads in the following components as assessed by

their teachers and by themselves?

a.) Administrative b.) Supervisory c.) Human Relations

3. What is the level of competence of the public secondary

school heads when assessed by their teachers and by themselves

according to the aforestated variables?

4. What is the extent of implementation of the following

programs when assessed by their teachers and by themselves?

a) Feeding program

b) Gender and development

c) Brigada Eskwela

d) Child friendly school

e) Disaster risk reduction management

5. What is the extent of the implementation of selected programs

according to the aforementioned variables?

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6. Is there a significant difference in the level of competence of

the public secondary school heads as assessed by their teachers and by

themselves according to the aforementioned variables?

7. Is there a significant difference in the extent of the

implementation of selected programs as assessed by their teachers and

by themselves?

8. Is there a significant relationship in the level of competence of

respondents and the extent of implementation of selected programs?

Hypotheses

1. There is no significant difference in the level of competence of

the public secondary school heads as assessed by their teachers and by

themselves according to the aforementioned variables.

2. There is no significant difference in the extent of the

implementation of selected programs as assessed by their teachers and

by themselves.

3. There is no significant relationship in the level of competence of

public secondary school heads and the extent of implementation of

selected programs.

Assumptions

Assumptions below are formulated based on the following

observations:
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1. The Public Secondary School Heads Administrative competence

varies in the implementation of Programs, Activities and Project in the

school.

The supervisory competence of Public Secondary School Heads

influences in a certain level the attitude of the teachers in the workplace

and in the performance of their job.

The human relation competence of the Public Secondary School

Heads is a determinant in the cohesiveness and harmonious relationship

and operation in the organization.

Study Variables, Indicators, and Categories

The selected variables are herein presented with corresponding

indicators and categories also for school heads and teachers.

Variables Indicators Categories

Age biological age in years Younger (Below 40 years old)

Older (40 years old and above)
Sex The state of being male or Male
female Female
Civil Status Respondent’s family Single
situation Married
Highest Educational Respondent’s highest M.A units
Attainment education Completed Academic Requirements
Masterful Degree
Ph. D. units
Ph.D.
Number of Years as Respondent’s length of Shorter
Administrator service Longer
Administrative 10 Item questions Very High
Competence High
Moderate
Low
Very Low
Supervisory 10 Item questions Very High
Competence High
Moderate
Low
Very Low
Human Relations 10 Item questions Very High
High
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Moderate
Low
Very Low
The Extent of 25 Item questions Very High
Implementation High
of Selected Moderate
Programs Low
Very Low
Theoretical Framework

People come and go, society keeps on changing to keep pace with

the time. Technology and instructional technique is improving in the

organization to keep abreast and embrace the ever changing world. The

school as an institution should also adjust to this changes internally and

externally for the betterment of the management. The school should

cater the need of the society based on curriculum and programs offered

and implemented. The school like other agency should be productive and

deliver products and services to the community.

The research is anchored on total quality management, a

philosophy introduce by Edward Deming who popularize the PDCA cycle(

Deming Wheel) based on a very practical solution the problem-face to

problem-solve. The applicability of this theory are the concern of this

study in terms of school heads knowledge in dealing with subordinates

and in relation to their competence in each areas such as administrative,

supervisory and human relations. For this reason of competitiveness the

school through the administrator must improve their productivity and

the quality of service to maintain the school performance. While is also

true that supervision of which the aim is helping subordinates to

improve their work performance and giving them the chance to

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participate both in planning and in the implementation will result in

relationship of loyalty and trust. The common factor that lead to

subordinates attitude of being uncooperative and drive them off from the

mainstream of the workforce is fear which openly neglect by the school

heads and the absence of training and retraining which undermine the

capability of those were not given that privilege as roam for self

improvement. The practicability of this philosophy is useful to this study

of competence of the school heads and their performance in the

implementation of programs of the school. It is imperative that they are

knowledgeable in the workplace and used it as guide in the formulation

of plans and aims with the purpose of improving of the well being of

students (Product) and the operation school( (services) to serve its

purpose. School heads will come and go but the legacy of being

competent will always be compared, remembered and even cherished by

the subordinates.

Deming’s philosophy of PDCA cycle has earned him the status as

founder of the QUALITY MANAGEMENT movement. In his concept and

discussion he believes that repetition of the steps form a cycle of

continual improvement. According to Deming’s philosophy: a. Plan for

changes to bring about improvement; b. Do changes on a small scale

first to trial them; c. Check to see if changes are working and to

investigate selected process; d. Act to get the greatest benefit from

change.
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These principles of total quality management and the PDCA cycle

will help school heads understand, evaluate, and assess their strength

and weaknesses in terms of their competencies in the areas of

administrative, supervisory and human relations. The lack of constancy

of purpose to plan for changes to bring about improvement may afloat

the institution and hinders the implementation of programs, the inability

to do changes in strategies and approach will definitely change the

course and direction and maybe a factor affecting the performance of the

organization more specific the school. The changes brought about by the

plan should be evaluated monitored and check to ensure that the school

program’s implementation is fully supported by the subordinates, to

mention the teachers cooperation and their knowledge in the programs to

ensure its success Furthermore school heads should act on the basis of

change as beneficial to the organization, to his leadership and

competence in analyzing the potential of those subordinates who are

involved in the planning processes, their contribution and participation

in the implementation of the school programs. This philosophy was meld

not from the world of management but from the world of mathematics

and wedded it with human relations. The theory is based on observation

and from seeing what people needed from their working environment in

order to continue of their best. The concept can also be used by the

public secondary school heads to improve the level of their competence

both in administrative and supervisory competence and the inclusion of

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human relations to improve the quality of their teachers and the

performance of the school in the implementation of its program.

Conceptual Framework

The competence concept in relation to the school leadership

management was not widely adopted although in the early 1990’s in

spite of the several project created and built by the school management

task force (DECS 1990). The competence approach was widely criticized

due to the setting of standards resulting to the expectation of a threshold

level of performance and is therefore not necessarily going to guide the

development of excellent performance. The approach seems to suggest of

a static job and only focus on the job characteristic rather than the

characteristics of people who can be successful in the job. Ellison, (2005)

the same can be very different circumstances, e.g. small school or large

school, a struggling one or a successful school.

According to Yusoff (2008) the competency of a leader is vital in the

direction of the organization specifically the school as an institution.

Competency is a measurable characteristic of a person related to effective

performance in a specified job in the organization or culture. Specifically

competence of a school leader is needed to ensure that the school under

his care will eventually achieve and will continue to achieve in the future,

thus the ability and knowledge will be translated into action. Skills are

not inborn but can be developed through one’s own personal experience
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and practice. In order for the manager to be successful the technical

skills as well deal with things and human skills that deal with people in

order to arrive to a good decision making which is a necessity for a good

leader.

According to Daft (2006) conceptual skills is the cognitive ability to

see the organization as a whole and the relationships among its parts. It

involves the thinking, information processing and planning ability of the

manager. It may also mean the inherent ability to foresee a broad and

farsighted view of the organization and its future, the ability to think in

abstract, to analyze the workforce situation, being creative and

innovative ability to assess the environment and the changes taking

place. Simply said, a leaders ability to conceptualize the environment,

and the organization and the job would let the administrator set

appropriate goals for the organization and subordinates; thus, climb to

the ladder of higher position and responsibilities in the organization. The

Human skill, in terms of his ability to work effectively with and through

other people is a good characteristic of a manager. It is a demonstration

of how to relate, motivate, facilitate, coordinate, lead, communicate, and

resolved conflicts. It also allows subordinates to express themselves and

encourage participation without fear of being ridiculed. (Daft, 2006). It is

also interpreted as the ability to interact effectively with people at all

levels, to recognize the feelings and sentiments of others; to judge the

possible reactions and outcomes of various courses action undertaken;

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and to examine his own concept and values leading to the development

of useful attitudes concerning himself and helpful as managerial skills.

The concept of competence in relation to school leadership and the

management has not been widely adopted in the early 1990s,

According to Reddy (2006) managers in the organizations may be

separated by background, lifestyle, and distance, but sooner or later they

must all make decisions. Even when the decisions process is highly

participative in nature, with full involvement by subordinates, it is the

manager who ultimately is responsible for the outcomes of a decision.

Communication assist organizational members to accomplish both

individual and organizational goals, implement and respond to

organizational change, coordinate organizational activities, and engage in

virtually all organizationally relevant behaviors (Ivancevich & Mutterson,

2005)

It is an exchange of facts, ideas, opinions or emotions by two or

more persons. It is also define as the sum of all things one person does

when he wants to create understanding in the minds of another.

Motivation concerns those dynamic processes which produce a

goal directed behavior. A manager gets work done through others. If

there is any one to “getting work done through others”, it is the ability to

put other people in motion, in the right direction day after day.

The human skills are the manager’s ability to work with and

through other people and to work effectively as a member of the group. It

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is demonstrated of how the manager relates to other people, includes the

ability to motivate, lead, coordinate, facilitate and resolve conflicts. A

manager with human skill allows subordinates to express themselves

without fear of being ridiculed and encourages participation (Daft2006).

It is also the ability to inter-act with people at all levels. This skill

develops in the manager’s sufficient ability to recognize the sentiments

and feelings of others; to judge the possible reactions and outcomes of

various courses of action undertaken; and examine his own concepts

and values which enable him to develop more useful attitudes about

himself and remain consistently important as a manager. Planning is the

function that determines in advance what should be done. It is looking

ahead and preparing for the future. It is a process of deciding the

objectives and charting out the methods of attaining those objectives. In

other words, it is the determination of what is to be done, who is to do it

and how results are to be evaluated ( Reddy, 2006).

The concept of leadership style is clearly understood by

understanding the theories based on trait, behavior and situation. In the

70’s Stogdill identified several factors to differentiate leaders from non

leaders due to personality traits. Notably they possess the capacity to

solve problem and render judgments based on performance, hard work

and achievement. Social inter-action involvement, participation, and

adaptation to changing situation may require perseverance, self-

confidence, reliability, dependability an action often manifested by a good

 13

leadership style. Traits per se are too limited since not all leaders have

inherent personal qualities (Canivel, 2010).

Educational administration is the establishment of formal

structure of the authority. After the plan and the establishment of the

organization and the staffing, the next is to move towards its define

objectives such as “leading”, “directing”, “motivating” and “actuating”.

This function of the anger should be explain to his subordinates, the

specific job of what to do and extending help to do it to the best of their

ability. Thus, it also involved leadership and motivation as well as

communication which is the process of passing, disseminating , and

understanding from one particular person to another. It may also be in

the form of leadership which merely guide and influence the output of

his subordinates and arousing their mind and desire to give the best of

their ability in the discharge of their obligation to the enterprise as an act

of stimulating or inspiring them. (Reddy, 2006).

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The Research Paradigm

LEVEL OF COMPETENCE EXTENT OF

IMPLEMENTATION

Administrative Feeding Program

Supervisory Gender and Development
Human Relations Brigada Eskwela
Child Friendly School
Disaster Risk Reduction
Management

Very High Very High

High High
Moderate Moderate
Low Low
Very Low Very Low

Figure 1
Schematic Diagram of Hypothesized Relationship of Variables
Scope of the Study

The concern of the study is to determine the administrative,

supervisory, human relation of the public secondary school heads’

competence in the implementation of programs of the school during the

S.Y. 2014-2015. The study involved the 22 public secondary school

heads and 295 teachers from the different secondary school in the

division of Bacolod city who were respondents of this study and

eventually answered the questionnaires made by the researcher. The

item specified in the questionnaires were issues concerned by this

endeavor to assess the administrative, supervisory and human relations

competence of the public secondary school heads in relation to the

 15

implementation of the program of the school other issues not related by

this research is not the concern of this work.

Significance of the Study

Significantly, the purpose and the conduct of this study has something

to do with the competence of the school heads which is beneficial to the

institution, organization, community, more so in the implementation of

programs of the school which is useful and deem necessary to the

following;

The Public Secondary Heads. The study is significant to give them an

overview, insight and knowledge in relation to their administrative,

supervisory and human relation competence and such will be the basis

for self development towards their work, role, ability, functions,

responsibilities and those unseen challenges and prevailing

circumstances. This research work will help improve and strengthening

conceptual and human skills resulting in a more efficient, effective,

competent and productive administrators.

Teachers. The results and findings of this study will help them

understand better of the primary roles, responsibility, and functions of

those who lead them and may also provide information on the leadership

style and competence of their school heads, such they will learn to value

the importance of having good and positive attitude towards co-workers

as well as their school administrator whatever situation in particular a

 16

person is being confronted, for the same reason they will learn to

appreciate, understand and adjust in particular their co-existence with

their administrators leading to the development of such skills needed in

the job, improving such skills and strengthening those abilities necessary

in the performance of their duties, responsibilities and function as

teachers.

Present Researchers. The researcher will be benefited in this study of

the implementation of programs in the school and will enable them to

understand the role of the school heads and his being competent and

their co-existence to make the school more competitive and functional.

Future Researchers. For future benefits this research study and its

relatedness will be useful in terms of its findings and will be use as basis

to compare and serve as guide for other researchers in terms of concept

and methodology as well as the avoidance of mistakes and limitations of

the present.

Definition of terms

The following key terms are used in the study to facilitate the

understanding of the reader and are hereby defined conceptually and

operationally.

Competence. The term competence conceptually mean

measurable characteristics of a person related to effective performance in

a specified job in the organization (http: www. Meriam-webster.com)

 17

Operationally, the term refers to a specific ability or skill of the school

heads in carrying out the tasks or responsibilities.

Administrative competence. The act or process of administering,

especially the management of company, school, or other organization.

Operationally, the term refers to the public school heads administering

roles in the implementation of programs in the school.

Supervisory competence. Relating to, or having supervision based

on authority over a worker or charge of a workplace.(Cambridge English

dictionary) Operationally, it may mean the authority of the public school

heads supervisory functions in relation to the implementation of the

programs in the school.

Human relation competence. The term conceptually mean the

manager’s ability to work with and through people. It is demonstrated in

the way a manager relates, motivates, resolved conflict, and

communicate. (Daft 2006). Operationally, the term would refer to as to

how the public school heads behave, inter- act, communicate, motivate

his subordinates in relation to the implementation of programs, in the

school.

Public Secondary School Heads. Conceptually, refer to the school

administrator who is responsible for the overall operation of the

organization or the greatest responsibility for the management of a

school. Operationally the term may refer to the principal of the public

secondary school in the division of Bacolod city who exercise authority

 18

and influence in the implementation of programs to achieve

organizational goals.

Teacher. Conceptually the term may mean a person that teaches

something or whose job is to teach students about certain subjects.(

Merriam-Webster Dictionary). Operationally, it refers to a person who

has the authority to teach and the willingness to help and support the

implementation of the programs in the school in certain degree.

Age. Conceptually, the amount of time during which a person or

animal has lived or the length of time during which a being or thing has

existed ( www. Merriam-webster.com> dictionary). Operationally, it

refers to the number of years that the public school heads and their

teachers in Bacolod City has existed from birth to the present.

Sex Conceptually. It may mean the inner sense of being a male or

female (www.merriam-webster.com> dictionary). Operationally the term

used to mean the public school heads and their teachers’ biological or

physiological structure and function distinguishing the from being male

or female

Highest Educational Attainment. Conceptually, the term means

the highest degree of education an individual completed or received in

his life time (Bluman,2009) Operationally, the term refers to the public

school heads and their teachers academic accomplishment from bachelor

to graduate studies.
 19

Number of years as school head. Conceptually, the terms refers to

employee’s tenure (Webster New World College Dictionary, 2009).

Operationally it may mean the Public secondary School Head’s and their

Teachers tenure categorized as either shorter or longer.

Average Family Monthly Income. Conceptually, it is the

incorporation or combine household income of the family (http//

www.census.gov./prod 2013) Operationally it may refer to the Public

Secondary School Heads and their teachers combined household income

on a monthly basis classified as lower and higher.

Feeding Program. Conceptually, it refers to as safety net for

children living in poverty and food security (hgsf-global.org) Operationally

the term refers to the program of the school increasing the attendance

and reducing absenteeism of the students.

Gender and Development. Conceptually define as

Brigada Eskwela Conceptually define as voluntary effort of

teachers, Parents, students, stakeholders to do minor repairs and clean-

ups on their school in preparation for the opening.( en.wikipilipinas.org)

The term operationally used in this study to mean the participation of

school teachers, parents , student, and stakeholders to help the school

preparedness and conducive for learning.

Child Friendly School. Conceptually, refers to environment that is

physically safe, emotionally secure and physically enabling.(

https;//www.unicef.org) The term operationally used to mean the safe

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environment that school heads provide in creating an effective and

inclusive classroom.

Disaster Risk Reduction Management. Conceptually, it means a

sudden event as an accident causing significant physical damage,

destruction or death.( Wikipedia-https;//el) Operational the term is used

to mean the readiness and preparedness of the school heads and their

teachers in anticipating the unexpected natural calamities or

destruction.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

In this chapter the researcher take cognizance of the capability of

the public school heads and take into consideration of the work of those

who are in authority and competent in this field of endeavor who have

published books and magazine which the concept and theories are

relevant to the investigation. The concept and ideas gathered and

presented in this chapter are both Filipino and foreign authors whose

authority and research work in the past would be the basis in the

analysis of the administrative, supervisory, human relation competency

in the level of their performance and function in the area of concern.

International Related Literature

Impact of Total Quality Management and Service Quality in the

Banking Sector
Faisal Talib1*, Zillur Rahman2 and Qureshi MN3 ( 2012)

Abstract
After the successful implementation of TQM in manufacturing it is now
being extensively applied in service sectors including banks, to improve
business performance. Keeping this in view, the purpose of this paper is
to present a detailed overview of the role of service quality and Total
Quality Management (TQM), and its critical dimensions in the banking
sector. A detailed review of the literature on TQM and service quality
concepts was carried out in context of the banking sector. The study
 22

further explored the experience of TQM implementation in banks

adopting this approach. The findings indicate that to ensure successful
implementation of TQM in the banks, there are certain critical
dimensions which needs to be addressed, viz: management commitment
and support towards TQM, motivating and training of employees, and
monitoring of customers’ requirement through feedback. Beside this, it
was also found that service quality is an important construct in banking
sector and identifies four broad conceptual categories related to service
quality. The finding will provide an understanding of the role of TQM and
service quality in banking sector and it also provides useful direction for
future research.

Conclusions
As the banking industries become more involved in implementing TQM
and service quality concepts, questions like which key practices should
be accentuated and how should the TQM be implemented in the banks to
achieve desired outcome of customer satisfaction, improved financial
performance, and providing better competitiveness, needs to be
answered. This paper seeks to provide answers to these questions.
From the review of literature it was found that several dimensions are
responsible which are critical for success of TQM in the banking sector.
In order to ensure a successful implementation of TQM in the banks,
there is a need to motivate employees to improve the level of services
provided by them. Also, appointment of qualified and competent
managers will successfully contribute to the management of the banks
together with giving enough training and education to employees so that
they understand specific quality policy and TQM strategy. Lastly,
monitoring the customer satisfaction and taking the feedback frequently
would further improve the performance of the banking sector. Above all
there is a need of top-management commitment towards TQM and giving
full support for its successful implementation.
 23

Many authors have identified different service quality dimensions

which are associated with the banking sector. Present study categorizes
these dimensions into four groups which are directly responsible for
effective TQM implementation in the banking sector.
It is concluded that if these service quality attributes are taken care of,
that will result in excellence in the banking performance.
To summarize, TQM is essential to the banking sector in particular
and other service-oriented organizations in general to sustain competitive
advantage. The result of TQM often takes time and is a long-term
process. But TQM is a step in the right direction.
Managerial implications
The banking sector has maintained good progress with the advent of
new service technologies; value added services, and creation of new
banks. At this juncture, the present study could help the managers of
the service organizations:
• To focus on understanding the needs of the customers and strive to
provide the product and services that fully meets the same in order
to survive in this highly competitive industry.
• To pay attention on different banking service quality and
continuously improve them for customer satisfaction and retention.
• To update themselves in using different quality improvement tools
and techniques in the banking sector to gain competitive advantage.
The findings of the present study suggest some directions for further
research. More extension of this paper could take the form of replicating
the study in other service industries such as healthcare; education; IT/IS
etc. and also can use the findings of the present research as a hypothesis
for a survey research using data to develop

The Implementation of TQM in R&D Environments

 24

Barbara Bigliardi1, Francesco Galati2 (2014)

Research & development has been identified as a key element to achieve

competitive advantage, particularly in contexts of change and especially
for technology-based companies. Nowadays, organizations are aware that
quality, and quality management as a consequence, represents an
important strategic stimulus, thus assuming a fundamental role in the
business strategies implementation. This article, aiming at outlining the
practices that managers believe are critical for achieving quality
management in applied research and development, examines the
adoption of total quality management within R&D based organizations,
and its impact in terms of performance. This is a qualitative research
from a multicase study on eleven companies. Data were collected
through open interviews, using a semi-structured script, with R&D
managers and employees from each company. Our study supports the
hypothesis that TQM practices positively impact the performance of an
organization. Implications for managers and for academics can be
derived from the study.

Discussions and future research

Two main research questions were at the basis of
our research:
1) Does the implementation of TQM practices in
R&D environments affect the business performance?
2) Which TQM practices in R&D environments are critical for an effective
implementation of this approach? In order to answer to these research
questions, the data for this study was drawn from a multicase study of
R&D based companies operating in different Italian industries and
implementing TQM practices. First, it emerged that there are several
definitions of TQM, but the essence of these definitions share many
common elements: the customer is
 25

at the center of attention and represents a driving force in the TQM

philosophy, management commitment is an essential component for
TQM to be successful, and lastly, cultural and organizational changes
are necessary conditions for TQM success.
Second, it emerged a heterogeneous adoption of the TQM practices in the
R&D environment among the eleven firms analyzed. Some firms (namely
E and F) excel in all the TQM perspectives investigated, obtaining the
highest values in almost all the evaluations, others regularly implement
the TQM prescriptions, in order to increase their quality and
competitiveness, and finally some firms are not able to adopt such
practices in an effective way. The same obtained the lowest values in
almost all the constructs analyzed. These differences in terms of level of
adoption of TQM practices seem to be correlated with the performance
analyzed: specifically, our results support the hypothesis proposed as the
first research question that an adequate implementation of such
practices lead to higher performance. Third, as answer to the second
research question, a deepen analysis of the quantitative results and the
qualitative answers provided by the R&D managers of the firms involved
in the study led to suppose a different relative importance of each
constructs. In order to understand such differences, we tried to combine
what emerged from both these perspectives: we noted that three of the
four best firms in terms of
overall performances (E, F and K) showed significant high values, at the
same time, in two fundamental constructs: “product quality” and
“customer focus”. In addition, there are also the statements of the R&D
managers of companies K and F hinting a possible explanation of this
phenomenon: “The implementation of the TQM approach in the R&D
function, heavily focused on product quality, is very difficult. A
successful implementation of the TQM in such scientific environment
can be achieved only through the effective balance between two different
(and often with conflicting goals)
 26

perspectives: the customer focus and the product quality.”

Thus, our research emphasizes the ability to achieve a tradeoff
between these different perspectives: a firm needs to control, on the one
hand, the customer needs and expectations, and on the other hand the
quality of its products in order to obtain better performances and then to
gain competitive advantage. We recognize some limitations as well,
mainly due to the methodology adopted. Case study methodology in fact
does not allow a generalization of the results obtained, but shed light on
the issue investigated (the adoption of TQM in R&D in this case). The
research adopts a case-study approach and conducts cross-case
comparative analyses in order to develop insights into the
implementation of TQM practices
within R&D environments. Even if the sample heterogeneity allows
widens coverage and the perspective, a more numerous sample of
companies would allow a generalization of the results obtained.
The study presents both managerial and theoretical implications.
As for the former, findings seem to suggest to managers of R&D based
companies that the implementation of TQM practices may allow
companies to better perform in terms of customer satisfaction and
product quality, with respect to companies that do not implement the
same practices. Moreover, results suggest that a trade-off between
customer focus and product quality may help companies in obtaining
better performance. As far as the theoretical implications are concerned,
based on the results previously described, the conceptual model depicted
in Figure 1 (prev. page) can be easily derived. Future research would be
aimed at validating
such a model within a larger sample of companies by performing a
statistical survey.
 27

The Implementation of Total Quality Management (TQM) for The

Banking Sector in Jordan

a b b
Salman D. Al-Shobaki , Rami H. Fouad , Adnan Al-Bashir (2010)

Abstract

After its development and phenomenal success, Total Quality

Management (TQM) was applied outside the industrial sectors to service
organizations, such as banks. This paper investigates the application of
TQM to a service organizations using Jordanian baking sector as a model
example. Banking is an important sector in Jordan. The government has
introduced several laws and constitutions aimed to further develop this
sector, improve its ability to compete within a global market and
encourage investment in the country. However, little work has been done
to measure and control quality in this sector. The work will show that the
use of TQM can be of great benefit to the Jordanian banks, as it will lead
to an increase in the organization customer orientation and competitive
edge. The paper will also investigate the relation between the application
of TQM and the increase in the organization performance and efficiency.
The results show that the application of TQM in the Jordanian banking
 28

sector lead to increased productivity and ability to compete in the global

markets.

Results and Analysis

The 5-Likert scale has been used in the questionnaire with the
following values: highly agree (5), agree (4), approximately agree (3),
disagree (2), and completely disagree (1). The mean and the standard
deviation of the different questions were calculated. It was considered
that the customer or the employee agree on a given statement when the
mean is (3.5) or more. A mean below this value, indicate a negative
response. For the purpose of testing hypotheses, the joint mean for all
statements was calculated to be considered as the factor of analysis
(reference), while the individual mean of single questions representing for
the same hypothesis was calculated to be compared with the reference
using One Way Analysis of Variance (ANOVA).

Employee Questionnaire Analysis And Results

The results of the retrieved questionnaires, its frequencies, and
percentages were shown in Table 1. Table 4 shows the employees
questionnaire statement and the average mean for each statement. These
statements were arranged according to the basic issues relating the
introduction of TQM philosophy. Figure 2 shows a plot of the overall
average mark for the statements for the five components of TQM. It is
noted that employees accept and agree that their banks are focusing on
introducing TQM concepts, the customer, employee and competition
needs and on continuous improvement. From Table 4, it is noted that the
employees:

Agree on the introduction of TQM concepts by the management. They

believe that there is a strong relation between TQM introduction and the
 29

success of the bank. They believe that written material such as

pamphlets will help the introduction process. However, they criticize the
management for not changing the organization structure and work
practices to facilitate the achievement of TQM concepts.
• Believe that the bank management is “customer focused”, as they run
surveys to find out what are the customer needs, and they listen and try
to provide immediate solution to the problems at hand. However this
contradicts with the customer opinion (from customer satisfaction
questionnaire) about the bank interest in them, as they do not note these
actions and attitudes.
• Agree that the bank management focus on employees needs as they try
to improve their performance by holding training programs, encourage
creative thinking and teamwork to enhance their professionalism, allow
them the chance to express them self’s and giving rewards for excellent
performance.
• Believe that the bank management tries to improve the quality
continuously by trying to avoid mistakes, minimize the cost of financial
services, keeping a good documentation system and continuous
modification of work practices
• Believe that the bank management is keen on developing their
competitive edge by creating effective communication between them and
the customers and follow the customer’s needs. They indicate that the
ISO certificate has increased the bank performance level compared to the
competitors.

Pillars of TQM Implementation in Manufacturing

Organization- An Empirical Study
Md. Ariful Islam*1 and A.F.M Anwarul Haque2 (2012)
 30

A good quality management system is vital for a manufacturing

organization to enhance its competitiveness. Over the years, TQM
becomes a strategic tool for manufacturing organizations to grow and
sustain in the highly competitive business environment. However,
developing appropriate foundation for TQM implementation is still the
real challenge for an organization. This paper deals with the
implementation issues of TQM in manufacturing organizations. A
comprehensive framework for
TQM implementation was developed that engaged essential pillars, and
their associated factors. The aim of the research was to examine the
feasibility of the proposed framework initially developed based on the
literature review and authors’ experience working in the manufacturing
organizations. The developed framework was verified in the practical
settings in Ready Made Garments (RMG) Industry in Bangladesh. In the
empirical investigation, 31 export-oriented organizations in the RMG
sector were studied. The findings implied that the creation of quality
management environment, development of teamwork, practice of quality
control tools and techniques, closer supplier relationship and customer
focus are the main pillar of TQM implementation. Majority of the
proposed factors associated to the pillars were significantly apparent in
the studied organizations. As a whole the study validated the proposed
framework for TQM implementation.
.
RESULTS AND DISCUSSION
The descriptive statistics about the eight pillars in the proposed
framework are presented According to the mean values, we could
conclude that the studied organizations emphasize more on the supplier
relationship and give less priority on benchmarking as the
pillar of TQM implementation. Other pillars are placed in between. The
grand average of the pillar mean is found 6.64, which is pretty good.
However, further analysis is performed to identify the significant
 31

differences of mean values of all pillars. For this, one tailed T-test has
been performed for paired comparison. The results of the T-test are
presented in Table 3. Judging the results of T-test, we can conclude that
Pillar 5, focus of supplier relationship, places itself at the top rank
among all pillars. P6 is in the bottom rank and the others pillars are in
between the ranking scale. The overall
ranking of the pillar is presented in Table 4. The Table 4 shows that the
organizations chooses closer supplier relationship as the top ranked
pillar for TQM implementation, while they choose benchmarking as the
bottom ranked pillar. As stated earlier the studied organizations work on
the basis of customer order. Their
customers offer the specifications of the products and the manufacture
must ensure that specifications. This might be the reasons of the
organization to focus more on raw materials’ quality and the availability
of the raw materials in time. This may make them more cautious about
the closer relationship with their suppliers. The surprising result is
found regarding the position of
benchmarking. Although all experts of TQM implementation suggest that
benchmarking could be the important choice for TQM implementation,
the result in this research does not support it. Benchmarking has the
lowest mean value of 2.24 amongst the all pillars. One reason may be
highlighted here that the organizations are highly competitive and they
prioritize their secrecy of customized products and operations. Further
study in the other
manufacturing sector might give us different result. From this result we
can conclude that the studied organizations are in better position in
focusing on the creation of quality management environment, while they
work on TQM implementation. The Pearson correlation test is also
performed and the results are presented Table5. According to the results
of the test, there are correlations amongst all TQM pillars but the
significant positive correlations are just related to a few of the pillars. It
 32

is found that the Pillar1 is significantly correlated to Pillar 3 and 5. That

means the organizations that concern more on the creation of quality
management environment essentially give significant emphasis on the
practice of quality control tools and techniques and focus on supplier
relationship. Again, Pillar 2 is significantly correlated to
Pillar5. This means that the organizations that care for customer
satisfaction that emphasize more on the development of teamwork. Pillar
3 is significantly correlated to Pillar 5 and 8. This implies that the
organizations that are customer focused generally give special attention
to closer relationship to the supplier and the use of SPC tools in their
production processes. Pillar 4 is positively correlated to Pillar 8. It means
that the organizations that are customer focused generally emphasize on
employee involvement. Pillar 6 is strongly correlated to Pillar 7 and Pillar
7 is significantly correlated
to Pillar 8. The organizations that focuses more on process improvement
are generally engaged themselves in benchmarking. Again, the
organizations that are found serious about process improvement
commonly emphasize on employee involvement through motivational and
training program. The results suggest that the Pillars are positively
related to each other. Four out of eight pillars have significant positive
correlations with other pillars. In fact, all pillars are correlated to each
other, at least indirectly. For
example, Pillar 1 is related to Pillar 3, Pillar 3 is related to Pillar 5, Pillar
5 is related to Pillar 2, Pillar 5 is related to Pillar 8, Pillar 8 is related to
pillar 7, Pillar 7 is related to Pillar 6 and Pillar 4 is correlated to Pillar 1
and 8. Closer supplier relationship is found as the most vital pillar of
TQM implementation in this study. Further verification has been done to
identify the status of the factors related to the pillars of TQM
implementation in the proposed framework. The key findings are
discussed here. Overall scenario about the elements of creating quality
environment is depicted in Figure 2. It is found that 77.42% of the
 33

studied organizations arrange seminar on quality management regularly,

93.55% conduct training programs on quality management. In the
context of quality culture, 74.19% of the organizations prepare different
inspiring quality slogans and display them to different locations visible to
the employees. This plays an important role to motivate the employees to
create a good quality culture. Although health and safety issues are not
directly relevant to the implementation of TQM, these play very vital role
as these are directly related to employees’ satisfaction and motivation. It
is found that 93.55% organizations are conscious about health and
safety even though the practice according to rules and regulations
demands more improvement. One of the most difficult tasks in the
beginning phase of implementing TQM is to determine where to start and
when to start. According to Pareto’s Law it is assumed that 80 percent of
the company's problems stem from 20 percent of the company's
processes. In this connection, the organizations which are serious and
systematic about finding the causes and consequences of any problem
can be assumed that they are in a good starting point for implementing
TQM. We have found that the majority of the studied organizations
(95.83%) are conscious about why to implement TQM. However, 41.67%
are found confused about how to implement. In 77.42 % organizations,
the information regarding TQM implementation is well communicated of
all employees through team formation, team meeting, tasks sharing and
responsibility sharing. We have found that 77.42% organizations
introduce employees with quality tools and techniques. Considering all
these, it is clear to us that the majority of the organizations are
conscious about the creation of quality management environment and
they emphasize the elements which we propose in our TQM
implementation framework. The organizations in which managers are on
the hunt for someone to blame for problems that are found are not in a
good condition for implementing TQM. This type of attitudes of managers
may create unhealthy and stressful working environment to the
 34

employees. This in fact discourages creative and innovative thoughts and

practices implementation. So, management should take initiative to
create such environment where the teamwork is highly encouraged. We
find that about 64.52% organizations have formed Quality Control
Circles (QCC) at the factory floors. Majority of them has built cross
functional teams with multi skilled people. However, about 58.06%
maintain effective information sharing. To involve all employees in the
decision-making process, it is imperative that information should be
shared with everyone. In the operational decision-making process,
frontline employees’ opinions should directly or indirectly be reflected. In
our study, we find that there is a serious lack in the involvement of
frontline employees in decision making. Only 6.45% involve their front
line employees for operational decision taking. The overall picture about
the elements of pillar two is depicted in Figure 3. According to the
findings, it can be concluded that the studied organizations focus on the
needs of team building and are, however, weak in fostering teamwork in
true sense at their workplace. Because, they are not involving significant
number of frontline employees in decision making. The overall status of
the factors relevant to the pillar three is depicted in Figure 4. To ensure
quality of the product, the associated processes must be controlled. In
the control processes, there should be scientific application of statistical
control tools and techniques. Although 83.87% of the studied
organizations claimed that they use control
charts in their process control, only 51.61% are actually found conscious
about the fundamental quality control tools and techniques. Majority of
them practice such tools in different names. However, majority of the
organizations are not familiar with FMEA, even though some of them
follow the similar approach informally to identify the causes and
consequences of some production problems. Only 16.13% implement
FMEA. There is similar scenario about
 35

the adoption of TPM. It is therefore can be conclude that that much

encouraging. The status of the studied organization of the pillar 3 is not
From beginning to the end, customer satisfaction should be the focal
point of TQM system. Regarding the factors associated with pillar 4, it is
found that 87.50% organizations are pretty conscious about customer
requirements and their satisfaction. They produce their products
according to specific customer requirements.
Majority of the organizations (about 87%) have structured customer
feedback system in order to identify the customer needs. Although
64.52% claim that overall production cost increases due to fulfilling
customer needs in addition their set specifications, they are stick in their
focus on customer satisfaction. Contrary to fact, weakness is found in
employee motivation on customer satisfaction. This is obviously alarming
against the success through TQM. However, the status about pillar four
is found quite well and the factors are found relevant. Concerning the
factors of pillar 5, it is found that the studied organizations work hard to
fulfill buyers’ requirements in due date. Indeed, they need to collect good
raw materials at right time to produce quality products and deliver these
to the customer on time. For this, they build up long term trust based
relationship with their suppliers. Except one organization, all have made
such
relationship. Their suppliers ensure the quality of raw materials and they
work on the basis of win-win situation. About 87% of the organizations
make long term written contract with the suppliers. However, some
weaknesses have been observed in the supplier selection process and in
implementation of advanced procurement system, even though the
limited numbers of organizations (16.13%) are doing well in those areas.
Regarding pillar 6, the study explored a gloomy picture about
benchmarking. The practice of benchmarking is rare in the studied
organizations. Most of organizations are found satisfied enough with
their own performance. Only 16.13% have benchmarked the TQM
 36

implementation strategy from the successful organizations. However,

about 45% claim that they are trying to benchmark and about 6% says
that they are learning about it. The rest does not
consider that the benchmarking is necessary for successful
implementation of TQM. As mentioned earlier, continuous improvement
is necessary for any organization to be competitive in the current
business arena. For this, organizations need to be
up to dated with technological advancement. They should possess the
capability to make the variation in product design and to adopt the
designs to its production process. The overall status regarding the
associated factors of pillar 7 is depicted in Figure 5. In that context, the
employees need to be creative and innovative. In this study, we find that
54.84% organizations add new technology to their production system
whenever necessary, 48.39% change product design time to time and
38.71% organizations provide the employees to be creative and
innovative. However, the application of PDSA cycle is found minimal in
the organizations. For successful implementation of TQM, group
incentive is highly encouraged in addition to individual incentive for
better performance. Team based rewards can play a vital role to motivate
the employees in achieving the targets. The overall scenario about pillar
eight is delineated in Figure 6. We find that majority of the studied
organization (80.65%) employ individual wage incentive plan and
performance based promotion system. Only 41.94% give incentive on
team performance. However, we consider 80.65 % of the organizations
while we talk about recognition and rearwards for employees in terms of
customer focus. Concerning pillar eight, we find that the organizations
are in dismal condition about employee empowerment, even though they
agree that the empowerment of
employees play vital role in TQM implementation. Only 6.45%
organizations in practice empower their employees for decision making
and redesign or make any change in their workplace. However, more
 37

than 77% organizations are actively engaged in conducting training

program for employees to enhance their general skills as well as to
educate them about TQM.
CONCLUSIONS
In this paper, an attempt has been made to discuss the pillars of TQM
implementation in the manufacturing organizations. A comprehensive
framework with eight pillars and 25 associated factors were developed
and verified in practical settings. The framework has been examined
using multiple case studies in 31 manufacturing organizations of the
RMG sector in Bangladesh. The
framework is claimed to be comprehensive as it includes almost all
factors of TQM implementation addressed in the literature. Moreover, it
has been supported by the empirical study. Six out of eight pillars are
strongly supported by the managers of the studied organizations. The
most vital pillars are: closer supplier relationship, creation of quality
management environment, closer customer relationship, development of
teamwork, practice of quality control tools and techniques, and employee
involvement. Although two pillars namely benchmarking and process
improvement are
given less priority by the managers, these are found directly or indirectly
correlated to other pillars. Again these are considered important
attributes of TQM by the previous studies. So, the authors incline to keep
these two as the pillars of TQM implementation in the framework. Almost
all factors are apparent in the studied organizations. The factors are
associated to the designated pillars. According to the investigation, the
important factors are: training of employees on TQM, long term contract
with suppliers, formal customer feedback, recognition and rewards for
employees, training and development of employees, information sharing,
introduction of quality tools and techniques, arrangement of seminar and
symposium on quality management, quality slogans and displays at
different locations, and development of cross functional teams. Other
 38

factors are also evident in the studied organizations, while their aspect
and significance differ. It can be concluded that the proposed framework
is valid in terms of successful implementation of TQM in manufacturing
organizations. Hopefully, the comprehensive framework can readily be
applicable to the practitioners of TQM implementation. For the
researchers of TQM, this study provides a novel approach for
implementation aspects. However, there were a few limitations in this
study. For example, in this study it was assumed that all the associated
factors have the same importance; it can be nullified in practice. Again,
the examination of the framework has been done in the RMG
sector only; this can be done in the other sectors of the manufacturing
industry to generalize the framework. That means there are rooms for
further study considering relative importance of the associated factors of
the pillars.

Total quality management (TQM) strategy and organizational

characteristics: Evidence from a recent WTO member
Dinh Thai Hoanga, Barbara Igelb∗ and Tritos Laosirihongthongc
(2010)

This paper presents a comparative study on the relationship between

implementing total quality management (TQM) and organisational
characteristics (size, type of industry, type of ownership, and degree of
innovation) in a newly industrialised
 39

country in South East Asia. Vietnam has become the 150th member of
the World Trade Organisation (WTO) since January 2007, and this is the
first empirical study to examine TQM practices in Vietnam. Analysis
through Structural Equation Modelling, t-test and MANOVA of survey
data from 222 manufacturing and service
companies produced three major findings. First, this study supports
previous research findings that TQM can be considered as set of
practices. Second, industries in Vietnam have deployed certain TQM
practices (customer focus and top management commitment) at much
higher levels than others, namely information and analysis system,
education and training, employee empowerment, and process
management. Finally, MANOVA shows a clear difference in TQM
practices by company size, industry type, and degree of innovation. Large
companies had higher implementation levels across almost all practices
except for teamwork and open organisation when compared to small-
and medium-sized companies. TQM practices were statistically more
significant in manufacturing companies compared to service companies,
and firms having a higher degree of innovation also showed higher levels
of TQM practice implementation. In particular, the low deployment of
TQM practices in service industries, where TQM has been considered as
order qualifier, highlights the challenges for Vietnam’s service industries
that pursue TQM to successfully compete in the global marketplace.
5. Conclusions
This study investigated whether there is a difference in the TQM
constructs implemented by Vietnamese manufacturing and service
companies of different ownership, size, industry type, and innovation
performance. While MANOVA was the main technique applied, the
measurement model for TQM constructs was examined with the help of
structural equation modeling. Several conclusions can be drawn from the
above results. Fist, in manufacturing and service companies, customer
focus and top management commitment have been implemented at a
 40

quite high rate while information and analysis system, education and
training, employee empowerment, and process management were found
to be just average. This result suggests that Vietnamese companies still
have a lot room for improving their TQM strategy. Second, TQM
principles that have been generally considered as a set of practices, in
previous studies, could be confirmed as valid for the industries in
Vietnam for both manufacturing and service sectors. Third, the MANOVA
results indicate that company size, industry type, and degree of
innovation influenced the degree of TQM implementation.
Large companies showed a higher implementation rate in almost all
quality management practices except for teamwork and open
organisation when compared to small- and medium-sized companies.
Particularly, for service culture and strategic planning, large companies
were statistically significantly stronger than small- and medium-sized
companies. Highly innovative companies showed a higher rate of
implementation for all TQM constructs compared to companies with a
low innovation performance, which suggests
that TQM supports conditions for innovation. This finding contributes to
the literature pondering the question whether TQM support the firm’s
innovation. This study shows evidence in Vietnam that TQM most likely
enhances conditions for innovation to happen. Therefore, in order to
create more product and service innovations, companies may align
innovation projects with their efforts to improve the firm’s TQM strategy.
The small sample size of service companies is the major limitation of the
study. In addition, further research should focus on more innovative
industries, such as electronics, automotive and food industries and
should also explore the relationship between TQM being a competitive
manufacturing/operational strategy and other business strategies
such as differentiation and cost leadership. Finally, an industry specific,
cross-country analysis in Southeast Asia could help policy makers in
these newly industrializing countries to understand how to maintain
 41

their industries’ competitiveness while facing increasing global

competitions.

The Effect of Quality Management Practices on Organizational

Performance in Jordan: An Empirical Study
Ali Bakhit Jaafreh (Corresponding author) (2013)
Abstract
Quality management practices (QMPs) have been proposed to improve
organizational performance and received substantial attention in recent
researches. This study empirically examines the extent to which QMPs
and Organizational performance are correlated and how QMPs impacts
on organizational performance.
In this study, a QMPs framework is developed according to a
comprehensive literature review and represents a relationship between
QMPs and Organizational performance through examining the effects of
the six QMPs constructs on Organizational performance. Questionnaire
using for collected data from the banking sector in Jordan and tested
proposed model. The results of this study supported a model proposed.
6. Conclusions and Future Research Directions
To achieve this objective a systematic approach study was employed to
determine the quality management dimensions used in the previous
literature and suitable to be tested in this study. This approach provided
a new instrument for assessing the quality management dimensions
required for all management levels in the banking sector in Jordan. The
findings of this study contributed to both theoretical and managerial
perspectives. From the theoretical standpoint, the results gained from
this study consistent with the theories and the previous literature which
supported these theories
by providing empirical evidence throwing in enrichment the body of
knowledge about the QM theory. From the managerial perspective, the
results of this study showed that there was a significant relationship
 42

between quality management dimensions (leadership, strategic planning,

customer focus, and employee relation) and OP. This means the
managers should be concerned about these dimensions to enhance the
OP of the organization. In conclusion, the researcher offers this brief
summary of conclusions. This study has advanced research in the QM
field by (1) providing support for using the model QM at the individual
level of analysis in its entirety; (2) Shown support for the use of objective,
real features to be used both as dependent and independent variables in
the analysis to
provide practical results that can be used immediately by practitioners in
the real world, and by researchers in a further analysis. (3) The results
showing how QM concept can be applied in Jordan’s context and
providing some empirical evidence from a survey that QM model are
effective. Finally, the proposed model has the potential to contribute to
the quality and the OP and the organization by providing feedback to
manage and improve the OP to better meet the needs of the organization.
Although the results of this study only drawn from the banking sector in
Jordan. It is acknowledged that differences among sectors may impact
upon the results, but these are beyond the scope of this research, and
those issues could be addressed by further research.
The theoretical model of this study can be further extended as well.
Moreover, integrating those findings into the model and empirically
testing it would make a further research contribution in this vital
research stream. The researchers could also build more detailed models
specific to a particular set of circumstances. Future research needs to
continue the development of sound theoretical models and instruments.

Total Quality management (TQM) and Continuous Improvementas

Addressed by Researchers
Ola Ibrahim (2013)
 43

Abstract- Total quality Management as a philosophy seeking to

integrate all organizational functions in all areas of productions and
services become an important attractive research field. It encourage
Researchers to address many topics related to Total Quality management
and Continuous improvements. Each has his own approach. Each
reveals findings and results. This paper is a comparative analysis of
some of the researchers approaches concerning Total quality
Management Applications, Models, principles and aims.
III. FINDINGS
Total quality Management principles and baldrige model and the TQM
frame work for e-learning based on EFQM and Kirkpatrick models , all
have the same target to achieve, while each claims different approach,
starting from the same base of principles.
If we draw a figure for the previous principles of Total quality
Management we will have the following (fig.3) which is similar to Baldrige
model.
IV. CONCLUSION
In spite of the different approaches to address Total Quality
Management(TQM) implementations and applications, researchers
insists that to achieve excellence , top management should be involved in
the application of quality. They strongly believes that all functions, all
employees should participate in the improvement process. They reveals
the importance of evaluation to achieve continuous improvement.
Theories and models in the field of Total Quality Management start from
the same base of principles and end to same results ( the importance of
teamwork and continuous improvement…etc) but in different
approaches.

Knowledge Management, Total Quality Management and

Innovation: A New Look
Amir Honarpour, Ahmad Jusoh, Khalil Md Nor (2012)
 44

In the present challenging dynamic environment, innovation is

considered as a capability that renews the competitive advantage of a
company. In recent years, considerable effort has been made to examine
the factors that affect innovation in organizations. Knowledge
management and total quality management, which play an important
role in the contemporary management progress, are among the factors
investigated. On the one hand, knowledge management has been
recognized as an enabler that can deploy innovation by creating, storing,
transferring, and applying knowledge, while on the other hand, the
implementation of total quality management practices are addressed as
one of the important factors that can influence innovation in a positive
way. Lately, although a few researchers have shown some interest in the
relationship of total quality management and knowledge management
and their have not reached a consensus to conceptualize this relation.
Looking at it from the methodological perspective, this problem can be
tackled by using the Joint Variance analysis method where it can
demonstrate correlation among independent variables and the effect of
them on innovation. This study aims to propose a framework that shows
how total quality management and knowledge management are
reciprocally related to each other and how this affinity can impact
innovation.
Conclusion
This study indicated that KM and TQM are positively related to
innovation. In addition, it has been revealed that by considering TQM
and KM as predictors a large amount of variance (nearly half) of the
criterion can be accounted for by the joint variances of TQM and KM.
Thereby meaning that the reciprocal causation between TQM and KM
has synergetic effects. This mutual interaction can have a significant
impact on the innovation or performance. The results of this study
confirm the findings of the other study in the literature that tried to
explore the relationship between TQM and KM (Ju et. al., 2006). Based
on a case study Ju et al. (2006) developed a questionnaire on themes of
the relationship between TQM and KM which was sent to 30 companies.
They declared that there is a possible interaction between TQM and KM.
Therefore, it can be concluded that TQM and KM are synergistically
related to each other and that this interaction can have a positive effect
on their possible outcomes especially innovation. This study has
implications both for theory and practice. The relationship between TQM
and KM and their impact on possible performance outcomes has been
neglected in the literature. The empirical studies that examine the
relationship between TQM practices and KM processes are quite a few
and future studies should focus on investigating the interaction between
TQM and KM and possible variables that contribute to this relationship.
 45

From the practical point of view, one of the crucial strains within
organizations is their desire to be stable and creative simultaneously. As
it is depicted in figure 3 on the one hand, stability is needed to attain
task efficiency for competing today’s market, on the other hand
organizations for being able to compete in the future require advancing
new idea and products (Trott, 2008). Highly organized and routinized
environment is needed to reduce any slack in the process for lowering
costs as low as possible. In addition, organizations need to be open about
slacks for making rooms for creativity.
The problem arises when organizations try to find “how do firms try to
reduce costs and slack to improve competitiveness on the one hand and
then try to provide slack for innovation on the other?” The results of this
study suggest that to overcome this dilemma, by implementing TQM and
KM simultaneously firms are able improve innovation and efficiency. On
the one hand, TQM implementation increases the efficiency of the firms
and lowers the costs of production. On the other hand, TQM synergy
with KM will have a positive impact on innovation. Therefore, the
practitioners that aim to improve innovation are encouraged to apply
TQM and KM simultaneously, to improve the innovative activities and
lowering costs in their organizations through the synergistic
collaboration of TQM and KM.

Asssessment of the Effects of Total Quality Management on School

Performance in the Chereponi
Education Directorate
Tahidu Abdul-Razak 1, Bawa, Mohammed Wumbie 2 andAbubakari
Abdul-Razak 3 (2014)

Abstract
Education is the bedrock of every nation‟s economy and therefore thereis
the need for quality management in the educational
sector, especially at the basic level for improved performance, cannot be
overemphasised. This study assessed the effects of
total quality management on school performance in the Chereponi
district. The key issues the study examined include:
factors responsible for quality management in schools; andeffects of total
quality management on school performance. The
study adopted descriptive survey and the use of quantitative techniques
in analysing views of respondents. The study found
demotion of students and suspension of teachers‟ salaries are the main
factors school authorities always institute to ensure
quality management in the Chereponi district. Also, PTAs play important
roles in the collective management of schools to
improve performance. Effective supervision of teachers, monitoring of
students‟ behaviour and the effective and efficient
 46

leadership styles of school heads are important factors to ensuring total

quality management of schools in the district.
However, inadequate teachers and finances are some of the key problems
identified to be hindering the smooth management
of schools for effective performance in the district. For effective
supervision, teachers and students behaviour should be
improved by school authorities to enhance quality education and efficient
performance of schools in the district.

Recommendations and Conclusion

The analyses of the views of the respondents on effects of total quality
management on school performance in the Chereponi
district called for the following recommendations:
It is recommended that the effective supervision of teachers and students
behaviour should be intensified by school
authorities to enhance quality education and efficient performance of
schools in the district.
It is also recommended that school management committees and PTAs
should be strengthened by each school in the district.
In addition, these bodies should be allowed to ensure grass-root
participation in the governance process of schools in the
district.
International Journal of Interdisciplinary and Multidisciplinary Studies
(IJIMS), 2014, Vol 1, No.5, 294-308. 305
It is the recommendation of the study that the heads of schools in the
district be given further trainings on leadership styles
to help improve their leadership skills. By this they will be able to exhibit
quality leadership styles that could promote
harmony among stakeholders of schools and also promote conducive
atmosphere for effective teaching and learning.
The government in collaboration with the District Assemblies and the
GES should also help to provide adequate classroom infrastructure,
learning materials and adequate financial resources to help meet the
learning needs of schools in the district.
Areas for further study
In order to expand the frontiers of quality management and school
performance, the study also that further research be conducted on the
prospects of girl-child education-the role of school authorities in the
district. Further research should be conducted into the effects of total
quality management on effective school administration in the district.
This will help enrich literature on quality management and school
performance to help ameliorate poor performance of schools in the
district.
 47

IMPACT DEGREE OF THE TOTAL QUALITY MANAGEMENT ON THE

PUBLIC SCHOOLS EFFECTIVENESS IN THE GOVERNORATE OF
JARASH AS VIEWED BY THE EDUCATIONAL SUPERVISORS
Mohammed Hasan Jaradat (2014)

This study aimed to identify the impact degree of the applying the total
quality criteria on the public schools effectiveness in the Governorate of
Jarash as viewed by the educational supervisors. In order to realize the
objective of this study, a 5-item questionnaire was constructed
distributed over four areas (School Administration, Teaching and
Learning, Links with the Community and School Activities). The validity
and reliability of the instrument were verified, and the study population
consisted of all the educational supervisors (n=35) in the Directorate of
Education of the Governorate of Jarash-Jordan, during the 2012/2013
academic year. They were sent 35 questionnaires, out of which 30 were
returned and were suitable for the study. Following the information and
data collection, they were analyzed for the purposes of the study. The
results showed that the impact degree of applying total quality criteria on
the public schools effectiveness in the Governorate of Jarash, as viewed
by the educational supervisors, was high for all the areas. However, the
school administration area ranked first with a high degree of impact on
the school effectiveness. On the other hand, the school activities area
came last and still with a high degree of effectiveness. The study
recommended generalizing the experience of applying the total quality
criteria on all the Jordanian schools due to their impact in increasing the
school effectiveness.

Recommendations

In the light of the study results, the researcher recommends:

- Generalization of the experiment of applying the total quality criteria on
all the Jordanian schools because of its positive effect on increasing the
schools effectiveness.
- Carrying out more research works about the effect of applying the total
quality criteria in the schools.

Local Related literature

Total Quality Management and School

School Principals: Their Implications to School Leadership
Mary Grace B. Llantos and Florhaida V. Pamatmat
Laguna State Polytechnic University (2016)
Abstract
Anchored on the Process Improvement Theory of Edward Deming (Hoy &
Miskel, 2001) Total Quality Management (TQM) is powerful in responding
 48

to the nation’s educational and social predicaments, whereas to

accelerate the decentralization of educational management and
upgrading the quality of schools is the implementation of School based
Management (SBM). These two educational practices empower leaders
and foster excellence.hence, this study determined the implementation
level of TQM and SBM practices of principals representing CALBARXON
region and their implications to school leadership and improvement.
Descriptive method involving the collection of data to test the hypotheses
and to counter the specific questions posited was utilized. Principals and
teachers in the secondary schools
from Cavite, Laguna, Batangas, Rizal, and Quezon were selected
employing the Stratified sampling technique. Weighted Mean, Pearson R,
and Stepwise Multiple Regression Analysis were applied to analyze the
problems.the resuts confirmed that most of the TQM and SBM practices
have significant impact to school leadership and improvement in high,
average, and low performing schools in the CALABARZON Region, thus,
the null hypothesis that TQM and SBM have no significant impact to
school leadership and improvement was partially sustained

Conclusion
TQM practices with respect to leadership, focus on the
clientele/stakeholder, commitment to change and continuous
improvement, decision-making based on data, professional
learning and focus on the system were found to have
relationship to school leadership and improvement in terms of
staff development. Likewise, SBM practices with respect to
school leadership, school improvement process and school
performance accountability were found to have relationship to
school leadership and improvement in terms of staff development.
In terms of physical plant development, TQM practices like
leadership, focus on the clientele/stakeholder, decision making
based on data and professional learning were found to have
relationship to school leadership and improvement. Moreover,
school leadership and improvement was affected singly or in
combination by some of the SBM practices like school
leadership and school-based resources.

Recommendations: In view of the findings and conclusions

presented, the following recommendations are considered like
retooling of teachers and principals in the public schools which
is seen relevant more specifically with regard to satisfying
customers and systems process; hence, they will be equipped
with appropriate skills in the utilization of the systems process
toward the successful implementation of TQM. The retooling
may be in the form of seminar/workshops, while programs for
customers should be catered for adoption to the changing needs
 49

of students and the environment. Since SBM has been implemented

already over the years, and
principals were disclosed to be placed only on the level of
implementation, it is suggested that principals take refresher
seminar on SBM, for re-engineering so that weak areas in the
implementation of SBM may be addressed. Moreover,
transformation plan may also be re-designed for more effective
and efficient implementation of TQM & SBM in the high,
average, and low performing secondary schools in the
CALABARZON Region, Philippines.

Adherence to Total Quality Management Philosophy of Selected

Companies in the CALABARZON Region, Philippines
Rogel L. Limpiada (2016)

Abstract—Total Quality Management is a philosophy which has invaded

the business landscape. Strong adherence therefore would bring mostly
positive impact on the business organizations. Along this line, this study
was conducted to assess the adherence of the various companies in the
CALABARZON (Cavite-Laguna-Batangas-Rizal-Quezon) region. The
problems addressed by the study are the typical profile of the
respondents, their assessment on Total Quality Management Philosophy,
their degree of agreement on the barriers to TQM implementation, and
the significant difference between TQM Philosophy and Barriers to TQM
Implementation. A total of 109 respondents participated in this study.
The study utilized the descriptive design to examine the phenomena as
they exist. The study indicated that the respondents typically were
manufacturing, ISO (International Organization for Standardization)
Certified, with customer satisfaction initiatives, and garnering a Quality
Management Award. It was revealed by the findings of the study that the
companies surveyed have a high level of adherence to TQM philosophy.
Of the nine areas of TQM, the respondents reported that they have
higher adherence to work environment, management leadership,
education and training, supplier quality management and systems and
processes. Like in any other business philosophies, there are also pitfalls
or hindering factors in implementing TQM. The respondents showed fair
agreement that availability to training, lack of understanding, resistance
to change, and lack of system and structure for TQM hinders the TQM
implementation.

V. CONCLUSION AND DISCUSSION

 50

The successful implementation of TQM in any company would always

depend on the adherence of the people on the philosophy behind its
implementation. The results of the study pointed to a high level of
adherence of the companies to the TQM philosophy especially in the
areas of work environment and culture, management leadership,
education and training, supplier quality management, and systems and
processes. These findings are in consonance to earlier propositions of
Black and Porter (2010) who identified ten critical factors in TQM
implementation. This includes people and customer management,
supplier partnership, communicating of improvement information,
customer satisfaction orientation, external interface management,
strategic quality management, team-work structure for improvement,
operational quality planning, quality improvement measurement systems
and corporate quality culture. In terms of barriers, the respondents
further reported slight agreement that availability to training, lack of
understanding, resistance to change, and lack of system and structure
for TQM activities constitute barriers to TQM implementation. This is
related to the findings of Polat, Damci, and Tatar (2011) among
contractors in Turkey who implemented TQM. They are aware of the
benefits of TQM implementation but there are several barriers such as
lack of top management’s support, commitment and leadership.

PREDICTIVE MODEL OF TOTAL QUALITY MANAGEMENT (TQM)

FOR EDUCATION INSTITUTIONS

Alfredo Mosende Dimaano, DBM

Dean of the Graduate School
St. Paul University Philippines
Tuguegarao City (2012)
Abstract
Education has to be about quality and excellence. The quality and
excellence that the educational institutions, particularly higher
education institutions, aim to achieve is a transformed way of being in
the world - not just the accumulation of facts, knowledge, and skills, and
being at par. It is rather the quality of presence they share with their
students, teachers, and stakeholders; and the quality of relationships
they shared with each other-systems and subsystems, strategies,
procedures, attitudes, and beliefs.

While Total Quality Management seemed to be the most

appropriate paradigm for industry, the autocratic undertones were
neither easily applicable, nor endearing to academic professionals. At
this same time, new competition from the professional and for-profit
sector, and increased public demand for measurable productivity,
compounded by drastic reductions in government funds, led higher
 51

education scholars to identify, define, and ultimately weigh the benefits

of applying quality and assessment principles to the profession of
education. Some emphasize that reports such as Integrity in the College
Curriculum by the Association of American Colleges in 1985, Involvement
in Learning from the National Institute of Education in 1984, and Time
for Results published by The National Governor’s Association in 1986
were specifically written to urge higher education to accept the mantra of
quality, increase curricular coherence (Ewell, 1991), and provide for a
standardized assessment of exactly what students are able to do that
they weren’t able to do before as a result of their education (Banta,
1996).
In the light of the findings and conclusions of the study, it is
recommended that Higher Education Institutions should: 1) always
update their employees’ profile, particularly their length of service and
highest educational attainment and consider these variables in any
organizational planning; 2) ensure that their systems of feedbacking and
feedback mechanisms are in place to increase leadership and customer
satisfaction; 3) make certain that “monitoring progress to plan” is well
structured in order to attain the real strategic cycle; 4) take a move to
reviewing their employee evaluation and compensation systems to ensure
that employees attain maximum job satisfaction; 4) ascertain that their
human resource system develops the full potential of employees and
drive the right behaviors in support of organizational performance and
learning objectives; 5) establish a system of internal control in the
management of their finances to facilitate the compliance of the
organization to the standards of financial management ensuring the
sustainability and stability of institutional operations; 6) should engage
in active bench-marking activities for organizational processes to be able
to reach performance management excellence through development of
creative management designs, procedures and systems; 7) establish
policy on periodic evaluation of curriculum and school activities in order
to ensure that the school curriculum as a product provides venue for
students’ development of functional skills and personal competencies
through integration of theory and applications needed by the highly
competitive industries; 8) set directions for innovative research and
development programs with the purpose of sustaining the life of quality
and excellence in the organization. The HEIs should urge teachers to
engage in action research activities and make research part of their
teaching schema facilitative of research-based instructions; 9) create
aggressive designs for expansive alliances and linkages in order to
maintain positive public image and gain financial assistance supportive
 52

of continuing community programs and projects as well as making

community partners as the validating institutions of school’s quality
assurance; 10) craft highly attractive designs with the integration of
marketing-mix strategies for total organizational package to amplify the
school’s market share in the industry; 11) take quality seriously at the
institutional level and enforce themselves to always engage in continual
improvement measures in order to develop and sustain the quest for
quality and culture of excellence with the end view of augmenting their
Total Quality Management index; 12) always consider length of service
and highest educational attainment of the employees whenever they
make plans and decisions in the light of the Total Quality Management
perspectives; 13) make use of the predictive model of Total Quality
Management developed in this study to measure their TQM index and
use the result as a springboard in strategic planning, management and
development; 14) A replication of this study should be made in order to
expand the reliability and validity of results with the inclusion of other
potential variables such as cross-sectional samples from basic education
departments, staff and maintenance, and the like; and 15) For further
studies related to this research, the following topics are hereby
recommended: 15.1 A Cohort Analysis on the Level of Total Quality
Management among FAAP Accredited Higher Education Institutions;
15.2 A Comparative Analysis of the Total Quality Management Index
among Private and Public Higher Education Institutions; 15.3 A Cohort
Analysis on the Level of Total Quality Management among ISO Certified
Higher Education Institutions; 15.4 A Relational Analysis on the
Organizational Culture and TQM of Private Higher Education
Institutions; 15.5 A Cross-Dimensional Analysis on the TQM Index of
HEIs Administered by Business-Oriented CEOs and Education Graduate
Top Management.

Factors Affecting Management Perception of Total Quality Servicein

the Phil. Semiconductor Industry
DR. JEROME O. PALAGANAS
Infinity Consulting Group
Manila, Philippines (2012)

The last half century has been seen in the development and
implementation of a comprehensive system of quality management as
cited by various authors and proponent in this field.
 53

The quality management system has been pioneered in Japan, and later
on disseminated across US and Europe.

The changing global business climate and competition have paved way
for service organization to review the quality imperatives.
However, the transfer of quality practice in manufacturing to the service
sector has posed a challenge due to differences in several aspects.

Thus, the challenge to come up with quality practices in service sectors

has gained much importance.

Service quality has emerged as an important field of study in the

marketing and the organizational behavior texts;
No research work has collectively taken all these features into
consideration, or has provided an all-encompassing holistic model of
Total Quality Service (TQS);
The system models looked into the critical dimensions of TQS which can
be categorized into three groups:
Dimensions of manufacturing quality management that can be effectively
used in service organizations with due modifications
Dimensions that are seldom addressed in the field of study but are key
elements of TQM in both manufacturing and service organization
Factors that are highly unique to service organizations.

RECOMMENDATIONS

on employee satisfaction based on findings:

Focusing on job enrichment (not enlargement and rotation)

2.Addressing grievance effectively

3.Providing performance-oriented group incentives

4.Giving 360 degree performance evaluation system

5.Using non-financial reward system for quality contribution and

achievements

6.Maximizing effectiveness of appraisal system

7.Designing of career paths with opportunities and limitations clearly

specified
 54

ON BENCHMARKING
Adopting best practices in service delivery process, customer feedback
system, etc. from companies other than those within the same industry

ON CUSTOMER FOCUS BASED ON FINDINGS:

1.Focusing on customer quality

2.Providing and courteous behavior (towards the customers)

3.Increasing intensity and depth of service

4.Striving for service innovation

5.Delivering services as promised and based on promised schedule

(reliability and on time delivery)

6.Ensuring willingness to help customers and readiness to respond to

customers‟ request

7.Striving to develop necessary capabilities (e.g. manpower and facilities)

ON ORGANIZATIONAL SYSTEM BASED ON FINDINGS

Designing effective selection and recruitment process

2. Instilling quality awareness from the recruitment stage

3. Aligning promotion and career development programs with the quality

management

4. Intensifying applicant pool to enhance employee quality

5. Linking education and training of employees to long-term plans and

strategies
6. Increasing training frequency on quality management programs in all
functional areas

7. Providing training to employees in team building and group dynamics

ON TOP MANAGEMENT COMMITMENT AND LEADERSHIP

1. Ensuring commitment of the top management to the philosophy of
TQM

2.Allocating adequate resources and time for quality improvement efforts

3.Aligning and changing its view to employees as valuable and long-term
resources
 55

4.Making senior executives acts as friends, philosophers and guides to

their subordinates

5.Evaluating top management effectiveness of its personal leadership and

commitment to TQM

6.Formulating and establishing a clear quality vision and evaluating

extent the vision forms the basis of strategic planning & decision making

7.Improving management preparedness in removing the root causes of

problem and not just the symptoms

8.Aligning senior management emphasis on quality rather than cost.

ON TOTAL QUALITY SERVICE

 Improve level of employee satisfaction

 Strengthen level of customer focus
 Reinforce level of benchmarking
 Enhance the level of organizational system
 Increase level of top management commitment and leadership
 Conduct research on other related areas
 Suggest to adopt the enhanced TQS model in service companies.

Organizational Work Factors among Workers and Supervisors in

Export Processing Zones which Support Global Markets

Sophia Francesca Lu
University of the Philippines Diliman
sophia_fran@yahoo.com
July 2012

ABSTRACT
This is an investigation of the interaction between organizational and
management factors at work for both workers and supervisors in the
manufacturing sector. Survey was done in a sample consisted of 23
establishments, 630 workers, and 47 supervisors ,meanwhile 10 focus
group discussions (FGDs) for workers, and 5 FGDs for supervisors.
Workers and supervisors alike reported illnesses and job dissatisfaction.
Survey showed that the most prevalent issues among workers were: the
need to upgrade skills (76.3%), pressured in doing work (60.5%), fast
 56

paced work (60.5%), repetitive work (63%), and that work is both
physically and mentally tiring (59.7%). On the other hand, supervisors
described their work as challenging and stimulating (66%), needed
regular upgrading of skills (46.8%), and needed literacy on information
technology (31.9%). Focus group discussions showed that workers and
supervisors were confronted with stress, fast-paced work, the need to
upgrade skills due to accommodation of information technology into the
work production, fatigue, re-engineering and downsizing by
management, low job control and difficult worker-supervisor
relationship. This study was able to show that health of workers and
supervisors were affected by both organizational and management
factors at work.

CONCLUSION AND RECOMMENDATION

The study has shown that there are changes in the studied industries in
regard content of the job, nature of tasks, level of job autonomy, and the
type of supervision and management in the workplace. The health data of
workers and supervisors in export zones in the Philippines were also
shown.
 57

The new work arrangements, organizational structure and new

technological applications were seen in the study to affect health. This
concern needs to be considered in the formulation of broader policy
framework for women workers.The characteristics now of the new
workplace include information technology intensive work, fast pace of
work, the need for up-skilling, and super-speed communications. There
are many neworganizational strategies that management and supervisors
have adapted such as “just in time production, zero inventory, re-
engineering, use of information technology and flatter organizations to 10
reduce stress and waste in companies.
This study serves as a baseline data in understanding the health and
working conditions of both workers and supervisors in a workplace that
is IT dominated. It is important to come up with standards of work to
address the issues raised here, especially as it represents workers’ and
supervisors’ perceptions and experiences in a developing nation that
accommodated economic globalization. It is important that new
organizational strategies be developed and implemented to reduce the
hazard exposures of workers and improve organizational and
management factors, in order to achieve highest level of health in the
workplace.

CONCEPTS

TOTAL QUALITY MANAGEMENT IN

BASIC EDUCATION: BUILDING THE CI
MODELS IN 34 SCHOOLS

BACKGROUND
Department of Education (DepEd) implements the education reforms
outlined under the Basic Education Sector Reform Agenda, which aims
to systematically improve critical regulatory, institutional, structural,
financial, cultural, physical and informational conditions affecting basic
education on the ground. The reforms include five Key Reform Thrusts
(KRTs):

1) Strengthened school-based management,

2) Improved teaching effectiveness and teacher quality,
3) Enhanced quality through standards and assessment,
4) Improved outcomes on early childhood education, alternative learning
systems and private sector participation, and
5) Institutional culture change in DepED to better support these key
reform thrusts.
 58

PAHRODF implemented Total Quality Management in Basic Education:

Building the CI Models in 34 Schools in 2012 to help DepEd install a
Continuous Improvement (CI) process to help achieve KRT 5. The CI
Process is expected to promote a culture of excellence in service delivery
at DepEd and ensure that schools are effective and efficient in
performing their functions.

INTERVENTION OVERVIEW
Total Quality Management in Basic Education: Building the CI Models in
34 Schools was implemented to help transform DepEd’s central, regional
and division offices towards providing a consistent and seamless support
system to schools. It was tasked with helping
34 model public schools learn the concepts and tools of CI, apply these
in making school improvements and enable schools to sustain the effort
beyond the life of PAHRODF. The intervention was designed to develop
the CI competencies of participants from model schools from the basic
stage to applied level. Participants, after the intervention, are therefore
expected to have the competency to properly identify and analyze school
based problems, determine their root causes, find appropriate solutions
that address these root causes and sustain the improvement effort.

RECOMMENDATIONS
 The project should have developed a baseline assessment of the
model schools before doing the project work plan.
 Provide continued support to the model schools and their
respective divisions by way of making available coaches who can
help them expand the CI program in their schools and divisions.
 Document further the expansion of the CI program in the schools
and divisions and develop communications and reference materials
from this information.

Total Quality Management Applied to Schools

Fred C. Lunenburg (2010)

ABSTRACT
The concepts formulated by Total Quality Management (TQM) founder,
W. Edwards Deming, have been suggested as a basis for achieving
excellence in schools. It is an opportunity to conceptualize a systematic
change for schools. In this article, I discuss the framework for
transforming schools using Deming’s 14 TQM principles.
Conclusion
 59

The concepts formulated by TQM founder, W. Edwards Deming, have

been suggested as a basis for achieving excellence in schools. It is based
on the assumption that people want to do their best and that it is
management’s job to enable them to do so by constantly improving the
system in which they work. It requires teamwork, training, and extensive
collection and analysis of data. It is an opportunity to conceptualize a
systematic change for school districts.

Teaching Competency Standards

in Southeast Asian Countries
SEAMEO INNOTECH (2010)

Executive Summary
This report focuses on the status of development, implementation, and
monitoring of teaching competency standards in Southeast Asian
countries. The development of teaching standards has been a growing
feature of the global education agenda since the inception of the Dakar
Framework during the World Education Forum held in Dakar, Senegal,
on 26-28 April 2000 to provide quality education that will give learners
the opportunities for effective participation in the societies and
economies of the twenty-first century. Southeast Asian countries have
actively participated in the global agenda in pursuit of international
development goals. But in the last few years, concern for harmonization
of standards appears to have grown significantly, with the potential to
facilitate regional educational development goals and systems
improvement in the region. In this regard, eleven member countries of
the Southeast Asian Ministers of Education Organization (SEAMEO) were
invited to take stock of their teaching competency standards, policies,
capacity building programs, implementation, and monitoring and
evaluation activities. The study explores commonalities in teaching
competency standards across the region that will support active and
vigorous regional complementation on capacity building, teacher
exchange, and lifelong learning. The report emphasizes the present
trends among SEAMEO member countries in terms of the development of
national teaching competency standards. This research study also
entailed an assessment of the process for developing teaching standards
and how their full implementation can be achieved.
Conclusions and Recommendations
The main gaps and issues for policy action identified by the study
include the following:
• One crucial gap is the absence of nationally-recognized teaching
standards in some countries in the region. About half of the countries in
the region are currently engaged in the development of teaching
standards, while half are well on their way to implementing the national
 60

teaching standards. SEAMEO is well positioned to take the lead in

providing a platform for facilitating
collaboration between and among countries to develop, implement, and
improve the monitoring and evaluation of teaching standards.
• The experience of some countries with teaching standards has yet to be
fully documented and it is difficult to assess the extent to which
“national teaching competency standards” have been implemented and
institutionalized. The Southeast Asian countries must assess the lessons
learned and the challenges they faced in developing the national teaching
standards, and give more policy
attention to the gaps identified. Other countries can gain insights from
the lessons learned to guide them in the planning, development,
implementation, and monitoring and evaluation of their own national
teaching standards.
• Relatively little is known about the overall impact of national teaching
standards on educational performance of students, specifically
performance in national achievement tests or exit examinations.
Research and evaluation are required to highlight correlations of
teaching standards and good practices with student
achievement and student learning outcomes.
• The issue of how to develop teaching standards has been a concern for
many countries. Some would like to benchmark with developed countries
to expedite the development and adoption of national competency-based
teaching
standards. The various policies and models of completed national
teaching standards will support more effective approaches in other
countries in the region by way of benchmarking and complementation of
efforts.
• The identified regional core teaching competency areas in the study are
an important milestone in this study. There is a need for countries to
support the acquisition of regional teaching competencies by Southeast
Asian School Teachers as identified in the study. This will promote
professionalization of Southeast Asian teachers and encourage regional
standards of teaching. Although the study has identified a set of common
teaching competency standards for Southeast Asian teachers, the
performance indicators and measures of verification for each of the
general and enabling competencies have yet to be fleshed out. This could
be the focus of a future SEAMEO INNOTECH SIREP research project.
Moreover, based on the results of the study, the following areas for future
researches are recommended:

• Recommendation 1 – Development of comparative statistical profiles

of Southeast Asian teachers, which include teachers’ education profiles,
workloads, hours, class sizes, employment conditions, capacity-building
activities, professional development activities, and participation in
school- and community-level concerns.
 61

• Recommendation 2 – A survey of qualifications in the region, focusing

on tertiary qualifications, pre-service requirements, and professional
training and other requirements used in assessing teachers.
• Recommendation 3 – Future research studies should be conducted to
investigate the demographic composition of teaching forces across the
region looking further at the match between pre-service and in-service
requirements, and the teaching salary expenditure per student.
• Recommendation 4 – A policy review of the teacher professional
development policy is suggested, with emphasis on areas of
collaboration, identifying the strengths of countries in terms of offering
regular capacity development programs.
• Recommendation 5 – Within SEAMEO, there is a need to
institutionalize the conduct of study visits, benchmarking missions, and
secondment programs for MOE personnel. This will help MOEs to further
enhance their capacity to develop and implement their teaching
competency standards.
• Recommendation 6 – A teaching competency profiling study is
suggested to determine the level of alignment of teachers in Southeast
Asia with the competencies of the SEAMEO INNOTECH SEA Competency
Framework for Teachers of the 21st Century. The study should seek to
identify key competency gaps among existing Southeast Asian teachers
and recommend strategies on how these gaps might be addressed.

Soft Skills for TQM in Higher Education Standards

by Everard van Kemenade, Ph.D. (2012)

The concern about whether higher education institutions are doing the
right things to provide education in total quality management (TQM) is
not a new subject. In fact, two studies conducted in the United States
and written about in Quality Progress examined this question more than
a decade ago.
In 1996, James R. Evans surveyed 13 Malcolm Baldrige National Quality
Award recipients and concluded that organizations attach the most
importance to an individual employee’s quality attitude.1 The most
highly valued knowledge, skills and attributes were customer orientation,
continuous process improvement and teamwork. Further investigation
indicated, however, that college graduates often did not have the
requisite skills. After graduation, many needed company-subsidized
training courses covering 16 of the 23 highest valued objectives in the
field of TQM, with the primary focus on practical orientation. Evans
concluded from his study that in the past, higher education apparently
 62

has not succeeded in teaching the required knowledge and skills

associated with TQM.
The second study, conducted in 1998, supported Evans’ conclusions.2
The study focused on the range of courses available in higher education
and found the main expectations of business are either insufficiently
covered by higher education or not covered at all. The researchers called
for greater awareness of business needs and improvement of courses.
A follow-up study on the subject in Europe was conducted two years
later and looked at several companies and institutes of higher education
in Finland, England, Belgium, the Netherlands and the Czech Republic.3
In general, this study’s results matched the findings of the U.S. studies,
concluding that the traditional, school-type education is probably
insufficient to meet the real needs of businesses. Not only should study
programs and teaching objectives be updated, but so also should the
didactic work forms, study materials used and role of the lecturing staff
to enable students to “learn to learn.”

Analysis
In our research, we found AACSB criteria for business studies covered
four areas:
 Three personal skills: reflection, ethical responsibility and analytic
skills.
 One interpersonal skill: communication.

More skills were needed to comply to EQUIS, including self-criticism,

coping with complexity, self-awareness, critical thinking, teamwork and
communication. Interpersonal skills and leadership skills were
mentioned in the criteria, but not elaborated on.
Two sets of criteria from AMBA were analyzed—for MBA and MBM
programs. The MBA required eight sets of skills, while the MBM required
seven. Both mentioned development of personal skills specifically. The
MBM program focused more on the personal side and on change
management, whereas the MBA was strong on both personal and
interpersonal skills, including interaction and communication skills.
ABET standards for applied sciences, computing, technology and
engineering all address the same four areas when it comes to soft skills:
1. Functioning in teams.
2. Understanding professional and ethical responsibility.
3. Effective communication.
4. Recognition of the need for and an ability to engage in life-long
learning.

General guidelines from the AUN address six soft skills:

 63

1. Reflection.
2. Learning to learn.
3. Self-criticism.
4. Self-awareness.
5. Critical thinking.
6. Communication.
Leadership skills were mentioned but not elaborated on. The AUN-QA
criteria had the most personal soft skills of all criteria reviewed in the
study.
Meanwhile, the Dublin Descriptors for a (European) bachelor’s program
addressed two soft skills: learning to learn and communication. On the
master’s level, handling complexity is mentioned as a third skill. See
Table 2 and Table 3 for an overview of the soft skills addressed in each
set of criteria.

Conceptual Literature

Foreign

Administrative Competencies

One of Office Dynamics International’s key strengths is defining

administrative competencies necessary to be successful in the present

and future. We have spent decades on extensive research as to the skills,

attitudes, behaviors and strategies that are necessary to excel in the

administrative profession.

Joan Burge has more than 42 years’ experience in the

administrative profession and training. The Office Dynamics

International’s team regularly conducts research and communicates with

Human Resources professionals, Training and Development

professionals, managers, executives, and all levels of administrative

 64

professionals and incorporates their findings into Joan’s hands-on

experience to define administrative star-performing competencies.

The competency model, entitled “The Star Approach”, provides a

big picture visual of the foundational competencies and the advanced

competencies. A stellar-performing assistant must continually maintain

excellent foundational skills while developing and fine-tuning areas for

current and future success (Office Dynamics International, 2016).

Supervision: Keeping the Right People

Good supervision affects organizational results and the overall

work environment. A strong supervisory team that contributes to a

positive work environment and enables employees to be and feel

successful can provide your organization with a competitive advantage in

attracting and retaining talented employees. Which is critical in a sector

that faces challenges in recruiting and retaining employees? Good

supervision is based on clearly defining the role of supervisors in your

organization, and ensuring supervisors have requisite competencies to

carry out their role effectively.

Supervisors manage both processes and people. Processes

responsibilities include activities such as work unit planning, budgeting,

scheduling, task/work assignment, work implementation and problem

solving, monitoring work unit process, and evaluating results. People

responsibilities include activities such as: developing work team,

motivating employees, monitoring and providing feedback on day-to-day

 65

performance, conducting formal performance reviews, and carrying out

disciplinary activity.

In the majority of organizations today, supervisors typically have

dual roles: that of supervisor and that of worker. This means that a

percentage of a supervisor’s time is spent on supervisory activities and a

percentage of their time is spent on doing his or her own

functional/technical activities. Typically the amount of time spent on

supervisor activities, versus functional/technical activities, increases

with: the seniority (level) of managerial job, a greater of employees being

supervised, greater complexity of the goals and responsibilities within the

function, lower expertise and knowledge of employees being supervised,

and greater risks associated with the work being completed (HR

Toolkit_hrcouncil.ca.html).

Supervisor Competency

An Organization that defines and applies competencies sends a

strong message about the importance of specific knowledge, skills,

capabilities, behaviors and desire to deliver. Such an organization

recognizes that building intellectual capital and maintaining core

competencies is critical to achieving sustained success. A commitment to

competency shows an acknowledgement of continuous learning and

development as a business strategy.

Competency is the measurable skill, or set of skills, and level of

knowledge required to perform occupation-specific tasks.

 66

A competency model can be a tool for providing focus to specific

knowledge, skills and behaviors that support alternative ways of leading,

managing and delivering value to stakeholders. Competency-based

strategies and tools are not optional for organizations that are serious

about sustained performance. They are essential for gaining sharper

focus on strategic and systematic selection and development of

employees. Such tools become standards of success to support an

organization’s vision, mission, strategies and goals (www.enform.ca)

The Importance of Human Relation in the Workplace

Relationships between employees and management are of

substantial value in any workplace. Human Relations is the process of

training employees, addressing their needs, fostering a workplace culture

and resolving conflicts between different employees or between

employees and management. Understanding some of the ways that

human relations can impact the costs, competitiveness and long-term

economic sustainability of a business helps to underscore their

importance.

Human relations in the workplace are a major part of what makes

business work. Employees must frequently work together on projects,

communicate ideas and provide motivation to get things done. Without a

stable and inviting workplace culture, difficult challenges can arise both

in the logistics of managing employees and in the bottom line.

 67

Businesses with engaging workplaces and a well-trained workforce are

more likely to retain and attract qualified employees.

Workplace relationships provide a source of employee motivation,

which is important to maintain productivity. Employees who are

interested in their work and in well-being of other employees tend to be

productive than those who are not. Building relationships by both

recognizing employee’s value to the company and a concern for their

needs, often goes a long way (Petryni, Matt, 2016/ The Importance of

Human Relations in the Workplace_Chron.com.html)

Research Literature

FOREIGN

Attitudes of School Administrators in Relation to Formal School

Registration and Improvement

Witten, H. Et al (2012) investigated the attitudes of school

administrators in relation to formal school registration and improvement.

It concerns a mandatory inspection process for all Non-Government

Schools in Western Australia. Part of the aim of this registration process

was to help schools improve twelve educational and administrative

aspects. These were: school governance, school financial viability,

enrollment and attendance, number of students, instructional time,

school staff, school infrastructure, school curriculum, student learning

outcomes, care for students, disputes and complaints, legal compliance.

A questionnaire based on these twelve aspects was designed with five

 68

items per aspect (60 items total), conceptually ordered from easy to hard,

and given to 110 administrators. It was completed by administrators for

a usable, response rate of 59%. The data were analyzed to create twelve

Guttman Scales. In a Guttman Scale the items are aligned from easy to

hard horizontally and the person scores are arranged vertically from high

(top) to low (bottom) by items. If the data were to fit a Guttman pattern

accurately, then the pattern of person responses for each item would be

in a perfect step-type arrangement. If a person scores low on the easiest

item, then that person will score low on all the other harder items. In a

practical situation, as was the case for these twelve Guttman Scales, the

response patterns were not in perfect step-type arrangement, but they

were all very acceptable. The response patterns fit a Guttman pattern,

giving strong evidence for a uni-dimensional scale. The twelve Guttman

Scale scores were then used to calculate 66 zero-order, effectively

different inter-correlations (Pearson Product-Moment Correlations)

between and among the twelve aspects of formal registration and other

items that administrators said were every hard to say that actual school

improvements were due to formal registration. This study produced new

Guttman Scales and many interesting correlations for a key aspect of

school improvement.

The Beliefs that School Administrators Hold about the Role of Data

in Driving School Improvement

 69

Medina, R. (2010) determined the beliefs that school

administrators held about the role of data in driving school improvement.

Information was gathered through semi-structured interviews of school

administrators in a medium-sized school district in a Western state to

discover their beliefs in regard to school data and the use of data to

facilitate school improvement. During the course of this study, the

inquiry was guided by the following question: What beliefs did school

administrators hold about the role of data in driving school

improvement? An analysis of interview transcripts revealed three

interrelated and reinforcing themes: (a) I’m sure we’re doing the “right”

things; if only I could show people, they would value us; (b) Although I

am not comfortable with data, collecting it is the “right” thing to do; and

(c) I accept being held accountable, but the way it is being implemented

is unfair. The three themes each contain a qualifier. These qualifier are

indicative of the dissonance felt by school administrators. This

dissonance is caused by the inconsistency between the beliefs held by

school administrators that they are already doing the right things and

their beliefs about the outcomes of the adequate yearly progress (AYP)

process.

School Management Competencies: Perceptions and Self-Efficacy

Beliefs of School Principals

Bouchamma, Yamina et al. (2014), the aim of this study was to

identify the perceptions and self-efficacy beliefs of school principals and

 70

the associated factors. Our results show that the participating principals

placed greater importance on the management of Education Services,

followed by Human Resources, Educational Environment, and

Administration. This finding supports the changing role of the school

principal depending on the context. This role takes precedence over that

related to administrative functions by privileging pedagogy and student

achievement in school must develop a results-oriented management

model. Based on measurable results, this management approach is

defined by taking into account the services that are required. To reach

the proposed objectives, three principles are evoked, namely,

transparency, accountability, and flexibility. The results varied, however,

on certain school characteristics. A significant difference was noted

between the primary and secondary characteristics in terms of the

importance the respondents gave to Competency no. 9 effectively and

efficiently manage the financial resources, as the secondary schools

principals showed greater interest in administrative management than

their peers from the primary sector. Because secondary schools are

generally larger and are responsible for larger budgets, it is suggested

that the principals of these establishments devote a greater portion of

their time to administrating.

Principals’ Competency Needs for Effective Schools’ Administration

in Nigeria
 71

The issue of poor academic performance of students in Nigeria

could be attributed to poor administrative skills of school administrators.

This study investigated the competency needs of principals for effective

schools’ administration at secondary school level. This was carried out in

South West Geo – Political Zone of Nigeria Principal Administrative Skills

Survey Questionnaire on instructional skills, personnel management

skills, personnel management skills and financial skills needed by

principals for effective administration. Three research questions

formulated to guide the study. Mean scores of principal’s opinion were to

answer the research questions.

The major objective of this study was to investigate the

administrative competency needs of principals for effective schools

administration at secondary school level in South West Geo – Political

Zone of Nigeria. The study revealed that the instructional leadership

skills needed by principals for effective schools’ administration include

among others: principal co-operating with teachers to define objectives,

principal providing facilities, supervising lesson plans, teaching and

learning activities, evaluating curriculum plan and implementation. It

was also shown from the results of the study that the major personnel

management skills needed by principals for effective schools’

administration are: motivating staff, encouraging staff professional

development, communicating effectively with staff, and resolving

conflicts.
 72

It was equally revealed from the findings of the study that the

financial management skills principals needed for effective schools’

administration among others include: principal preparing budget jointly

with the management staff, sourcing for funds, keeping accurate

financial information, giving true and fair financial position of the school.

Based on the findings and conclusion of this study, it is

recommended that: (1) Principals must define objectives with teachers as

teachers would be committed in their job to ensure that the objectives

are achieved as they participated in deciding the objectives, (2) Principals

must keep accurate financial information of the school, by giving true

and financial position of the school would serve as “curtain raiser” for the

non-governmental organizations, PTA, individuals and government to

give out funds for school development.

Attributes of School Principals – Leadership Qualities and Capacities

Sharma, Sallesh (2010) concluded that successful leadership is not

the result of simply obtaining a position, but rather possessing the

knowledge and understanding of successful leadership skills along with

the personal ability to effectively implement those skills. Hence, “School

leaders need impressive skills to provide effective leadership in our

diverse school environments”. However leadership is not a concept for

self but it should be rightly perceived by followers. The study examines

the relationship of teachers’ perception of the Leadership Capacities of

their Principals to the Leadership Qualities of Empathy, Decision

 73

Making, Time Management, Comfort etc. Three hundred school teachers

from Malaysia participated in the study. Self developed questionnaire on

leadership capacities and qualities was given to the sample. The finding

showed that that the Principals were perceived to be having Moderate

leadership Capacities and Moderate level of Leadership Qualities.

However, there is strong and positive correlation between perception of

teachers on leadership capacities and leadership qualities of principals.

The results of the study revealed that the teachers’ perception of

their principals’ leadership attributes were somewhat positive. The

teachers have rated their principals to be having moderate level of

leadership capacities and leadership qualities. The findings from

Malaysian perspective seemed to be in contrast with the result of a study

conducted by Hunter-Boyken and Evans in\ America that 67% of the

principals were rated as ineffective by their teachers. This study has

contradicted the Researches carried out in Hongkong by Lee, Walker,

and Bodycott, (2000), and in China in Lou and Najjar, (2007). Its

noteworthy that leadership capacities and leadership qualities of

principals are strongly and positively correlated. It clearly indicates that

if principals have excellent leadership qualities, they will be having

excellent leadership capacities.

These results provide valuable information based on the empirical

study for both educators and government who are exerting more efforts

in the improvement of education in Malaysia. Principal leadership

 74

influences student learning outcomes by the paths of school goals and

school organizational structure and culture. On the other hand, schools

in which students achieve are led by principals who make a significant

and measurable contribution to the teaching and learning practices.

Fullan (2202) also suggested that at the heart of school capacity are

principals emphasizing the development of teachers’ knowledge and

skills, professional community, program coherence, and technical

resources.

Local

Leadership Attitude and Competencies of Private Secondary School

Administrators in Bacolod City

Dumagat, Mary Grace M. (2011) revealed there was significantly

high positive relationship between the relationship attitude and

competencies of the administrators as assessed by both administrators

and their teachers.

The leadership attitude of the administrators as assessed by

themselves in the components of affective, behavior, and cognitive and

when altogether was positive.

Adversity Quotient, Leadership Style and Performance of Secondary

School Heads and Commitment to Organizational Values of Teachers

in the Province of Tarlac

Aquino, Jessie B. (2013) conducted the study to determine the

relationship of adversity quotient, leadership style and performance of

 75

secondary school heads and commitment to organizational values of

teachers in the Province of Tarlac. The following concerns were looked

into: the school heads’ adversity quotient, leadership styles and

performance, commitment of teachers to organizational values and the

relationship among these variables; the influence of adversity quotient

and leadership style to performance and commitment and; a model

showing the nature of influence of adversity quotient and leadership to

performance and commitment.

The descriptive-correlational research design which made use of

three sets of questionnaire was utilized in this study. Questionnaires

include the adversity quotient profile (Stolz, 2013), the Multi Leadership

Questionnaire (Celep, 2003). The respondents of the study were the 62

secondary school heads and 328 teachers of the Division of Tarlac

Province. Frequency count, percentage, weighted mean, and mean score

were used to interpret the collected data. The Statistical Package for the

Social Sciences (SPSS v. 16) and excel (MS 2010) were used to generate

descriptive data. Multiple Linear Regression were used in testing the

hypotheses. Structural Equation Modeling (SEM) was employed to

establish the validity of the proposed model.

Findings showed that secondary school heads have significantly

little control and influence in adverse situations. Their leadership styles

as to transformational and transactional have the same descriptive level.

 76

However, the computed grand mean for transformational leadership is

higher than in the transactional leadership.

In terms of the performance in National Achievement Test (NAT),

the overall computed mean were on the average level.

Generally, commitment to school, teaching occupation and work

group work of teachers were above average. Overall level of commitment

of teachers to organizational values is relatively high.

Balo, Christopher Rush T. (2015) on his study on “Temperament

and Decision Making Skills of Public School Administrators in the

Division of Bacolod City”. Respondents’ profile when considered by

selected variables showed the following figures: Segregated by age, the

younger group of public school administrators constituted more than

half of the total respondents. Considered by sex, the female group

dominated than their counterpart. These were more Catholics than non-

Catholics. Administrators with higher average family income had the

highest number of respondents among the rest of the groups. Likewise,

the school administrators with none dependents constituted more than

half of the total population.

The study revealed that public school administrators were typically

sanguine by temperament and sunny in disposition. As leaders, their

subordinates can count on them to be fellows of good cheer. And

whatever they may be doing through in their life or in their work. They

could still manage everything with a smile. Likewise, these public school
 77

administrators could be choleric at times because as Filipinos they are

strong-willed and feel that any job can just be accomplished no matter

what.

Likewise, the decision making skills of public school

administrators go beyond their personal attributes. Effective leadership

orderly atmosphere in the learning community, working on collective

tasks and goals.

Personal and Professional Competence Competencies of Senior

Teacher Education Students

Morallos, Ligaya H. et. al (2014) determined the study about the

performance of senior teacher education students in the in-campus

teaching phase as rated by their cooperating teachers. The performance

was studied in terms of the personal and professional qualities of the

students. Using descriptive research design, a 35 item questionnaire was

utilized. Data were treated using counts, percentages, ranking and

means. Findings revealed that most of the student respondents are

female, having ages ranging from 19 and above. A bigger number

constituted of majors in English and majority of the respondents have

Good performance. The respondents are rated Good in personal qualities.

Highest means were for indicators on personal appearance such as

dressing and grooming appropriately, having good posture and carriage

and being neat and pleasing in appearance. Lowest means were for

indicators in having a keen sense of humor, being well informed on

 78

current social problems and issues and manifestation of creativity. The

respondents are rated well in professional qualities. Highest means were

for indicators on preparing instructional materials, showing respect for

students’ personality and deriving objectives from curriculum

requirements and students’ needs. Lowest means were for indicators on

creating wholesome classroom atmosphere conducive to learning, giving

careful attention to the physical condition of the classroom and showing

mastery of subject matter or content.

The Mobile Teachers’ Profile, Competencies, Performance and

Problems in the Department of Education, Division of Northern

Samar, Philippines

Pinca, Estrellita C. (2015), conducted the study to describe the

profile of the mobile teachers, assess their competencies, determine the

level of their performance and identify the problems they encountered

from 2010-2014 in the Department of Education, Division of Northern

Samar, Philippines. The descriptive evaluative research design was used.

Questionnaires, actual observation, focus-group discussion and

interview were utilized in gathering the data. All mobile teachers during

the conduct of the study served as respondents. Other sources of

information were the ALS Education supervisor, ALS specialist, the

District supervisor, barangay officials, learners and completers. The

performance rating given by the District supervisor was used as the basis

in determining the work performance of the teachers. The mobile

 79

teachers were young adults, majorities were males, educationally

qualified but their formal training were inclined towards the conduct of

formal classes. Several mobile teachers have pursued graduate studies

geared towards administration and supervision. All were passers of the

Licensure Examination for Teachers but were relatively young in service

as mobile teachers. They have higher competence in the conduct of

learning sessions, and have very satisfactory work performance. Their

major problems were lack of community-based instructional materials,

delayed release of travel allowance and absence of permanent room

during the conduct of the learning sessions.

Teachers’ Competence and Learners’ Performance in the Alternative

Learning System towards an Enriched Instructional Program

Fernandez, Raymond M.(2013) conducted the study to find out the

teachers’ competence and learners’ performance in the Alternative

Learning System. It specifically determined the teacher-learner

respondent’s profile, their competence using Competency Based

Examination. This research aimed to determine the relationship between

teachers’ competence and learners’ performance in the Competency

Based Examination.

The research investigation covered two groups of respondents

namely: (1) learner-respondents who are ALS learners and (2) the

teacher-respondents who are instructional managers (IMs) and mobile

teachers (MTs). The descriptive survey method was employed in this

 80

study. The instructional managers (IMs) and mobile teachers (MTs) who

were officially teaching learners in the different Community Learning

Centers (CLC) or schools implementing the Alternative Learning System

Accreditation and Equivalency for C.Y. 2012 were included in this study.

It was found out that there is no significant relationship exists between

teachers’ competence and certain socio-demographic profile such as

gender and educational background. Based on the findings, an enriched

instructional program was prepared for the implementation of the

delivery system of the ALS and A&E Program. As regards teachers’

competence, the following weaknesses were identified: manifest a

thorough knowledge of the subject matter, formulate questions to clarify

a lesson; usage of various aids to make the subject matter in the module

more interesting to learners; make use of a variety of teaching strategies

to make the lessons in the module more interesting; and provide

challenging task applicable to real life situations.

Synthesis

Related concepts and studies on competencies have been reviewed

to provide a deeper understanding and knowledge on the issues

currently investigated. The researcher believes the importance,

relationship and bearing on the present investigation.

Conceptual Literature

The competencies of the school administrator will be assessed by

themselves and their teachers in relation to administrative, supervisory

 81

and human relation skills and the extent of their competence. Daft(2006)

cited Katz and Khan classification of management into three major areas,

the technical includes planning, organizing, coordinating , supervising

and controlling, human relation involves motivation and communication;

conceptual likewise involves decision making and problem solving. In

this research the competences of school administrators are their abilities

related to their experience and expertise in managing school resources.

Yusoff (2008) cited that competency of a leader is vital and crucial in

setting the direction of the organization such as school. Daft (2006)

defines competence a cluster or related knowledge, attitude, skills that

reflect role and responsibility that correlates with performance on the job

measurable with accepted standards and can be improved with

development. Maxwell(2008) in his contention stated that attitude may

not be an asset that makes a person a great leader, but without good

ones a person will never realize full potential.

Research Literature

Smith (2008) conducted a study on leadership behavior and

employee effectiveness revealed how leaders can significantly influence

employee’s productivity, job satisfaction and commitment. This would

mean how employees respond to the managers example of high

standards and values. In relation to this study of competence the

administrator will be assessed by their teachers they work with and to

 82

find out their attitude and the impact of their influence of teachers work

performance

The study on developing principals by Wallace foundation(2005)

has identified important aspects for the principal to be successful and

found out that the attributes of effective school principals influence

student’s achievement and the development of training programs which

are essential in molding and shaping school leaders. In relation to this

study the competence of the school administrator is considered vital to

development of training program for them to become more competent

and effective.

The study of Kirkpatrick and Locke showed evidences that leaders

being made are more effective and different from other people, they

believe that leaders do not have to be great intellects to succeed. In this

study, the assessment of competence of the administrator by their

teachers will be assessed to determine the extent competence

effectiveness.
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Chapter 3

METHODOLOGY

This chapter deals with the research design, subject and

respondents of the study, the research instrument, analytical scheme

and statistical tools.

Research Design

Based on the stated objectives of the study, the most suited and

appropriate research design is the descriptive. Descriptive research

design is appropriate for studies which specifically aimed to find out

what prevails in the present conditions or relationship, held opinions and

beliefs, effects and processes and developing trends. The study aims to

describe the administrative, supervisory and human relation competence

of the public secondary school heads in Bacolod city, the researcher uses

the descriptive type of research to appropriately describe existing belief,

opinions, conditions and to determine the influence of selected variables

to some variables. According to Devin Kowalczyk ( 2015 ) descriptive

design is used to describe characteristics of population or phenomenon

being studied. It answers questions about how/when/why the

characteristics occurred. It is a study to depict the participants in an

accurate way. More likely, descriptive research is all about describing

people who take part in the study an it can be done using observational,

case study or survey.

 84

Locale of the Study

The subject of the study is to find out the administrative,

supervisory and human relation competence of the public secondary

school heads in the Division of Bacolod city in the implementation of

programs in the school. There are 3 aspects being studied in this

research. First is the administrative competence of the public secondary

school heads which is covered by this endeavor more specific is the act

of managing and administering company, school and other organization

which involves knowledge and demonstrated skills related to his

administrative function to carry out some specific activity or task in the

performance his duties and obligations. Secondly is the supervisory

competence showing the authority to supervise over a worker in the

workplace or having control of work performance, measuring, comparing

it and making corrective actions by monitoring the work of the people

assigned to a specific job as well as to ensure quality of work and

performance. Thirdly is the human relation competence is the managers

ability to work with other people and work effectively as a group member.

It is therefore mandatory that administrator role is not only confine

within the four corners of the wall but it should likewise be extended to

demonstrate his ability to motivate subordinates, resolving conflict in the

organization fairly showing his ability to lead and facilitate the emotional

and physical needs of his compatriot in consonance with his ability to

 85

think, render judgment and effective flow of communication to inter-act

with other people.

RESPONDENTS OF THE STUDY

The respondents of the study are selected public secondary

schools involving school heads and teachers from the public secondary

schools in Division of Bacolod City who were selected through stratified

random sampling (David, 2005) during the School Year 2014-2015. For

the public secondary school heads, the researcher decided to study

based on the total population of 22 only. In the case of the teachers there

were 295 as sample size. The researcher employed the Slovin formula

(www.ehow.com, retrieved November 14, 2009) based on the size of

population gathered from the Division of Bacolod city.

The researcher used the stratified random sampling in the

selection of a sample from subgroups or strata in which the population

has been subdivided. From each group, a sub sample is drawn by using

simple random sampling and was done by drawing lots after the

determination of the sample in each group.

The sample size of the study population is computed using the

Slovin formula with the margin of error of 5% taken from a sample size of

22 for the public secondary school heads and the resulting sample size of

295 from the public secondary school teachers.

 86

The resulting percentage is 51% from the actual number of

respondents. Since it is a stratified population, the sample proportion

was computed to find the sample from each final sampling stratum by

the rate or percentage to find the sample from each final sampling

stratum..

Table 1

Distribution Of Respondents
No. of
Highest
Years
Educ Family
as
Attainme Income
No. School
nt
of N n Head
Public Secondary Schools
school
Younger

Older

Male

Female

Lower

Higher

Shorter
Longer

Lower

Higher
heads

Abkasa NHS 1
Alangilan Lacson NHS 1
Angela GonzagNHS 1
Bacolod city NHS 1
Bata NHS 1
Brgy Singcang NHS 1
Cabug NHS 1
Domingo Lacson NHS 1
Emilio Lizares N HS 1
FR Gracian Murray, AFCS IS 1
Generoso Villanueva NHS 1
Handumanan NHS 1
Jovito Sayson NHS 1
Luis HerviasNHS 1
Luisa Medel NHS 1
MG Medalla Integ .School 1
Mandalagan NHS 1
Mansilinga Agro Ind’ HS 1
Paglaum Village NHS 1
Ramonito Maravilla NHS 1
Sum-ag NHS 1
Teofilo Gensoli NHS 1
 87

`Total 22
Data – Gathering Procedure

The Data – Gathering Instrument

For this study the data was gathered using two sets of

questionnaire. The first set is to find out the administrative, supervisory,

human relation competence of the Public Secondary School Heads

answered by themselves and assessed by the teachers. This

questionnaire composed of 30 items of the 3 components afore stated.

The second set of questionnaire was designed to determine the

extent of the implementation of the public secondary school heads’

administrative, supervisory, human relation competence in the

implementation of selected programs in the school in each of the

following areas: Feeding Program, Gender and Development, Brigada

Eskwela, Child Friendly School, Child Protection Policy and Disaster Risk

Reduction Management as assessed by the Teachers and themselves.

This is composed of 30 items in each of the aforementioned areas.

The questionnaire was constructed by the researcher and

consolidated based on experience and references in educational

management. The questionnaire was divided into three parts. The first

deals with the respondent profiles which includes their age, sex, Highest

Educational attainment and Number of service as school heads and

Average Family Monthly Income. The second part is the questionnaire

proper on the administrative, supervisory, and human relations

 88

competence of the public secondary school heads in the implementation

of selected programs in the school. Each item has five responses or

alternative options for the respondents to choose that corresponds to

his/her perception such as Very high, High, Moderate, Low and Very low.

The third part of the questionnaire is about the extent of

implementation of selected programs in the school of the Public

Secondary School Heads administrative, supervisory, human relation

competence. Each has five responses using the categories: very high,

high, average, low and very low.

Validity of the Instrument

The three sets of questionnaire is validated using a jury of experts

utilizing the Good and Scates validating instrument. It is presented and

subjected to a five jurors who rendered judgment as to the validity of its

content. The jurors are experts and hold a doctorate degree from other

universities in Bacolod City as dissertation panel especially in the field of

research, statistics, administration, and management. They are

requested to sign in the validation criteria adopted by Good and Scates to

signify the validity of the instrument. The results showed a mean score of

4.59 interpreted as very High Level. Comments and suggestions of these

experts in the final data gathering instrument is greatly considered.

 89

Reliability of the Instrument

Reliability refers to the degree of accuracy, consistency,

dependability, stability and predictability of the research procedure. It

also refers to the consistency of the scores obtained by the same person

when they are examine with the same test on different occasions. A

research instrument or procedure that yields the same results, even

administered twice, is very reliable. The questionnaire in this research is

tested for reliability using the Cronbach Alpha. It was tested using 20

teachers and 1 administrator who do not serve as official respondents of

this study. The results showed a high reliability value of competence in

each area were .940 .954 .956 respectively while the extent of the

implementation of selected programs the result was .952 which means

very high reliability of instrument.

To establish the correlation between the results of the Cronbach

Alpha , the Pearson Product – Moment Coefficient of Correlation method

is used as suggested by Calmorin (2006).

The value of the Pearson r arrive and determined whether or not

there is low or high correlation of scores. Paler-Calmorin and Calmorin

(2006) stressed that to be significant, the computed r value should be

0.70-1.00.

Data Gathering Procedure

Once the validity and reliability of the instrument was established,

the researcher secured permits from the Schools Division Superintendent

 90

in Bacolod City. With the permit, he prepared adequate copies of the

questionnaire and distributed them to the respondents who were assured

of the confidentiality of the information that they will honestly provide to

the questions or issues raised in the conduct of this study. Data-

gathering or retrieval of the instrument was accomplished after twenty-

five days.

Analytical Scheme

The accomplished questionnaires were carefully retrieved and were

examined for any misinterpretation or omission as to raised items. The

data were then segregated, tallied, computed, ranked, summarized, and

presented in statistical tables using the Statistical Package for the Social

Sciences (SPSS) system.

The study employ three analytical schemes which were based on

the problem of this research as follows ; descriptive, comparative, and

relational schemes. For problem numbers 1 to 5 the profile of the

respondents, the level of competence, the extent of implementation, the

descriptive analytical was used. It describe the condition or status,

pattern or trend of the problem. Objective numbers 6 and 7 calls for the

use of comparative analytical scheme to determine significant difference

in the level of competence and the extent of the implementation when the

respondents are and compared according to variables. The purpose of the

comparative analysis is to match up or weigh against at least two groups

in terms of certain variables considered in this study.

 91

The third analytical scheme used is the relational analytical

scheme in objective number 8, to determine whether or not significant

relationships exist between the level of competence and the extent of the

implementation. This design is to find out whether or not, one or more

independent variables taken influence another dependent variables.

Statistical Tools

Appropriate statistical tools are employed in accordance with the

objectives that were formulated. Data analysis was done using the SPSS

Objective number 1 employed the frequency and the percentage

scoring to determine the respondent’s profile. Problems 2, 3, 4,and 5

used the mean and rank to determine the level of competence and the

extent of implementation. Mean was used for it is sensitive to changes in

the data, each measure is directly involved in the calculation of the

mean, it is affected by a single change in any of the data values. That’s

why it is a more powerful summary measure and it can be appropriately

used.

The mean is the most appropriate measures of central tendency to

determine the level of competence and the extent of implementation of

selected programs because this will measure the average scores or levels

of the same as evaluated by the respondents. The formula is; ( Narag

2010) x=X
 92

Where:

X = sample mean

X = sum of the sample observation

n- the sample size

The acquired mean scores for the level of competence interpreted

as follows:

Mean Score Range Verbal interpretation

4.50 & Above Very High level

3.50 – 4.49 High level

2.50 – 3.49 Moderate

1.50 – 2.49 Low level

1.49 and Below Very low level

The acquired mean scores for the extent of implementation of

selected programs were interpreted as follows:

Mean score range Verbal interpretation

4.50 & Above Very high extent

3.50 - 4.49 High extent

2.50 – 3.49 Moderate extent

1.50 – 2.49 Low extent

1.49 & below Very Low extent

For problems numbered 6 – 7 to establish the significant differences in

the level of competence and the extent of implementation of selected

 93

programs when they are grouped and compared according to variables,

used the Mann-Whitney U test.

This tool is used to compare differences between two independent groups

when the variable is either ordinal or continuous, but not normally

distributed. Moreover the Mann-Whitney U test is a non parametric

alternative to the independent t-test although this is not always the case

For objectives number 8 which determine the significant relationships

exist between the level of competence and the extent of the

implementation of selected programs, the Spearman Correlation

Coefficient t(rho)was used. The Spearman Correlation Coefficient is a non

parametric test used to find if there is a significant relationships between

two variables. It is the counterpart of the Pearson Product Moment

Coefficient of Correlation r. This test does not require the stringent

assumption of normality like the Pearson r. In interpreting the value of

coefficient of correlation or Pearson r, the following table of categorization

is used:

Range r (P) Descriptive level

+ 1.00 Perfect Correlation

Between+ 0.75 to 0.99 High Correlation

Between+ 0.51 to 0.074 Moderately High Correlation

Between+ 0.31 to 0.50 Moderate Low Correlation

Between+ 0.01 to 0.3 Low Correlation

0.0 No Correlation
 94

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The data gathered from the survey were organized, analyzed and

interpreted in accordance with the research objectives. These are

presented in this chapter according to the sequence of the specific

objectives.

Profile of Respondents

Table 2 in the following page shows the profile of the school heads

who participated in the study according to the variables Age, Sex,

Educational Attainment, Number of years as school heads and Average

family monthly income.

There was an even distribution of respondents in terms of age

where 50% belonged to the younger group aged 48 years old and below

while the other 50%belonged to the older group of school heads aged 49

years old and above.

In terms of sex, the school heads were grouped into male and

female. The table shows there were more male school heads (73%) than

female school heads (27%) who participated.

In terms of educational attainment, the school heads were

categorized as to those with higher educational attainment and lower

educational attainment. The school heads who obtained a higher

educational attainment (68%) are greater in number than those who

obtained lower educational attainment (32%).

 95

The school heads were also grouped according to their number of

years in service, those who were school heads for less than or equal to 11

years (shorter) and those who were school heads for more than or equal

to 12 years (longer). The table shows that those school heads with longer

years (55%) are more than those with shorter years (45%).

With regards to their Average Family Monthly income, the school

heads were grouped according to those who average lower and those who

average higher. In table 2, it is shown that more school heads who

average lower (55%) participated than those who average higher (45%).

Table 2

Profile of the School Heads

Variable Category Frequency Percentage

younger
(48 years old and 11 50.0
below)
Age
older
11 50.0
(above 48 years old)
Total 22 100.0
Male 16 73
Sex Female 6 27
Total 22 100.0
Highest Lower 7 32
Educational Higher 15 68
Attainment Total 22 100.0
shorter
10 45
(11 years and below)
Number of Years
longer
as School Heads 12 55
(above 11 years)
Total 22 100.0
Lower 12 55
Average Family
Higher 10 45
Monthly Income
Total 22 100.0
 96

Table 3 on the following page shows the profile of the teachers who

participated in the study according to the variables Age, Sex, Educational

Attainment, Number of years as Teachers and Average Family Monthly

Income.

In terms of age, 53% of the teachers were from the younger group

aged 38 years old and below while 47% came from the older group aged

39 years old and above.

In terms of Sex, the teachers were categorized as male and female.

Majority of the teachers were Female with 74% while the other 26% were

Male teachers.

With regards to Educational Attainment, the teachers were

categorized as to those who have lower educational attainment and

higher educational attainment. A high percentage of respondents showed

from those who obtained lower educational attainment (88%) compared

to those teachers who obtained higher educational attainment (12%).

The teachers were also grouped according to their number of years

in service, those who were teachers for less than or equal to 11 years

(shorter) and those who were teachers for more than or equal to 12 years

(longer). The table shows that teachers who have shorter years in service

(56%) were more than those who were longer in service (44%).

With regards to their average family monthly income, the teachers

were grouped according to those who have an income of less than or

equal to 20,000 pesos (lower) and those who have an income of more
 97

than or equal to 21,000 pesos (higher). The table shows that there were

more teachers who have lower income (72%) than those who have a

higher monthly income (28%).

Table 3
Profile of the Teachers

Variable Category Frequency Percentage

younger
(38 years old and 157 53
below)
Age
older
138 47
(above 38 years old)
Total 295 100.0
Male 76 26
Sex Female 219 74
Total 295 100.0
Highest Lower ( ) 259 88
Educational Higher ( ) 36 12
Attainment Total 295 100.0
shorter
166 56
Number of (11 years and below)
Years as longer
129 44
Teachers ( above 11 years)
Total 295 100.0
lower
214 72
(20,000 and below)
Average Family
higher
Monthly Income 81 28
( above 20,000)
Total 295 100.0
 98

Level of Competence of Public Secondary School Heads in the

Administrative Component as Assessed by their Teachers and by

Themselves

Table 4 that follows shows the level of administrative competence

of secondary school heads as assessed by their teachers and by

themselves.

Eight out of ten items that manifest administrative competence,

the school heads rated themselves with 4.35 interpreted as VERY HIGH

LEVEL. The teachers, on the other hand, rated their school head a little

lower with 4.00, interpreted as HIGH level of administrative competence.

Among the items that manifest administrative competence, item 8 was

rated by the school heads the lowest with 4.09 interpreted as high level

of administrative competence. Item 8 talks about involving stakeholders’

participation to raise learners performance. Among Teachers, item 4 got

the lowest rating at 3.79 interpreted as HIGH level of administrative

competence. Item 4 refers to the administrative competence in promoting

technical assistance to good teaching and learning among students.

The ratings of school heads and their teachers varied from one

another with the school heads rating themselves higher than their

teachers’ rating. In this context, two implications may be arrived at.

One, the school heads have higher self-esteem thus rating themselves

higher that the rating made by their teachers.

 99

Table 4

Level of Competence of Public Secondary School Heads as Assessed

by their Teachers and by Themselves in the Area of Administrative

Component

School Heads Teachers

Mean Interpretation Mean Interpretation
1. Emphasize that effective
leadership collaboratively
4.41 Very High 4.04 High
create a vision, mission
goals and objectives
2. Establishes a climate for
teachers and learners to
4.45 Very High 3.99 High
reach their highest level of
achievement
3. Creates a strong
emphasis on assessment
for learning, development,
4.50 Very High 4.05 High
implementation
of instructional
supervision
4. Promote technical
assistance to good teaching
4.23 High 3.79 High
and level learning among
students
5. Sets high standards and
4.23 High 4.07 High
expectation for learners
6. Recognizes students
4.59 Very High 4.20 High
achievement in the school
7. Involves in shared
decision making in the 4.27 Very High 3.91 High
community
8. Involves stakeholders
participation and to raise 4.09 High 4.09 High
learners performance
9. Nurture and supports
the teachers based on the 4.32 Very High 3.93 High
NCBTS
10. Promote continuous
growth and development 4.41 Very High 3.96 High
based on IPPD and SPPD.
Over all Mean 4.35 Very High 4.00 High
 100

Level in the Supervisory Component of Public Secondary School

Heads as Assessed by their Teachers and by Themselves

The assessment of the Teachers and Public Secondary School

heads on the level of Supervisory Competence is shown in Table 5 that

follows.

Similar to the ratings made by both sets of respondents on school

heads administrative competence, the self-assessment obtained higher

mean scores than the assessments of the subordinate teachers.

The School heads rated their Supervisory Competence 4.43 which

is interpreted as VERY HIGH level; while the teachers rated their school

head 3.90 interpreted as HIGH level of competence.

All the ten items that manifest supervisory competence were rated

VERY HIGH level by the school heads, while the teachers rated the level

of supervisory competence of their school head with HIGH level of

competence.

The item that the school heads scored themselves the lowest is

item 8, which relates to their supervisory competence on providing

assistance in improving classroom structure to include reading and

health corner and bulletin board display and so forth. On the other hand

the teachers scored their school head lowest in item 7 which relates to

the supervisory competence that requires provision of assistance to

teacher in terms of instructional materials necessary for the delivery of

lesson.
 101

As with assessments made for administrative competence, the

school heads rated themselves higher than their teachers.

Table 5
Level of Competence of Public Secondary School Heads as Assessed
by their Teachers and by Themselves in the
Area of Supervisory Component

School Heads Teachers

Mean Interpretation Mean Interpretation
1. Protect the reputation of the
4.45 Very High 4.01 High
subordinates whenever a need arises
2. Reminds the teacher to observe
4.59 Very High 4.20 High
proper classroom management.
3. Presents updated instructional
4.32 Very High 3.96 High
supervision plan.
4. Implements supervisory schedule 4.32 Very High 4.04 High
5. Shows knowledge of the content
4.32 Very High 3.97 High
and learning competencies.
6. Provides opportunities for
training, Workshop and seminars for 4.45 Very High 3.98 High
professional growth
7. Provides assistance to teacher in
terms of instructional materials 4.41 Very High 3.63 High
necessary for the delivery of lesson.
8. Provides assistance in improving
classroom structure to include
4.27 Very High 3.67 High
reading and health corner and
bulletin board display etc.
9. Guides the teacher in determining
4.73 Very High 3.87 High
teaching strength and growth needs.
10. Provides technical assistance in
4.41 Very High 3.65 High
the in the delivery of the lesson
Over all Mean 4.43 Very High 3.90 High

Level of Competence of Public Secondary School Heads as Assessed

by their Teachers and by Themselves in the
Area of Human Relations

Table 6 that follows shows the level of human relations competence

of secondary school heads as assessed by their teachers and by

themselves.
 102

Just like the ratings made by both sets of respondents on school

heads administrative competence, the self assessment obtained higher

mean scores than the assessments of the subordinate teachers.

The School heads rated their Human Relations Competence 4.45

which is interpreted as VERY HIGH level; while the teachers rated their

school head 3.91 interpreted as HIGH level of competence.

All the ten items that manifest human relations competence were

rated VERY HIGH level by the school heads for themselves, while the

teachers rated the level of human relations competence of their school

head with HIGH level of competence.

The items that the school heads scored themselves the lowest are

items 1, 2, 6, and 9. Item 1 relates to the human relations competence

that pertains to the level to which they listen attentively to subordinates

ideas, suggestions and concern. Item 2 pertains to the human relations

competence that require the school head to respect the confidentiality of

information or concerns shared by others. Item 6 covers the human

relations competence that expects a school head to show respect for the

views and ideas of others. Lastly, item 9 refers to the human relations

competence that requires school heads to help new workers, even when

not ask to do. These items, though they have mean scores that are

interpreted to very high levels, were rated lower than the other items.

The item that got the lowest score as assessed by the teachers fell

on the item that relates to the human relations competence that expects
 103

school head to listen attentively to subordinates ideas, suggestions and

concern.

As with assessments made for administrative competence, the

school heads rated themselves in the human relations competence

higher than their teachers.

Table 6
Level of Competence of Public Secondary School Heads as
Assessed by their Teachers and by Themselves in the
Area of Human Relation
School Heads Teachers
Mean Interpretation Mean Interpretation
1. Listens attentively to subordinates
4.41 Very High 3.83 High
ideas, suggestions and concern
2. Respects the confidentiality of
information or concerns shared by 4.41 Very High 3.94 High
others
3. Cares for employees general
4.45 Very High 3.87 High
satisfaction at work
4. Respects each employees ability
4.50 Very High 4.01 High
and knowledge of the job.
5. Creates an environment of free
4.45 Very High 3.90 High
expression of ideas and thoughts
6. Shows respect of the views and
4.41 Very High 3.95 High
ideas
7. Encourage participation in various
4.45 Very High 3.98 High
activities and workshop etc.
8. Strongly considers goals and
4.55 Very High 3.96 High
values of subordinates
9. Duly supports when employees’
4.41 Very High 3.86 High
facing any problem
10. Helps new workers, even when
4.45 Very High 3.78 High
not ask to do
Over all Mean 4.45 Very High 3.91 High

Level of Competence of Public Secondary School Heads as Assessed

by Themselves According to Age

The level of competence of the public secondary school heads in all

three areas as assessed by themselves and quantified according to age is

presented in Table 7 that follows.

 104

Younger and Older respondents scored themselves 4.32 and 4.38,

respectively, which is interpreted as VERY HIGH level of administrative

competence.

In all items that manifest administrative competence, both the

younger and older school heads scored themselves the lowest in the

same item 4 which pertains to the competence to promote technical

assistance to good teaching and level learning among students. This

could be taken to mean that school heads regardless of age see

themselves to focus more on leadership, empowerment and matters other

the technical aspect of teaching.

In the area of supervisory competence, both younger and older

respondents rated themselves with VERY HIGH level of competence.

However, the younger respondents scored themselves lower in some

items that manifest supervisory competence such as items 3, 4, and 5.

Item 3 refers to the supervisory competence that requires them to

present updated instructional supervision plan. Item 4 refers to the

competence in implementing a supervisory schedule while item 5 relates

to the competence on showing knowledge of the content and learning

competencies. The older respondents, on the other hand scored

themselves lower in item 7 and 8. Item 7 refers to the competence that

would require the school head to provide assistance to teacher in terms

of instructional materials necessary for the delivery of lesson; while item

8 relates to the competence that would require the school head to provide
 105

assistance in improving classroom structure to include reading and

health corner and bulletin board display etc.

In the Human Relation area, both the younger and older group

scored themselves VERY HIGH ratings on all of the items including their

overall means. The younger respondents scored themselves 4.51 while

the older respondents scored themselves 4.39, both of which are all

interpreted as VERY HIGH level of human relation competence.

These results imply that regardless of age, school heads have

similar ratings of themselves.

 106

Table 7
Level of Competence of Public Secondary School Heads
as Assessed by Themselves
According to Age

Younger Older
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership
collaboratively create a vision, mission 4.45 Very High 4.36 Very High
goals and objectives
2. Establishes a climate for teachers
and learners to reach their highest level 4.36 Very High 4.55 Very High
of achievement
3. Creates a strong emphasis on
assessment for learning, development,
4.36 Very High 4.64 Very High
implementation
of instructional supervision
4.Promote technical assistance to good
teaching and level learning among 4.00 High 4.45 Very High
students
5. Sets high standards and expectation
4.27 Very High 4.18 High
for learners
6. Recognizes students achievement in
4.64 Very High 4.55 Very High
the school
7. Involves in shared decision making
4.27 Very High 4.27 Very High
in the community
8. Involves stakeholders participation
4.09 High 4.09 High
and to raise learners performance
9. Nurture and supports the teachers
4.27 Very High 4.36 Very High
based on the NCBTS
10. Promote continuous growth and
4.45 Very High 4.36 Very High
development based on IPPD and SPPD.
Over all Mean 4.32 Very High 4.38 Very High
Supervisory
1. Protect the reputation of the
4.55 Very High 4.36 Very High
subordinates whenever a need arises
2. Reminds the teacher to observe
4.55 Very High 4.64 Very High
proper classroom management.
3. Presents updated instructional
4.18 High 4.45 Very High
supervision plan.
4. Implements supervisory schedule 4.18 High 4.45 Very High
5. Shows knowledge of the content and
4.18 High 4.45 Very High
learning competencies.
6. Provides opportunities for training,
Workshop and seminars for 4.36 Very High 4.55 Very High
professional growth
7. Provides assistance to teacher in
terms of instructional materials 4.64 Very High 4.18 High
necessary for the delivery of lesson.
8. Provides assistance in improving
classroom structure to include reading
4.36 Very High 4.18 High
and health corner and bulletin board
display etc.
9. Guides the teacher in determining
4.73 Very High 4.73 Very High
teaching strength and growth needs.
 107

10. Provides technical assistance in the

4.45 Very High 4.36 Very High
in the delivery of the lesson
Over all Mean 4.41 Very High 4.42 Very High
Human Relation
1. Listens attentively to subordinates
4.45 Very High 4.36 Very High
ideas, suggestions and concern
2. Respects the confidentiality of
information or concerns shared by 4.55 Very High 4.27 Very High
others
3. Cares for employees general
4.36 Very High 4.55 Very High
satisfaction at work
4. Respects each employees ability and
4.64 Very High 4.36 Very High
knowledge of the job.
5. Creates an environment of free
4.55 Very High 4.36 Very High
expression of ideas and thoughts
6. Shows respect of the views and ideas 4.36 Very High 4.45 Very High
7. Encourage participation in various
4.55 Very High 4.36 Very High
activities and workshop etc.
8. Strongly considers goals and values
4.64 Very High 4.45 Very High
of subordinates
9. Duly supports when employees’
4.55 Very High 4.27 Very High
facing any problem
10. Helps new workers, even when not
4.45 Very High 4.45 Very High
ask to do
Over all Mean 4.51 Very High 4.39 Very High

Level of Competence of Public Secondary School Heads as

Assessed by Themselves According Sex

The level of competence of the public secondary school heads in

all three areas as assessed by themselves and quantified according to sex

is shown in Table 8 in the succeeding page..

Male and Female respondents scored themselves differently in the

administrative competence. Male respondents scored themselves 4.39

which is interpreted VERY HIGH level of administrative competence while

Female respondents scored themselves 4.23, which is interpreted as

HIGH level of administrative competence. While male respondents rated

themselves in all items with VERY HIGH level of competence they scored

themselves lowest in item 8. This item refers to the administrative

 108

competence that involves stakeholders’ participation to raise learners

performance. Female respondents on the other hand rated themselves

with lower scores compared to male respondents. The scored themselves

lowest in items 4 and 8. Item 4 refers to the administrative competence

that promote technical assistance to good teaching and level learning

among students. Item 8 on the other hand refers to the administrative

competence involves stakeholders participation and to raise learners

performance.

In the area of supervisory competence, both male and female

respondents rated themselves VERY HIGH level of competence. The male

respondents scored themselves 4.44 while the female respondents scored

themselves 4.28.. While the male respondents rated themselves with

very high level of competence in all the items manifesting supervisory

competence, they scored themselves lowest in two items, 5 and 8. Item 5

relates to the competence on showing knowledge of the content and

learning competencies, while item 8 relates to the competence that would

require the school head to provide assistance in improving classroom

structure to include reading and health corner and bulletin board

display etc. The female respondents rated themselves variably. Five

items manifesting supervisory competence were rated VERY HIGH extent

while the other five was rated HIGH level of competence.

In the Human Relations area, both the male and female groups

scored themselves VERY HIGH level of competence. The male

 109

respondents scored themselves 4.51 while the female respondents scored

themselves 4.28, both of which are all interpreted as VERY HIGH level of

human relations competence. The male respondents scored themselves

very high in all the items manifesting human relations competence while

the female respondents rated themselves very high level of competence in

only 6 items and high level of competence in the other 4.

These results imply that male respondents find themselves better

than their counterpart. They rated themselves generously than the

female respondents did.

Table 8
Level of Competence of Public Secondary School Heads as
Assessed by Themselves According Sex

Male Female
Administrative Mean Interpretation Mean Interpreta
tion
1. Emphasize that effective
leadership collaboratively
4.50 Very High 4.17 High
create a vision, mission goals
and objectives
2. Establishes a climate for
teachers and learners to reach
4.56 Very High 4.17 High
their highest level of
achievement
3. Creates a strong emphasis
on assessment for learning, Very
4.56 Very High 4.33
development, implementation High
of instructional supervision
4. Promote technical assistance
to good teaching and level 4.38 Very High 3.83 High
learning among students
5. Sets high standards and
4.25 Very High 4.17 High
expectation for learners
6. Recognizes students Very
4.50 Very High 4.83
achievement in the school High
7. Involves in shared decision 4.25 Very High 4.33 Very
 110

making in the community High

8. Involves stakeholders
participation and to raise 4.19 High 3.83 High
learners performance
9. Nurture and supports the
4.38 Very High 4.17 High
teachers based on the NCBTS
10. Promote continuous growth
Very
and development based on 4.38 Very High 4.50
High
IPPD and SPPD.
Over all Mean 4.39 Very High 4.23 High
Supervisory
1. Protect the reputation of the
Very
subordinates whenever a need 4.44 Very High 4.50
High
arises
2. Reminds the teacher to
observe proper classroom 4.75 Very High 4.17 High
management.
3. Presents updated
4.50 Very High 3.83 High
instructional supervision plan.
4. Implements supervisory
4.44 Very High 4.00 High
schedule
5. Shows knowledge of the
Very
content and learning 4.31 Very High 4.33
High
competencies.
6. Provides opportunities for
training, Workshop and Very
4.38 Very High 4.67
seminars for professional High
growth
7. Provides assistance to
teacher in terms of
Very
instructional materials 4.44 Very High 4.33
High
necessary for the delivery of
lesson.
8. Provides assistance in
improving classroom structure
to include reading and health 4.31 Very High 4.17 High
corner and bulletin board
display etc.
9. Guides the teacher in
Very
determining teaching strength 4.75 Very High 4.67
High
and growth needs.
10. Provides technical
assistance in the in the delivery 4.50 Very High 4.17 High
of the lesson
Over all Mean 4.44 Very High 4.28 Very
 111

High
Human Relation
1. Listens attentively to
Very
subordinates ideas, suggestions 4.38 Very High 4.50
High
and concern
2. Respects the confidentiality
of information or concerns 4.50 Very High 4.17 High
shared by others
3. Cares for employees general Very
4.50 Very High 4.33
satisfaction at work High
4. Respects each employees
Very
ability and knowledge of the 4.56 Very High 4.33
High
job.
5. Creates an environment of
free expression of ideas and 4.56 Very High 4.17 High
thoughts
6. Shows respect of the views
4.50 Very High 4.17 High
and ideas
7. Encourage participation in
various activities and workshop 4.62 Very High 4.00 High
etc.
8. Strongly considers goals and Very
4.56 Very High 4.50
values of subordinates High
9. Duly supports when Very
4.44 Very High 4.33
employees’ facing any problem High
10. Helps new workers, even Very
4.50 Very High 4.33
when not ask to do High
Over all Mean Very
4.51 Very High 4.28
High
 112

Level of Competence of Public Secondary School Heads

as Assessed by Themselves According to

Highest Educational Attainment

The level of competence of the public secondary school heads in

all three areas as assessed by themselves and quantified according to

highest educational attainment is shown in Table 9 in the next page.

Respondents grouped according to their highest educational

attainment scored themselves differently in the administrative

competence. Respondents with lower educational attainment scored

themselves 4.23 which is interpreted HIGH level of administrative

competence while respondents with higher educational attainment

scored themselves 4.41, which is interpreted as VERY HIGH level of

administrative competence. The respondents with lower educational

attainment scored themselves HIGH in 5 items that manifest

administrative competence and VERY HIGH level in the other 5 items

that manifest administrative competence. Of the ten items, the

respondents with lower educational attainment scored themselves lowest

in items 4 and 5. Item 4 refers to the administrative competence that

promote technical assistance to good teaching and level learning among

students. Item 5, on the other hand refers to the administrative

competence that sets high standards and expectation for learners. The

respondents with higher educational attainment scored themselves

 113

lowest in item 8 which relates to involving stakeholders’ participation

and to raise learners performance.

In the area of supervisory competence, all respondents grouped

according to highest educational attainment rated themselves VERY

HIGH level of competence. The respondents with lower educational

attainment scored themselves 4.24 while the respondents with higher

educational attainment scored themselves 4.51. Respondents with lower

educational attainment rated themselves very high level of competence in

6 items manifesting supervisory competence, and scored themselves

lower in 4 items. On the other hand the respondents with higher

educational attainment rated themselves very high in all items

manifesting supervisory competence.

In the Human Relations area, all respondents rated themselves

VERY HIGH level of competence. Respondents with lower educational

attainment scored themselves 4.59 while the respondents with higher

educational attainment scored themselves 4.39, both of which are

interpreted as VERY HIGH level of human relations competence.

Since these are self-assessments, the respondents seem to show

that they believe in the importance of good relationship in the workplace.

 114

Table 9
Level of Competence of Public Secondary School Heads as Assessed
by Themselves According Highest Educational Attainment

Lower Higher
Administrative Mea Interpret Mea Interpret
n ation n ation
1. Emphasize that effective
leadership collaboratively create a Very
4.14 High 4.53
vision, mission goals and High
objectives
2. Establishes a climate for
Very
teachers and learners to reach 4.29 Very High 4.53
High
their highest level of achievement
3. Creates a strong emphasis on
assessment for learning, Very
4.29 Very High 4.60
development, implementation High
of instructional supervision
4. Promote technical assistance to
Very
good teaching and level learning 4.00 High 4.33
High
among students
5. Sets high standards and Very
4.00 High 4.33
expectation for learners High
6. Recognizes students Very
4.57 Very High 4.60
achievement in the school High
7. Involves in shared decision Very
4.14 High 4.33
making in the community High
8. Involves stakeholders
participation and to raise learners 3.86 High 4.20 High
performance
9. Nurture and supports the Very
4.43 Very High 4.27
teachers based on the NCBTS High
10. Promote continuous growth
Very
and development based on IPPD 4.57 Very High 4.33
High
and SPPD.
Over all Mean Very
4.23 High 4.41
High
Supervisory
1. Protect the reputation of the
Very
subordinates whenever a need 4.29 Very High 4.53
High
arises
2. Reminds the teacher to observe
Very
proper classroom 4.29 Very High 4.73
High
management.
3. Presents updated instructional 4.14 High 4.40 Very
 115

supervision plan. High

4. Implements supervisory Very
4.00 High 4.47
schedule High
5. Shows knowledge of the
Very
content and learning 4.43 Very High 4.27
High
competencies.
6. Provides opportunities for
Very
training, Workshop and seminars 4.57 Very High 4.40
High
for professional growth
7. Provides assistance to teacher
in terms of instructional materials Very
4.29 Very High 4.47
necessary for the delivery of High
lesson.
8. Provides assistance in
improving classroom structure to Very
3.86 High 4.47
include reading and health corner High
and bulletin board display etc.
9. Guides the teacher in
Very
determining teaching strength 4.43 Very High 4.87
High
and growth needs.
10. Provides technical assistance Very
4.14 High 4.53
in the in the delivery of the lesson High
Very
Over all Mean 4.24 Very High 4.51
High
Human Relation
1. Listens attentively to
Very
subordinates ideas, suggestions 4.57 Very High 4.33
High
and concern
2. Respects the confidentiality of
Very
information or concerns shared 4.71 Very High 4.27
High
by others
3. Cares for employees general Very
4.57 Very High 4.40
satisfaction at work High
4. Respects each employees Very
4.71 Very High 4.40
ability and knowledge of the job. High
5. Creates an environment of free Very
4.57 Very High 4.40
expression of ideas and thoughts High
6. Shows respect of the views and Very
4.43 Very High 4.40
ideas High
7. Encourage participation in
Very
various activities and workshop 4.43 Very High 4.47
High
etc.
8. Strongly considers goals and Very
4.71 Very High 4.47
values of subordinates High
9. Duly supports when employees’ 4.43 Very High 4.40 Very
 116

facing any problem High

10. Helps new workers, even Very
4.71 Very High 4.33
when not ask to do High
Over all Mean Very
4.59 Very High 4.39
High

Level of Competence of Public Secondary School Heads as Assessed

by Themselves According Number of Years as School Heads

Table 10 in the next pages shows the level of competence of public

school heads as assessed by themselves according to their number of

years as school heads. The School heads were categorized as those with

shorter length of service and those with longer length of service in their

position. The table shows their assessment in the Administrative,

Supervisory and Human Relations.

In the Administrative area, those with shorter length of service

have VERY HIGH ratings on most of the items except item 4, 6 and 7

which had only HIGH ratings in their mean scores. The overall mean

score was 4.30 interpreted as VERY HIGH. For those with longer length

of service, all of the items had VERY HIGH ratings and a 4.58 mean score

was obtained as the highest mean score from items 3 and 6. Overall, the

mean was 4.39 which was described also as VERY HIGH level of

competence.

In the Supervisory area, the School heads who had shorter length

of service gave a VERY HIGH rating with their overall mean score of 4.33

and the majority of the items listed. However, items 3, 4, 5 and 10 had
 117

Mean scores with HIGH ratings. The School heads with longer length of

service had VERY HIGH ratings across all items including the overall

mean of 4.51.

In the area of Human Relations, the two groups of school heads

gave Very High ratings across all items including their respective overall

mean where school heads with shorter length of service had 4.50 and

school heads with longer length of service had 4.41.

Table 10
Level of Competence of Public Secondary School Heads as Assessed
by Themselves According Number of Years as School Heads
Shorter Longer
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership
collaboratively create a vision, mission goals 4.40 Very High 4.42 Very High
and objectives
2. Establishes a climate for teachers and
learners to reach their highest level of 4.40 Very High 4.50 Very High
achievement
3. Creates a strong emphasis on assessment
for learning, development, implementation 4.40 Very High 4.58 Very High
of instructional supervision
4. Promote technical assistance to good
3.90 High 4.50 Very High
teaching and level learning among students
5. Sets high standards and expectation for
4.40 Very High 4.08
learners
6. Recognizes students achievement in the
4.60 Very High 4.58 Very High
school
7. Involves in shared decision making in the
4.00 High 4.50 Very High
community
8. Involves stakeholders participation and to
4.10 High 4.08
raise learners performance
9. Nurture and supports the teachers based
4.30 Very High 4.33 Very High
on the NCBTS
10. Promote continuous growth and
4.50 Very High 4.33 Very High
development based on IPPD and SPPD.
Over all Mean 4.30 Very High 4.39 Very High
Supervisory
1. Protect the reputation of the subordinates
4.40 Very High 4.50 Very High
whenever a need arises
2. Reminds the teacher to observe proper
4.40 Very High 4.75 Very High
classroom management.
3. Presents updated instructional supervision
4.00 High 4.58 Very High
plan.
4. Implements supervisory schedule 4.10 High 4.50 Very High
5. Shows knowledge of the content and
4.20 High 4.42 Very High
learning competencies.
6. Provides opportunities for training,
Workshop and seminars for professional 4.60 Very High 4.33 Very High
growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the 4.40 Very High 4.42 Very High
delivery of lesson.
 118

8. Provides assistance in improving classroom

structure to include reading and health corner 4.30 Very High 4.25 Very High
and bulletin board display etc.
9. Guides the teacher in determining teaching
4.70 Very High 4.75 Very High
strength and growth needs.
10. Provides technical assistance in the in the
4.20 High 4.58 Very High
delivery of the lesson

Over all Mean 4.33 Very High 4.51 Very High

Human Relation
1. Listens attentively to subordinates ideas,
4.40 Very High 4.42 Very High
suggestions and concern
2. Respects the confidentiality of information
4.60 Very High 4.25 Very High
or concerns shared by others
3. Cares for employees general satisfaction at
4.50 Very High 4.42 Very High
work
4. Respects each employees ability and
4.60 Very High 4.42 Very High
knowledge of the job.
5. Creates an environment of free expression
4.50 Very High 4.42 Very High
of ideas and thoughts
6. Shows respect of the views and ideas 4.40 Very High 4.42 Very High
7. Encourage participation in various activities
4.50 Very High 4.42 Very High
and workshop etc.
8. Strongly considers goals and values
4.50 Very High 4.58 Very High
of subordinates
9. Duly supports when employees’ facing any
4.50 Very High 4.33 Very High
problem
10. Helps new workers, even when not ask to
4.50 Very High 4.42 Very High
do
Over all Mean 4.50 Very High 4.41 Very High

Level of Competence of Public Secondary School Heads as Assessed

by Themselves According Average Family Monthly Income

Table 11 presents the level of competence of public secondary

school heads as assessed by themselves according to their average family

monthly income. The School heads were assigned to sub groups, those

who average lower and those who average higher. The assessment

includes the Administrative, Supervisory and Human Relations area.

In the Administrative area, items 7 and 8 of those who average

lower had HIGH ratings while the rest of the items together with the

Overall mean of 4.40 interpreted VERY HIGH. On the Contrary, the

majority of the items rated by the school heads who average higher had
 119

ratings that were HIGH while items 3,6,7 and 10 had VERY HIGH ratings

as well as the overall mean of 4.29.

In the Supervisory area, the school heads who average lower gave

VERY HIGH ratings across all items including the overall mean of 4.49.

The school heads who average higher also had VERY HIGH ratings

except for items 4,5 and 8 which were interpreted as HIGH. Overall, the

mean was 4.35 which was described as VERY HIGH.

In the area of Human Relations, all items including the overall

mean of 4.67 had VERY HIGH ratings as assessed by the school heads

who had lower average monthly family income. For those who average

higher, half of the items had HIGH ratings while the other half gave

VERY HIGH ratings. Overall, the mean score of 4.19 was revealed and

interpreted as HIGH.

Table 11
Level of Competence of Public Secondary School Heads as Assessed
by Themselves According Average Family Monthly Income

Lower Higher
Administrative Mea Interpretatio Mean Interpretation
n n
1. Emphasize that effective leadership
collaborately create a vision, mission 4.58 Very High 4.20 High
goals and objectives
2. Establishes a climate for teachers and
learners to reach their highest level of 4.75 Very High 4.10 High
achievement
3. Creates a strong emphasis on
assessment for learning, development,
4.50 Very High 4.50 Very High
implementation
of instructional supervision
4. Promote technical assistance to good
4.25 Very High 4.20 High
teaching and level learning among
 120

students
5. Sets high standards and expectation
4.33 Very High 4.10 High
for learners
6. Recognizes students achievement in
4.58 Very High 4.60 Very High
the school
7. Involves in shared decision making in
4.00 High 4.60 Very High
the community
8. Involves stakeholders participation and
4.08 High 4.10 High
to raise learners performance
9. Nurture and supports the teachers
4.42 Very High 4.20 High
based on the NCBTS
10. Promote continuous growth and
4.50 Very High 4.30 Very High
development based on IPPD and SPPD.
Over all Mean 4.40 Very High 4.29 Very High
Supervisory
1. Protect the reputation of the
4.50 Very High 4.40 Very High
subordinates whenever a need arises
2. Reminds the teacher to observe proper
4.67 Very High 4.50 Very High
classroom management.
3. Presents updated instructional
4.33 Very High 4.30 Very High
supervision plan.
4. Implements supervisory schedule 4.42 Very High 4.20
5. Shows knowledge of the content and
4.42 Very High 4.20
learning competencies.
6. Provides opportunities for training,
Workshop and seminars for professional 4.58 Very High 4.30 Very High
growth
7. Provides assistance to teacher in terms
of instructional materials necessary for 4.50 Very High 4.30 Very High
the delivery of lesson.
8. Provides assistance in improving
classroom structure to include reading
4.42 Very High 4.10 High
and health corner and bulletin board
display etc.
9. Guides the teacher in determining
4.67 Very High 4.80 Very High
teaching strength and growth needs.
10. Provides technical assistance in the in
4.42 Very High 4.40 Very High
the delivery of the lesson
Over all Mean 4.49 Very High 4.35 Very High
Human Relation
1. Listens attentively to subordinates
4.75 Very High 4.00 High
ideas, suggestions and concern
2. Respects the confidentiality of
4.75 Very High 4.00 High
information or concerns shared by others
3. Cares for employees general
4.58 Very High 4.30 Very High
satisfaction at work
4. Respects each employees ability and
4.83 Very High 4.10 High
knowledge of the job.
5. Creates an environment of free
4.92 Very High 3.90 High
expression of ideas and thoughts
6. Shows respect of the views and ideas 4.58 Very High 4.20 High
7. Encourage participation in various
4.50 Very High 4.40 Very High
activities and workshop etc.
8. Strongly considers goals and values
4.67 Very High 4.40 Very High
of subordinates
9. Duly supports when employees’ facing
4.50 Very High 4.30 Very High
any problem
10. Helps new workers, even when not
4.58 Very High 4.30 Very High
ask to do
 121

Over all Mean 4.67 Very High 4.19 High

Level of Competence of Public Secondary School Heads as Assessed

by Their Teachers According to Age

Table 12 shows the level of competence of Public secondary school

heads as assessed by their teachers grouped according to age. The

teachers were divided into two groups, the younger and the older. The

teachers assessed the school heads’ level of competence in three areas:

Administrative, Supervisory and Human Relations.

In the administrative area, both the younger and the older teachers

rated the school heads HIGH level of competence across all the items.

The overall mean from the younger teachers was 4.02 while it was 3.98

from the older teachers.

In the Supervisory competence, the younger respondents rated

HIGH level of competence across all items with an overall mean of 3.93

and a highest mean score of 4.20 from item 2. The older group also rated

HIGH ratings across all of the items with the same highest mean score of

4.20. The two groups varied when the older group had an overall mean of

3.86.

In the area of human relations by the school heads, the younger

teachers and older teachers gave HIGH ratings in all of the items but

varied on their highest mean scores where younger teachers had 4.05

and older teachers had 3.96. Overall, the younger group had a mean of

3.93 while the older group had a mean of 3.88.

 122

Overall the teachers as grouped according to age rated their school

head alike in all items and areas of competence.

Table 12
Level of Competence of Public Secondary School Heads as Assessed
by Their Teachers According Age

Younger Older
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership
collaboratively create a vision, mission goals and 4.11 High 3.96 High
objectives
2. Establishes a climate for teachers and learners
4.03 High 3.96 High
to reach their highest level of achievement
3. Creates a strong emphasis on assessment for
learning, development, implementation 4.10 High 3.99 High
of instructional supervision
4. Promote technical assistance to good teaching
3.78 High 3.80 High
and level learning among students
5. Sets high standards and expectation for
4.07 High 4.07 High
learners
6. Recognizes students achievement in the school 4.18 High 4.21 High
7. Involves in shared decision making in the
3.90 High 3.93 High
community
8. Involves stakeholders participation and to raise
4.12 High 4.06 High
learners performance
9. Nurture and supports the teachers based on
3.95 High 3.90 High
the NCBTS
10. Promote continuous growth and development
4.01 High 3.91 High
based on IPPD and SPPD.
Over all Mean 4.02 High 3.98 High
Supervisory
1. Protect the reputation of the subordinates
4.03 High 3.99 High
whenever a need arises
2. Reminds the teacher to observe proper
4.20 High 4.20 High
classroom management.
3. Presents updated instructional supervision
3.99 High 3.93 High
plan.
4. Implements supervisory schedule 4.10 High 3.97 High
5. Shows knowledge of the content and learning
4.02 High 3.91 High
competencies.
6. Provides opportunities for training, Workshop
3.94 High 4.03 High
and seminars for professional growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the delivery 3.71 High 3.54 High
of lesson.
8. Provides assistance in improving classroom
structure to include reading and health corner 3.69 High 3.64 High
and bulletin board display etc.
9. Guides the teacher in determining teaching
3.93 High 3.81 High
strength and growth needs.
10. Provides technical assistance in the in the
3.68 High 3.61 High
delivery of the lesson
Over all Mean 3.93 High 3.86 High
Human Relation
1. Listens attentively to subordinates ideas,
3.77 High 3.91 High
suggestions and concern
 123

2. Respects the confidentiality of information or

3.95 High 3.93 High
concerns shared by others
3. Cares for employees general satisfaction at
3.84 High 3.91 High
work
4. Respects each employees ability and
4.05 High 3.96 High
knowledge of the job.
5. Creates an environment of free expression of
3.92 High 3.87 High
ideas and thoughts
6. Shows respect of the views and ideas 3.98 High 3.92 High
7. Encourage participation in various activities
4.03 High 3.92 High
and workshop etc.
8. Strongly considers goals and values of
3.99 High 3.93 High
subordinates
9. Duly supports when employees’ facing any
3.92 High 3.80 High
problem
10. Helps new workers, even when not ask to do 3.86 High 3.69 High
Over all Mean 3.93 High 3.88 High

Level of Competence of Public Secondary School Heads as Assessed

by Their Teachers Grouped According Sex

Table 13 presents the level of competence of public secondary

school heads as assessed by their teachers according to sex. The

teachers were classified as male or female. Their assessment covers the

Administrative, Supervisory and Human Relations area of competence.

In the Administrative area, both the Male and Female teachers

gave HIGH ratings on all items and had the same highest mean scores of

4.20 from item 8. However, two groups varied when the overall mean was

calculated wherein the male teachers had 3.99 and the female teachers

had 4.01.

In the Supervisory area, the two groups of teachers rated the

school heads high on all of the items listed. All groups gave the highest

mean score on item 2 wherein the male group had 4.22 and the female

scored 4.20. The overall mean was 3.83 for Male teachers and 3.92 for

female teachers, both described as HIGH ratings.

 124

In the Human Relations area, .a 0.06 difference was revealed

between the highest mean scores from item 4 but still gave HIGH ratings

on all of the items including their overall mean of 3.83 (Male) and 3.93

(Female).

Table 13
Level of Competence of Public Secondary School Heads as Assessed
by Their Teachers According Sex

Male Female
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership collaborate
3.95 High 4.07 High
create a vision, mission goals and objectives
2. Establishes a climate for teachers and learners to
4.00 High 3.99 High
reach their highest level of achievement
3. Creates a strong emphasis on assessment for
learning, development, implementation 4.01 High 4.06 High
of instructional supervision
4. Promote technical assistance to good teaching
3.83 High 3.78 High
and level learning among students
5. Sets high standards and expectation for learners 4.18 High 4.03 High
6. Recognizes students achievement in the school 4.20 High 4.20 High
7. Involves in shared decision making in the
3.92 High 3.91 High
community
8. Involves stakeholders participation and to raise
4.08 High 4.10 High
learners performance
9. Nurture and supports the teachers based on the
3.89 High 3.94 High
NCBTS
10. Promote continuous growth and development
3.86 High 4.00 High
based on IPPD and SPPD.
Over all Mean 3.99 High 4.01 High
Supervisory
1. Protect the reputation of the subordinates
3.97 High 4.03 High
whenever a need arises
2. Reminds the teacher to observe proper
4.22 High 4.20 High
classroom management.
3. Presents updated instructional supervision plan. 3.87 High 4.00 High
4. Implements supervisory schedule 3.95 High 4.07 High
5. Shows knowledge of the content and learning
3.88 High 4.00 High
competencies.
6. Provides opportunities for training, Workshop
3.87 High 4.02 High
and seminars for professional growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the delivery of 3.51 High 3.68 High
lesson.
8. Provides assistance in improving classroom
structure to include reading and health corner and 3.58 High 3.70 High
bulletin board display etc.
9. Guides the teacher in determining teaching
3.87 High 3.88 High
strength and growth needs.
10. Provides technical assistance in the in the
3.59 High 3.67 High
delivery of the lesson
Over all Mean 3.83 High 3.92 High
Human Relation
 125

1. Listens attentively to subordinates ideas,

3.66 High 3.89 High
suggestions and concern
2. Respects the confidentiality of information or
3.89 High 3.95 High
concerns shared by others
3. Cares for employees general satisfaction at work 3.86 High 3.88 High
4. Respects each employees ability and knowledge of
3.96 High 4.02 High
the job.
5. Creates an environment of free expression of
3.78 High 3.94 High
ideas and thoughts
6. Shows respect of the views and ideas 3.91 High 3.97 High
7. Encourage participation in various activities and
3.91 High 4.00 High
workshop etc.
8. Strongly considers goals and values of
3.84 High 4.00 High
subordinates
9. Duly supports when employees’ facing any
3.87 High 3.86 High
problem
10. Helps new workers, even when not ask to do 3.67 High 3.82 High
Over all Mean 3.83 High 3.93 High

Level of Competence of Public Secondary School Heads

as Assessed by Their Teachers According to the

Highest Educational Attainment

The level of competence of public secondary school heads as

assessed by the teachers according to their educational attainment is

shown in Table 14 that follows. The teachers rated their school heads

when grouped according to the highest educational attainment.

The school heads grouped according to highest educational

attainment obtained an equal rating of HIGH level of competences on all

the items that manifest administrative competence. For those with lower

educational attainment, the mean was 4.03 while those with higher

educational attainment the mean was 3.78.

On Supervisory competence the school heads were rated the same

with HIGH level of competence by respondents regardless of the school

heads highest educational attainment.

 126

On Human Relations Competence, the school heads, regardless of

the highest educational attainment were rated by the teachers 3.97

interpreted as HIGH level of competence. The respondents with lower

educational attainment were rated on all the items manifesting human

relations competence equally with HIGH level of competence. However

the respondents with higher educational attainment were rated variably.

The lowest rating that the respondents with higher educational

attainment obtained was in item 10 that requires human relations

competence in item 10, helping new workers, even when not asked to do.

Table 14
Level of Competence of Public Secondary School Heads as Assessed
by Their Teachers According Highest Educational Attainment

Lower Higher
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership collaborate
4.07 High 3.83 High
create a vision, mission goals and objectives
2. Establishes a climate for teachers and learners
4.02 High 3.81 High
to reach their highest level of achievement
3. Creates a strong emphasis on assessment for
learning, development, implementation 4.07 High 3.86 High
of instructional supervision
4. Promote technical assistance to good teaching
3.80 High 3.72 High
and level learning among students
5. Sets high standards and expectation for
4.08 High 3.94 High
learners
6. Recognizes students achievement in the school 4.21 High 4.11 High
7. Involves in shared decision making in the
3.96 High 3.56 High
community
8. Involves stakeholders participation and to raise
4.14 High 3.72 High
learners performance
9. Nurture and supports the teachers based on
3.97 High 3.58 High
the NCBTS
10. Promote continuous growth and development
4.00 High 3.67 High
based on IPPD and SPPD.
Over all Mean 4.03 High 3.78 High
Supervisory
1. Protect the reputation of the subordinates
4.06 High 3.69 High
whenever a need arises
2. Reminds the teacher to observe proper
4.22 High 4.11 High
classroom management.
3. Presents updated instructional supervision
4.00 High 3.72 High
plan.
4. Implements supervisory schedule 4.07 High 3.78 High
5. Shows knowledge of the content and learning
4.02 High 3.58 High
competencies.
 127

6. Provides opportunities for training, Workshop

3.99 High 3.92 High
and seminars for professional growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the delivery 3.65 High 3.50 High
of lesson.
8. Provides assistance in improving classroom
structure to include reading and health corner 3.71 High 3.39 High
and bulletin board display etc.
9. Guides the teacher in determining teaching
3.91 High 3.61 High
strength and growth needs.
10. Provides technical assistance in the in the
3.67 High 3.47 High
delivery of the lesson
Over all Mean 3.93 High 3.68 High
Human Relation
1. Listens attentively to subordinates ideas,
3.89 High 3.42 Moderate
suggestions and concern
2. Respects the confidentiality of information or
4.00 High 3.53 High
concerns shared by others
3. Cares for employees general satisfaction at
3.93 High 3.42 Moderate
work
4. Respects each employees ability and knowledge
4.06 High 3.61 High
of the job.
5. Creates an environment of free expression of
3.97 High 3.42 Moderate
ideas and thoughts
6. Shows respect of the views and ideas 4.02 High 3.47 Moderate
7. Encourage participation in various activities
4.04 High 3.56 High
and workshop etc.
8. Strongly considers goals and values of
4.02 High 3.56 High
subordinates
9. Duly supports when employees’ facing any
3.93 High 3.36 High
problem
10. Helps new workers, even when not ask to do 3.85 High 3.25 Moderate
Over all Mean 3.97 High 3.46 High

Level of Competence of Public Secondary School Heads as Assessed

by Their Teachers According Number of Years as School Heads

The level of competence of public secondary school heads as

assessed by their teachers according to the number of years as school

head is shown in Table 15 that follows. The teachers rated their school

heads when grouped according to the number of years as school head.

The school heads regardless of the number of years as school head

obtained an equal rating of HIGH level of competences on all the items

that manifest administrative competence. Those with shorter number of

years as school head obtained a score of 4.04 while those with longer

number of years as school head obtained a mean score of 3.96.

 128

On Supervisory Competence the school heads were rated the same

with HIGH level of competence by respondents regardless of the school

heads number of years as school head.

On Human Relations Competence, the school heads, regardless of

the number of years as school head were again rated the same HIGH

level of competence.

Table 15
Level of Competence of Public Secondary School Heads as Assessed
by Their Teachers According Number of Years as School Heads

Shorter Longer
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership collaborately
4.11 High 3.94 High
create a vision, mission goals and objectives
2. Establishes a climate for teachers and learners to
4.01 High 3.98 High
reach their highest level of achievement
3. Creates a strong emphasis on assessment for
learning, development, implementation 4.11 High 3.96 High
of instructional supervision
4. Promote technical assistance to good teaching and
3.80 High 3.78 High
level learning among students
5. Sets high standards and expectation for learners 4.05 High 4.09 High
6. Recognizes students achievement in the school 4.21 High 4.18 High
7. Involves in shared decision making in the
3.95 High 3.86 High
community
8. Involves stakeholders participation and to raise
4.14 High 4.03 High
learners performance
9. Nurture and supports the teachers based on the
3.95 High 3.89 High
NCBTS
10. Promote continuous growth and development
4.03 High 3.87 High
based on IPPD and SPPD.
Over all Mean 4.04 High 3.96 High
Supervisory
1. Protect the reputation of the subordinates
4.06 High 3.95 High
whenever a need arises
2. Reminds the teacher to observe proper
4.22 High 4.18 High
classroom management.
3. Presents updated instructional supervision plan. 4.04 High 3.86 High
4. Implements supervisory schedule 4.13 High 3.92 High
5. Shows knowledge of the content and learning
4.05 High 3.85 High
competencies.
6. Provides opportunities for training, Workshop and
3.98 High 3.98 High
seminars for professional growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the delivery of 3.72 High 3.53 High
lesson.
8. Provides assistance in improving classroom
structure to include reading and health corner and 3.75 High 3.57 High
bulletin board display etc.
9. Guides the teacher in determining teaching
3.95 High 3.78 High
strength and growth needs.
10. Provides technical assistance in the in the 3.69 High 3.60 High
 129

delivery of the lesson

Over all Mean 3.96 High 3.82 High
Human Relation
1. Listens attentively to subordinates ideas,
3.84 High 3.82 High
suggestions and concern
2. Respects the confidentiality of information or
3.98 High 3.88 High
concerns shared by others
3. Cares for employees general satisfaction at work 3.89 High 3.84 High
4. Respects each employees ability and knowledge of
4.08 High 3.91 High
the job.
5. Creates an environment of free expression of ideas
3.97 High 3.81 High
and thoughts
6. Shows respect of the views and ideas 4.01 High 3.88 High
7. Encourage participation in various activities and
4.08 High 3.84 High
workshop etc.
8. Strongly considers goals and values of
4.08 High 3.81 High
subordinates
9. Duly supports when employees’ facing any
3.94 High 3.77 High
problem
10. Helps new workers, even when not ask to do 3.87 High 3.66 High
Over all Mean 3.98 High 3.82 High

Level of Competence of Public Secondary School Heads as Assessed

by Their Teachers According Average Family Monthly Income

The level of competence of public secondary school heads as

assessed by their teachers according to the average family income is

shown in Table 16 that follows. The teachers rated their school heads

when grouped according to the average family income.

The school heads regardless of the average family income obtained

an equal rating of HIGH level of administrative competence. Those with

lower family monthly income obtained a mean score of 4.06 while those

with higher family monthly income obtained a mean score of 3.96. The

school heads with lower family monthly income were scored lowest in

item 9 that relates to the administrative competence that requires them

to nurture and support the teachers based on the NCBTS. The school

heads with lower family income were scored the lowest on item 4 that

relates to the administrative competence that require the school head to

 130

promote technical assistance to good teaching and level learning among

students.

The Supervisory Competence of the school heads were rated the

same with HIGH level of competence by respondents regardless of the

school heads average family monthly income. The lowest score however,

among school heads with lower family income was obtained in item 7. It

relates to the supervisory competence that requires the school heads to

provide assistance to teacher in terms of instructional materials

necessary for the delivery of lesson. The school heads with higher family

monthly income were scored lower in item 8 which relates to the

supervisory competence that expects the school head to provide

assistance in improving classroom structure to include reading and

health corner and bulletin board display and so forth.

On Human Relations Competence, the school heads, regardless of

the average family income were likewise rated the same HIGH level of

competence. The school heads with lower average family income

obtained a mean score 3.97 while the school heads with higher average

family monthly income obtained a mean score of 3.74. The lowest score

obtained by school heads with lower average family monthly income is in

item 10 that relates to human relations competence which expects the

school heads to help new workers, even when not ask to do.
 131

Table 16
Level of Competence of Public Secondary School Heads as Assessed
by Their Teachers According Average Family Monthly Income
Lower Higher
Administrative Mean Interpretation Mean Interpretation
1. Emphasize that effective leadership
collaborately create a vision, mission goals 4.05 High 4.01 High
and objectives
2. Establishes a climate for teachers and
learners to reach their highest level of 4.02 High 3.93 High
achievement
3. Creates a strong emphasis on assessment
for learning, development, implementation 4.12 High 3.86 High
of instructional supervision
4. Promote technical assistance to good
3.86 High 3.59 High
teaching and level learning among students
5. Sets high standards and expectation for
4.10 High 3.98 High
learners
6. Recognizes students achievement in the
4.25 Very High 4.06 High
school
7. Involves in shared decision making in the
4.00 High 3.68 High
community
8. Involves stakeholders participation and to
4.20 High 3.81 High
raise learners performance
9. Nurture and supports the teachers based
3.95 High 3.85 High
on the NCBTS
10. Promote continuous growth and
4.01 High 3.81 High
development based on IPPD and SPPD.
Over all Mean 4.06 High 3.86 High
Supervisory
1. Protect the reputation of the subordinates
4.08 High 3.83 High
whenever a need arises
2. Reminds the teacher to observe proper
4.22 High 4.15 High
classroom management.
3. Presents updated instructional supervision
4.02 High 3.80 High
plan.
4. Implements supervisory schedule 4.11 High 3.85 High
5. Shows knowledge of the content and
4.00 High 3.86 High
learning competencies.
6. Provides opportunities for training,
Workshop and seminars for professional 4.03 High 3.85 High
growth
7. Provides assistance to teacher in terms of
instructional materials necessary for the 3.67 High 3.53 High
delivery of lesson.
8. Provides assistance in improving classroom
structure to include reading and health corner 3.73 High 3.51 High
and bulletin board display etc.
9. Guides the teacher in determining teaching
3.95 High 3.67 High
strength and growth needs.
10. Provides technical assistance in the in the
3.72 High 3.46 High
delivery of the lesson
Over all Mean 3.96 High 3.75 High
Human Relation
1. Listens attentively to subordinates ideas,
3.88 High 3.70 High
suggestions and concern
2. Respects the confidentiality of information
4.01 High 3.75 High
or concerns shared by others
 132

3. Cares for employees general satisfaction at

3.93 High 3.73 High
work
4. Respects each employees ability and
4.07 High 3.83 High
knowledge of the job.
5. Creates an environment of free expression
3.97 High 3.70 High
of ideas and thoughts
6. Shows respect of the views and ideas 4.01 High 3.80 High
7. Encourage participation in various
4.04 High 3.81 High
activities and workshop etc.
8. Strongly considers goals and values of
4.02 High 3.81 High
subordinates
9. Duly supports when employees’ facing any
3.96 High 3.62 High
problem
10. Helps new workers, even when not ask to
3.85 High 3.59 High
do
Over all Mean 3.97 High 3.74 High

Extent of Implementation of the Feed Program as Assessed by their

Teachers and by Themselves

The table that follows summarizes the extent of implementation of

the Feeding Program as assessed by their teachers and by themselves.

The summary of assessments is shown in Table 17.

The Feeding Program was rated by both school heads and their

teachers HIGH extent of implementation. The school heads scored the

extent of implementation 3.99 while the teachers scored the extent of

implementation 3.74. The program objective that obtained the lowest

score from both the school heads and the teachers referred to the

objective of helping improve the students health, nutritional value and

behavior in the classroom through the program. The teachers, however

also scored lower the objective that relates to helping improve the

nutritional status of the beneficiaries to at least 70% at the end of the

feeding period.
 133

Table 17
Extent of Implementation of Selected Programs as Assessed by their
Teachers and by Themselves in Area of Feeding Program

School Heads Teachers

Mea Interpretatio Mean Interpretatio
n n n
1. Helps improve the
nutritional status of the
beneficiaries to at least 4.09 High 3.72 High
70% at the end of the
feeding period
2. Addresses the nutritional
problem and short term 4.00 High 3.73 High
hunger of the students
3. Helps improve the
students health, nutritional
value and behaviour in the 3.73 High 3.72 High
classroom through the
program
4. Improves the school
attendance by 85% of the
4.23 High 3.76 High
students involved in the
program
5. Increases the nutritional
awareness and health
3.91 High 3.78 High
habit of the students
beneficiaries.
Over all Mean 3.99 High 3.74 High

Extent of Implementation of Gender and Development

Programs as Assessed by their Teachers and by Themselves

The Gender and Development Program obtained different ratings

from the school heads and their teachers. The school heads rated the

program implementation with 4.35 interpreted as VERY HIGH extent of

implementation. The teachers rated the program 3.97 interpreted as

HIGH extent of implementation. The program objective that obtained the

 134

lowest score from both school heads and their teachers referred to the

objective of establishing a committee on decorum and investigation

involving psychological or emotional abuse.

Table 18
Extent of Implementation of Selected Programs as Assessed by their
Teachers and by Themselves in Area of Gender and Development

School Heads Teachers

Mean Interpretation Mean Interpretation
1. Educates women and men of
the discriminatory nature of 4.41 Very High 3.93 High
violence committed by individual.
2. Establishes a committee on
decorum and investigation
4.23 High 3.88 High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of the
4.36 Very High 4.02 High
gender in the program and
activities.
4. Protects the right of individual
from discriminatory action by 4.45 Very High 4.01 High
reason of sex affiliation.
5. Provides opportunity for
everyone to gain their living 4.32 Very High 3.99 High
freely chosen and accepted work.
Over all Mean 4.35 Very High 3.97 High

Extent of Implementation of Brigada Eskwela

Program as Assessed by their Teachers and by Themselves

The Brigada Eskwela Program obtained different ratings from the

school heads and their teachers. The school heads rated the program

implementation with 4.50 interpreted as VERY HIGH extent of

implementation. The teachers, on the other hand rated the program

4.18 interpreted as HIGH extent of implementation. The program

objective that obtained the lowest score from both school heads and their
 135

teachers referred to the objective of establishing a committee on decorum

and investigation involving psychological or emotional abuse.

Table 19
Extent of Implementation of Selected Programs as Assessed by their

Teachers and by Themselves in Area of Brigada Eskwela

School Heads Teachers

Mea Interpretatio Mean Interpretatio
n n n
1. Encourages participation
and practice of shared 4.50 Very High 4.21 High
governance
2. Brings the spirit of
education to the 4.45 Very High 4.10 High
community
3. Utilizes local resources
for the operation of the 4.55 Very High 4.15 High
school
4. Involves stakeholder in
the improvement repair,
4.59 Very High 4.25 Very High
and cleanliness of the
school.
5. Initiate teachers, local
government unit,
stakeholders involvement 4.41 Very High 4.17 High
in the planning process.

Over all Mean 4.50 Very High 4.18 High

Extent of Implementation of Child Friendly School

Programs as Assessed by their Teachers and by Themselves

The Child Friendly School Program obtained different ratings from

the school heads and their teachers. The school heads rated the

program implementation with 4.37 interpreted as VERY HIGH extent of

implementation. The teachers, on the other hand rated the program

 136

4.08 interpreted as HIGH extent of implementation. The program

objective that obtained the lowest score from both school heads and their

teachers referred to the objective of enhancing children’s health and well-

being.

Table 20

Extent of Implementation of Selected Programs as Assessed by their

Teachers and by Themselves in Area of Child Friendly School

School Heads Teachers

Mean Interpretation Mean Interpretation
1. Encourages children’s
participation in the school and 4.50 Very High 4.16 High
community
2. Enhances children’s health
4.27 Very High 4.02 High
and well-being
3. Guarantees safe, protective
4.36 Very High 4.05 High
spaces for children.
4. Ensures children’s high
academic achievement and 4.41 Very High 4.13 High
success
5. Mobilizes community support
4.32 Very High 4.03 High
for education
Over all Mean 4.37 Very High 4.08 High

Extent of Implementation of Disaster Risk Reduction Management

as Assessed by their Teachers and by Themselves

The Disaster Risk Reduction Management Program obtained the

same assessment level from the school heads and their teachers. The

school heads rated the program implementation with 4.03 while the

teachers, rated the program 4.07 both interpreted as HIGH extent of

implementation. The program objective that obtained the lowest score

from both school heads and their teachers referred to the objective of
 137

undertaking actions or steps as precautionary measures to avoid

disaster.

Table 21
Extent of Implementation of Selected Programs as Assessed by their
Teachers and by Themselves in Area of Disaster Risk Reduction
Management
School Heads Teachers
Mea Interpretatio Mean Interpretatio
n n n
1.Disseminates measures
design to protect life and 4.27 Very High 4.13 High
property
2. Undertakes actions or
steps as precautionary 3.77 High 4.11 High
measures to avoid disaster
3. Organizes educational
activity to provide
4.23 High 4.07 High
knowledge and public
awareness about disaster
4. Designs preventive
measures in advance such
4.00 High 4.00 High
as mandatory evacuation
to prevent loss of life
5. Mitigates activities to
prevent a disaster, reduce
3.86 High 4.02 High
the chance of happening
and effect.
Over all Mean 4.03 High 4.07 High

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Age

Table 22 that follows summarizes the extent of implementation of

selected programs as assessed by the administrator respondents when

respondents were grouped according to age.

0n the Feeding Program, the respondents rated the extent of

implementation as HIGH extent when they were grouped according to

 138

sex. While the respondents rated the extent of implementation as high in

all the items, the Younger respondents scored items 2 and 5 with lower

mean scores at 3.91 while the Older respondents rated item 3 with a

lower mean score (3.45) as well.

On the Gender and Development Program, the over-all mean

scores is 4.42 for Younger respondents and 4,29 for Older respondents,

both described as VERY HIGH extent of implementation. Item 2 however,

is rated by the Younger respondents with 4.18 which is HIGH extent of

implementation. The Older respondents as well rated item 3 differently

from the rest of the items by scoring it 4.18 which is equally a HIGH

extent of implementation.

The implementation of the Program Brigada Eskwela was rated

with VERY HIGH extent by both Younger and Older respondent -

administrators with mean scores of 4.33 and 4.67, respectively. All the

items were rated Very High except item 2 which was rated by the

Younger respondents as HIGH with a mean Score of 4.18.

The Child Friendly Program was rated with VERY HIGH extent of

implementation by both Younger and Older respondents with mean

scores of 4.29 and 4.45 respectively. However, the Younger respondents

scored items 2 and 5 with 4.00 and 4.09 which are both interpreted as

HIGH extent of implementation.

On Disaster Risk Management, the over-all rating by both Younger

and Older respondents is HIGH with means scores of 3.95 and 4.11,
 139

respectively. Closer scrutiny of the data, however, will show that Older

respondents rated items 1,3 and 4 with a VERY HIGH extent of

implementation.

Table 22

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Age

Younger Older
Feeding Program Mean Interpretatio Mean Interpretation
n
1. Helps improve the nutritional status of
the beneficiaries to at least 70% at the end 4.00 High 4.18 High
of the feeding period
2. Addresses the nutritional problem and
3.91 High 4.09 High
short term hunger of the students
3. Helps improve the students health,
nutritional value and behaviour in the 4.00 High 3.45 High
classroom through the program
4. Improves the school attendance by 85%
4.18 High 4.27 High
of the students involved in the program
5. Increases the nutritional awareness and
3.91 High 3.91 High
health habit of the students beneficiaries.
Over all Mean 4.00 High 3.98 High
Gender and Development
1. Educates women and men of the
discriminatory nature of violence 4.45 Very High 4.36 Very High
committed by individual.
2. Establishes a committee on decorum
and investigation involving psychological 4.18 High 4.27 Very High
or emotional abuse.
3. Provides and encourage participation
regardless of the gender in the program 4.55 Very High 4.18 High
and activities.
4. Protects the right of individual from
discriminatory action by reason of sex 4.55 Very High 4.36 Very High
affiliation.
5. Provides opportunity for everyone to
gain their living freely chosen and 4.36 Very High 4.27 Very High
accepted work.
Over all Mean 4.42 Very High 4.29 Very High
BrigadaEskwela
1. Encourages participation and practice
4.36 Very High 4.64 Very High
of shared governance
2. Brings the spirit of education to the
4.18 High 4.73 Very High
community
3. Utilizes local resources for the operation
4.36 Very High 4.73 Very High
of the school
4. Involves stakeholder in the
improvement repair, and cleanliness of the 4.36 Very High 4.82 Very High
school.
5. Initiate teachers, local government unit, 4.36 Very High 4.45 Very High
 140

stakeholders involvement in the planning

process.
Over all Mean 4.33 Very High 4.67 Very High
Child Friendly
1. Encourages children’s participation in
4.45 Very High 4.55 Very High
the school and community
2. Enhances children’s health and well-
4.00 High 4.55 Very High
being
3. Guarantees safe, protective spaces for
4.36 Very High 4.36 Very High
children.
4. Ensures children’s high academic
4.55 Very High 4.27 Very High
achievement and success
5. Mobilizes community support for
4.09 High 4.55 Very High
education
Over all Mean 4.29 Very High 4.45 Very High
Disaster Risk Reduction Management
1.Dessiminates measures design to protect
4.18 High 4.36 Very High
life and property
2. Undertakes actions or steps as
3.64 High 3.91 High
precautionary measures to avoid disaster
3. Organizes educational activity to
provide knowledge and public awareness 4.18 High 4.27 Very High
about disaster
4. Designs preventive measures in
advance such as mandatory evacuation to 3.73 High 4.27 Very High
prevent loss of life
5. Mitigates activities to prevent a disaster,
reduce the chance of happening and 4.00 High 3.73 High
effect.
Over all Mean 3.95 High 4.11 High

Extent of Implementation of Selected Programs as Assessed by the

Respondent Administrators According to Sex

The Feeding Program is rated with HIGH extent of implementation

by both Male and Female respondents with mean scores of 3.95 and

4.10, respectively. However, unlike all the other items, Item 4 was rated

by the Female respondents with 4.33 interpreted as VERY HIGH extent of

implementation.

On Gender ad Development both Male and Female respondents

rated the program VERY HIGH extent of implementation with 4.38 and

4.30 respectively. Male respondents as well as Female respondents have

 141

one item rated differently from the rest of the items. While all items were

rated very high, the male respondents rated item 2 with 4.19 interpreted

as HIGH extent of implementation. Likewise, the female respondents

rated item 3 differently with a mean score of 4.17 interpreted as HIGH

extent of implementation.

On the program Brigada Eskwela the respondents rated the extent

of implementation as VERY HIGH. While the rating by both Male and

Female respondents were very high, item 5 obtained the lowest mean

score (4.38) among male respondents. Item 2 and 4 with mean score of

4.33 each obtained the lowest ratings among female respondents.

Both male and female respondents rated the Child Friendly

Program with mean scores of 4.39 and 4.33 respectively both obtaining a

VERY HIGH extent of implementation. The female respondents scored

item 2 with 4.17 interpreted as HIGH extent of implementation.

The implementation of the Disaster Risk Management Program was

rated by Male respondents as HIGH with a mean score of 3.94; while, the

Female respondents rated the implementation of the program as VERY

HIGH. Among the items rated by male respondents, item 3 was rated

4.25 interpreted as VERY HIGH extent of implementation. Among the

items rated by female respondents, items 3,4, and 5 were rated HIGH

extent of implementation.
 142

Table 23
Extent of Implementation of Selected Programs as Assessed by
Themselves in According to Sex

Male Female
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the nutritional status of the
beneficiaries to at least 70% at the end of the 4.06 High 4.17 High
feeding period
2. Addresses the nutritional problem and
4.00 High 4.00 High
short term hunger of the students
3. Helps improve the students health,
nutritional value and behaviour in the 3.56 High 4.17 High
classroom through the program
4. Improves the school attendance by 85% of
4.19 High 4.33 Very High
the students involved in the program
5. Increases the nutritional awareness and
3.94 High 3.83 High
health habit of the students beneficiaries.
Over all Mean 3.95 High 4.10 High
Gender and Development
1. Educates women and men of the
discriminatory nature of violence committed 4.44 Very High 4.33 Very High
by individual.
2. Establishes a committee on decorum and
investigation involving psychological or 4.19 High 4.33 Very High
emotional abuse.
3. Provides and encourage participation
regardless of the gender in the program and 4.44 Very High 4.17 High
activities.
4. Protects the right of individual from
discriminatory action by reason of sex 4.50 Very High 4.33 Very High
affiliation.
5. Provides opportunity for everyone to gain
4.31 Very High 4.33 Very High
their living freely chosen and accepted work.
Over all Mean 4.38 Very High 4.30 Very High
BrigadaEskwela
1. Encourages participation and practice of
4.50 Very High 4.50 Very High
shared governance
2. Brings the spirit of education to the
4.50 Very High 4.33 Very High
community
3. Utilizes local resources for the operation of
4.50 Very High 4.67 Very High
the school
4. Involves stakeholder in the improvement
4.69 Very High 4.33 Very High
repair, and cleanliness of the school.
5. Initiate teachers, local government unit,
stakeholders involvement in the planning 4.38 Very High 4.50 Very High
process.
Over all Mean 4.51 Very High 4.47 Very High
Child Friendly
1. Encourages children’s participation in the
4.56 Very High 4.33 Very High
school and community
2. Enhances children’s health and well-being 4.31 Very High 4.17 High
3. Guarantees safe, protective spaces for
4.38 Very High 4.33 Very High
children.
4. Ensures children’s high academic 4.38 Very High 4.50 Very High
 143

achievement and success

5. Mobilizes community support for
4.31 Very High 4.33 Very High
education
Over all Mean 4.39 Very High 4.33 Very High
Disaster Risk Reduction Management
1.Dessiminates measures design to protect
4.19 High 4.50 Very High
life and property
2. Undertakes actions or steps as
3.56 High 4.33 Very High
precautionary measures to avoid disaster
3. Organizes educational activity to provide
knowledge and public awareness about 4.25 Very High 4.17 High
disaster
4. Designs preventive measures in advance
such as mandatory evacuation to prevent 3.94 High 4.17 High
loss of life
5. Mitigates activities to prevent a disaster,
3.75 High 4.17 High
reduce the chance of happening and effect.
Over all Mean 3.94 High 4.27 Very High

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Highest Educational Attainment

Table 24 presents the extent of implementation of selected

programs when rated by respondents grouped according to Highest

Educational Attainment.

The Feeding Program was rated HIGH extent of implementation by

respondents regardless of grouping. The respondents with lower

educational attainment scored the extent implementation of the program

with 3.71 while the respondents with higher educational attainment

scored the extent of implementation with 4.12. Both mean scores are

interpreted as HIGH level of implementation. The item ''improves the

school attendance by 85% of students involved ..." was rated VERY HIGH

extent of implementation by respondents with higher level of educational

attainment. All other items were rated with the same HIGH extent of

implementation.
 144

On Gender and Development program, the respondents scored the

implementation 4.29 and 4.39 both interpreted as VERY HIGH.

Respondents with higher educational attainment rated all items in this

program with Very High extent of implementation while respondents with

lower educational attainment scored item 2 and 5 lower than the rest of

the items in this program.

The extent of implementation of Brigada Eskwela is rated by all

respondents as VERY HIGH in all items.The respondents with lower

educational attainment scored the program with 4.34 interpreted as

VERY HIGH extent; while respondents with higher educational

attainment rated the program 4.57 interpreted as VERY HIGH extent, as

well.

The Child Friendly Program was rated VERY HIGH extent of

implementation by both groups of respondents. While respondents with

higher educational attainment rated all items VERY HIGH extent of

implementation, the respondents with lower educational attainment

scored items 2 And 3 lower than the rest of the items.

The Disaster Risk Management program was rated by respondents

with lower educational attainment 4.37 interpreted as VERY HIGH extent

of implementation. One item, however was scored lower than the rest at

4.14 which was on mitigation activities to prevent disaster or reduce the

chance of happening. The respondents with higher educational

 145

attainment rated the program's extent of implementation 3.87

interpreted as HIGH extent in all items of the program.

Table 24
Extent of Implementation of Selected Programs as Assessed by
Themselves in According to Highest Educational Attainment

Lower Higher
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the
nutritional status of the
beneficiaries to at least 70% 3.86 High 4.20 High
at the end of the feeding
period
2. Addresses the nutritional
problem and short term 3.71 High 4.13 High
hunger of the students
3. Helps improve the students
health, nutritional value and
3.29 3.93 High
behaviour in the classroom
through the program
4. Improves the school
attendance by 85% of the
4.14 High 4.27 Very High
students involved in the
program
5. Increases the nutritional
awareness and health habit of 3.57 High 4.07 High
the students beneficiaries.
Over all Mean 3.71 High 4.12 High
Gender and Development
1. Educates women and men
of the discriminatory nature
4.29 Very High 4.47 Very High
of violence committed by
individual.
2. Establishes a committee on
decorum and investigation
4.00 High 4.33 Very High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of the
4.29 Very High 4.40 Very High
gender in the program and
activities.
4. Protects the right of
individual from
4.71 Very High 4.33 Very High
discriminatory action by
reason of sex affiliation.
5. Provides opportunity for
everyone to gain their living 4.14 High 4.40 Very High
freely chosen and accepted
 146

work.
Over all Mean 4.29 Very High 4.39 Very High
BrigadaEskwela
1. Encourages participation
and practice of shared 4.29 Very High 4.60 Very High
governance
2. Brings the spirit of
4.29 Very High 4.53 Very High
education to the community
3. Utilizes local resources for
4.43 Very High 4.60 Very High
the operation of the school
4. Involves stakeholder in the
improvement repair, and 4.43 Very High 4.67 Very High
cleanliness of the school.
5. Initiate teachers, local
government unit,
4.29 Very High 4.47 Very High
stakeholders involvement in
the planning process.
Over all Mean 4.34 Very High 4.57 Very High
Child Friendly
1. Encourages children’s
participation in the school 4.29 Very High 4.60 Very High
and community
2. Enhances children’s health
4.00 High 4.40 Very High
and well-
3. Guarantees safe, protective
4.14 High 4.47 Very High
spaces for children.
4. Ensures children’s high
academic achievement and 4.57 Very High 4.33 Very High
success
5. Mobilizes community
4.43 Very High 4.27 Very High
support for education
Over all Mean 4.29 Very High 4.41 Very High
Disaster Risk Reduction
Management
1.Dessiminates measures
design to protect life and 4.71 Very High 4.07 High
property
2. Undertakes actions or
steps as precautionary 4.29 Very High 3.53 High
measures to avoid disaster
3. Organizes educational
activity to provide knowledge
4.43 Very High 4.13 High
and public awareness about
disaster
4. Designs preventive
measures in advance such as
4.29 Very High 3.87 High
mandatory evacuation to
prevent loss of life
5. Mitigates activities to
prevent a disaster, reduce the
4.14 High 3.73 High
chance of happening and
effect.
Over all Mean 4.37 Very High 3.87 High
 147

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Number of Years as School Heads

The table that follows summarizes the extent of implementation of

programs as assessed by respondents grouped according to the length of

service.

Respondents with shorter length of service as school heads rated

the Feeding Program 3.82 while respondents with longer length of service

as school heads rated the program 4.13; both mean scores are

interpreted HIGH extent of implementation. While respondents with

shorter length of service rated all items in this program with High extent

of implementation; the respondents with longer length of service rated

items 1 and 4 with very high extent of implementation.

On Gender and Development, the program was rated VERY HIGH

extent of implementation by both groups of respondents. Respondents

with shorter length of service however, rated item 2 with a mean score of

3.9 interpreted as High extent of implementation. Respondents with

longer length of service scored the extent of implementation with VERY

HIGH extent in all items and obtained an average mean score of 4.43

interpreted as VERY HIGH extent of implementation.

The Brigada Eskwela program was rated VERY HIGH extent of

implementation in all items of the program. The respondents with shorter

length of service rated the program's extent of implementation 4.46 while

the respondents with longer length of service rated the extent of

 148

implementation 4.53; both are interpreted as VERY HIGH extent of

implementation.

The Child Friendly Program was rated by both groups of

respondents as VERY HIGH extent of implementation. The respondents

with shorter length of service rated the program 4.30 and the

respondents with longer length of service rated the program 4.43. Item 2

of the program got a lower score compared to the rest of the items at 4.30

though interpreted as High extent of implementation

The Disaster Risk Reduction Management Program was rated

HIGH extent of implementation by both groups of respondent. The

respondents with shorter length of service as school heads rated the

program's extent of implementation 4.18 while the respondents with

longer length of service rated the program’s implementation 3.90. The

respondents with longer length of service as school heads rated all items

with High extent of implementation. However, the respondents with

shorter length of service rated three items with Very High extent of

implementation.
 149

Table 25

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Number of Years as School Heads

Shorter Longer
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the nutritional
status of the beneficiaries to at
3.80 High 4.33 Very High
least 70% at the end of the feeding
period
2. Addresses the nutritional
problem and short term hunger of 3.80 High 4.17 High
the students
3. Helps improve the students
health, nutritional value and
3.50 High 3.92 High
behavior in the classroom through
the program
4. Improves the school attendance
by 85% of the students involved in 4.20 High 4.25 Very High
the program
5. Increases the nutritional
awareness and health habit of the 3.80 High 4.00 High
students beneficiaries.
Over all Mean 3.82 High 4.13 High
Gender and Development
1. Educates women and men of the
discriminatory nature of violence 4.30 Very High 4.50 Very High
committed by individual.
2. Establishes a committee on
decorum and investigation
3.90 High 4.50 Very High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of the
4.40 Very High 4.33 Very High
gender in the program and
activities.
4. Protects the right of individual
from discriminatory action by 4.40 Very High 4.50 Very High
reason of sex affiliation.
5. Provides opportunity for
everyone to gain their living freely 4.30 Very High 4.33 Very High
chosen and accepted work.
Over all Mean 4.26 Very High 4.43 Very High
Brigada Eskwela
1. Encourages participation and
4.60 Very High 4.42 Very High
practice of shared governance
2. Brings the spirit of education to
4.40 Very High 4.50 Very High
the community
3. Utilizes local resources for the
4.60 Very High 4.50 Very High
operation of the school
4. Involves stakeholder in the
improvement repair, and 4.40 Very High 4.75 Very High
cleanliness of the school.
5. Initiate teachers, local 4.30 Very High 4.50 Very High
 150

government unit, stakeholders

involvement in the planning
process.
Over all Mean 4.46 Very High 4.53 Very High
Child Friendly
1. Encourages children’s
participation in the school and 4.50 Very High 4.50 Very High
community
2. Enhances children’s health and
4.10 High 4.42 Very High
well-being
3. Guarantees safe, protective
4.40 Very High 4.33 Very High
spaces for children.
4. Ensures children’s high
4.40 Very High 4.42 Very High
academic achievement and success
5. Mobilizes community support
4.10 4.50 Very High
for education
Over all Mean 4.30 Very High 4.43 Very High
Disaster Risk Reduction
Management
1.Dessiminates measures design to
4.40 Very High 4.17 High
protect life and property
2. Undertakes actions or steps as
precautionary measures to avoid 4.00 High 3.58 High
disaster
3. Organizes educational activity to
provide knowledge and public 4.30 Very High 4.17 High
awareness about disaster
4. Designs preventive measures in
advance such as mandatory 4.30 Very High 3.75 High
evacuation to prevent loss of life
5. Mitigates activities to prevent a
disaster, reduce the chance of 3.90 High 3.83 High
happening and effect.
Over all Mean 4.18 High 3.90 High

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Average Family Income

Table 26 presents the extent of implementation of selected

programs as assessed by respondents when grouped according to

average family income.

Both groups of respondents rated the Feeding Program with HIGH

extent of implementation. Respondents with lower family income rated

the implementation of the Program 3.92, while the respondents with

higher family income rated the 'implementation of the program 4.08;

 151

both interpreted as high extent. While the average ratings were

interpreted HIGH for both groups of respondents, those with Lower

family income rated item 4 with 4.25 interpreted as Very High extent of

implementation.

Gender and Development Program was rated VERY HIGH by both

groups of respondents. The respondents with Lower family income rated

the program 4.35 while the respondents with Higher family income rated

the program with 4.36; both mean scores are interpreted VERY HIGH

extent of implementation. However, the respondents with lower family

income scored item 2 lower than the other items in the program.

The respondents rated Brigada Eskwela with VERY HIGH extent of

implementation in all items. The respondents with Lower family income

scored the implementation of the program 4.55 and the respondents with

Higher family income rated the implementation 4.44; both interpreted

very high extent of implementation.

The Child Friendly Program obtained a VERY HIGH rating for its

extent of implementation from both groups of respondents. The

respondents with Lower family income scored the program's

implementation with 4.43 while the respondents with higher family

income scored the implementation of the program 4.30; both interpreted

as VERY HIGH extent of implementation.

Respondents with Lower family income rated Disaster Risk

Reduction Management 4.30 interpreted as VERY HIGH extent of

 152

implementation. The respondents with Higher family income rated the

program's implementation 3.70 interpreted as HIGH extent of

implementation.

Table 26

Extent of Implementation of Selected Programs as Assessed by

Themselves in According to Average Family Income

Lower Higher
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the nutritional
status of the beneficiaries to at
4.00 High 4.20 High
least 70% at the end of the feeding
period
2. Addresses the nutritional
problem and short term hunger of 4.00 High 4.00 High
the students
3. Helps improve the students
health, nutritional value and
3.50 High 4.00 High
behaviour in the classroom
through the program
4. Improves the school attendance
by 85% of the students involved in 4.25 Very High 4.20 High
the program
5. Increases the nutritional
awareness and health habit of the 3.83 High 4.00 High
students beneficiaries.
Over all Mean 3.92 High 4.08 High
Gender and Development
1. Educates women and men of
the discriminatory nature of 4.42 Very High 4.40 Very High
violence committed by individual.
2. Establishes a committee on
decorum and investigation
4.08 High 4.40 Very High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of the
4.42 Very High 4.30 Very High
gender in the program and
activities.
4. Protects the right of individual
from discriminatory action by 4.50 Very High 4.40 Very High
reason of sex affiliation.
5. Provides opportunity for
everyone to gain their living freely 4.33 Very High 4.30 Very High
chosen and accepted work.
Over all Mean 4.35 Very High 4.36 Very High
 153

BrigadaEskwela
1. Encourages participation and
4.50 Very High 4.50 Very High
practice of shared governance
2. Brings the spirit of education to
4.42 Very High 4.50 Very High
the community
3. Utilizes local resources for the
4.58 Very High 4.50 Very High
operation of the school
4. Involves stakeholder in the
improvement repair, and 4.75 Very High 4.40 Very High
cleanliness of the school.
5. Initiate teachers, local
government unit, stakeholders
4.50 Very High 4.30 Very High
involvement in the planning
process.
Over all Mean 4.55 Very High 4.44 Very High
Child Friendly
1. Encourages children’s
participation in the school and 4.67 Very High 4.30 Very High
community
2. Enhances children’s health and
4.17 Very High 4.40 Very High
well-
3. Guarantees safe, protective
4.42 Very High 4.30 Very High
spaces for children.
4. Ensures children’s high
academic achievement and 4.50 Very High 4.30 Very High
success
5. Mobilizes community support
4.42 Very High 4.20 High
for education
Over all Mean 4.43 Very High 4.30 Very High
Disaster Risk Reduction
Management
1.Dessiminates measures design
4.42 Very High 4.10 High
to protect life and property
2. Undertakes actions or steps as
precautionary measures to avoid 4.17 High 3.30 Moderate
disaster
3. Organizes educational activity to
provide knowledge and public 4.33 High 4.10 High
awareness about disaster
4. Designs preventive measures in
advance such as mandatory 4.42 Very High 3.50 High
evacuation to prevent loss of life
5. Mitigates activities to prevent a
disaster, reduce the chance of 4.17 High 3.50 High
happening and effect.
Over all Mean 4.30 Very High 3.70 High
 154

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Age

Table 27 that follows summarizes the assessment of teacher-

respondents on the extent of implementation of selected programs when

they are grouped according to sex. The Feeding program was assessed

by teacher-respondents unanimously HIGH extent of implementation.

Younger respondents rated the program’s implementation 3.78 while the

Older respondents rated 3.69; both are interpreted HIGH extent of

implementation.

As with the Feeding program, the Gender and Development

Program was rated by both groups of respondents unanimously HIGH

extent of implementation. The Younger respondents scored the

implementation 4.00 while the Older respondents scored the

implementation 3.93: both are interpreted as HIGH extent of

implementation.

The Child Friendly program was rated by Younger respondents

4.09 while Older respondents rated the program 4.07, both are

interpreted as HIGH extent of implementation. Although with different

scores the extent of implementation is interpreted as HIGH extent.

The Disaster Risk Reduction Management implementation was

rated by the respondents with HIGH extent of implementation in all

items.
 155

Table 27

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Age

Shorter Longer
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the
nutritional status of the
beneficiaries to at least 3.77 High 3.66 High
70% at the end of the
feeding period
2. Addresses the
nutritional problem and
3.77 High 3.68 High
short term hunger of the
students
3. Helps improve the
students health,
nutritional value and 3.76 High 3.67 High
behavior in the classroom
through the program
4. Improves the school
attendance by 85% of the
3.82 High 3.70 High
students involved in the
program
5. Increases the
nutritional awareness and
health habit of the 3.80 High 3.75 High
students beneficiaries.

Over all Mean 3.78 High 3.69 High

Gender and Development
1. Educates women and
men of the discriminatory
3.95 High 3.91 High
nature of violence
committed by individual.
2. Establishes a
committee on decorum
and investigation 3.92 High 3.83 High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of
4.06 High 3.98 High
the gender in the program
and activities.
4. Protects the right of 4.06 High 3.96 High
 156

individual from
discriminatory action by
reason of sex affiliation.
5. Provides opportunity
for everyone to gain their
4.02 High 3.96 High
living freely chosen and
accepted work.
Over all Mean 4.00 High 3.93 High
BrigadaEskwela
1. Encourages
participation and practice 4.18 High 4.25 Very High
of shared governance
2. Brings the spirit of
education to the 4.06 High 4.14 High
community
3. Utilizes local resources
for the operation of the 4.08 High 4.23 High
school
4. Involves stakeholder in
the improvement repair,
4.24 Very High 4.28 Very High
and cleanliness of the
school.
5. Initiate teachers, local
government unit,
stakeholders involvement 4.18 High 4.14 High
in the planning process.

Over all Mean 4.15 High 4.21 High

Child Friendly
1. Encourages children’s
participation in the school 4.15 High 4.16 High
and community
2. Enhances children’s
4.05 High 3.99 High
health and well-
3. Guarantees safe,
protective spaces for 4.03 High 4.07 High
children.
4. Ensures children’s high
academic achievement 4.17 High 4.09 High
and success
5. Mobilizes community
4.03 High 4.04 High
support for education
Over all Mean 4.09 High 4.07 High
Disaster Risk Reduction
Management
1.Dessiminates measures
design to protect life and 4.13 High 4.12 High
property
2. Undertakes actions or 4.13 High 4.08 High
 157

steps as precautionary
measures to avoid
disaster
3. Organizes educational
activity to provide
4.08 High 4.07 High
knowledge and public
awareness about disaster
4. Designs preventive
measures in advance
such as mandatory 4.00 High 4.00 High
evacuation to prevent
loss of life
5. Mitigates activities to
prevent a disaster, reduce
4.03 High 4.00 High
the chance of happening
and effect.
Over all Mean 4.08 High 4.05 High

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Sex

The extent of implementation of the Feeding Program was scored

by male respondents 3.70 and scored by female respondents 3.75; both

mean scores are interpreted HIGH extent of implementation.

Just like the Feeding Program, the Gender and Development

Program implementation was rated by both groups in all items HIGH

extent of implementation. The male respondents scored the extent of

implementation 3.95 while the female respondents scored the extent of

implementation 3.98, both are interpreted HIGH extent of

implementation.

The Brigada Eskwela program was rated HIGH extent of

implementation by both groups of teacher-respondents. The male

 158

respondents scored 4.19 while the female respondents scored 4.17 both

interpreted as HIGH extent of implementation.

Teacher-respondents, when grouped according to sex, rated the

Child Friendly program the same HIGH extent of implementation.

All the respondents rated Disaster Risk Reduction Management

with HIGH extent of implementation; male respondents scored the

implementation 4.00 while the female respondents scored the extent of

implementation 4. 09

Table 28

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Sex

Male Female
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the nutritional status of the
beneficiaries to at least 70% at the end of the 3.61 High 3.76 High
feeding period
2. Addresses the nutritional problem and short
3.72 High 3.73 High
term hunger of the students
3. Helps improve the students health, nutritional
value and behavior in the classroom through the 3.71 High 3.72 High
program
4. Improves the school attendance by 85% of the
3.78 High 3.76 High
students involved in the program
5. Increases the nutritional awareness and
3.70 High 3.80 High
health habit of the students beneficiaries.
Over all Mean 3.70 High 3.75 High
Gender and Development
1. Educates women and men of the
discriminatory nature of violence committed by 3.89 High 3.95 High
individual.
2. Establishes a committee on decorum and
investigation involving psychological or 3.80 High 3.90 High
emotional abuse.
3. Provides and encourage participation
regardless of the gender in the program and 4.08 High 4.00 High
activities.
4. Protects the right of individual from
4.00 High 4.02 High
discriminatory action by reason of sex affiliation.
5. Provides opportunity for everyone to gain their
3.95 High 4.01 High
living freely chosen and accepted work.
Over all Mean 3.94 High 3.98 High
Brigada Eskwela
 159

1. Encourages participation and practice of

4.26 Very High 4.20 High
shared governance
2. Brings the spirit of education to the
4.11 High 4.10 High
community
3. Utilizes local resources for the operation of the
4.11 High 4.17 High
school
4. Involves stakeholder in the improvement
4.29 Very High 4.24 Very High
repair, and cleanliness of the school.
5. Initiate teachers, local government unit,
stakeholders involvement in the planning 4.21 High 4.15 High
process.
Over all Mean 4.19 High 4.17 High
Child Friendly
1. Encourages children’s participation in the
4.11 High 4.17 High
school and community
2. Enhances children’s health and well- 3.93 High 4.05 High
3. Guarantees safe, protective spaces for
3.99 High 4.07 High
children.
4. Ensures children’s high academic
4.12 High 4.13 High
achievement and success
5. Mobilizes community support for education 3.96 High 4.05 High
Over all Mean 4.02 High 4.10 High
Disaster Risk Reduction Management
1.Dessiminates measures design to protect life
4.04 High 4.16 High
and property
2. Undertakes actions or steps as precautionary
4.09 High 4.11 High
measures to avoid disaster
3. Organizes educational activity to provide
3.96 High 4.11 High
knowledge and public awareness about disaster
4. Designs preventive measures in advance such
3.92 High 4.03 High
as mandatory evacuation to prevent loss of life
5. Mitigates activities to prevent a disaster,
3.99 High 4.03 High
reduce the chance of happening and effect.
Over all Mean 4.00 High 4.09 High

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Highest Educational Attainment

Table 29 that follows presents the extent of implementation of

selected programs. The Feeding Program was assessed by respondents

with lower educational attainment 3.78 interpreted as HIGH extent of

implementation. The respondents with higher educational attainment

scored the extent of implementation 3.46 interpreted as HIGH extent of

implementation.
 160

The respondents grouped according to highest educational

attainment rated the extent of implementation of the Gender and

Development Program with HIGH extent in all items. Respondents with

Lower educational attainment scored the program 4.01 while

respondents with Higher educational attainment scored 3.66; both mean

scores are interpreted HIGH extent of implementation.

Brigada Eskwela was rated by both groups of respondents HIGH

extent of implementation. Respondents with lower educational

attainment scored items 1 and 4 with VERY HGH extent of

implementation. All the rest of the items were scored by both groups a

HIGH extent of implementation.

The Child Friendly Program was rated HIGH extent of

implementation by both groups of respondents: the respondents with

lower educational attainment rated the program 4.11 while the

respondents with higher educational attainment scored the program

3.87.

Respondents with Lower educational attainment rated the program

on Disaster Risk Reduction Management 4.09 interpreted as HIGH

extent of implementation. Likewise, the respondents with higher

educational attainment rated the program with HIGH extent of

implementation with a score of 3.87.

 161

Table 29

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Highest Educational Attainment

Lower Higher
Feeding Program Mea Interpretati Mea Interpretatio
n on n n
1. Helps improve the nutritional
status of the beneficiaries to at
3.77 High 3.36 Moderate
least 70% at the end of the
feeding period
2. Addresses the nutritional
problem and short term hunger of 3.77 High 3.44 High
the students
3. Helps improve the students
health, nutritional value and
3.75 High 3.50 High
behaviour in the classroom
through the program
4. Improves the school attendance
by 85% of the students involved 3.79 High 3.58 High
in the program
5. Increases the nutritional
awareness and health habit of the 3.83 High 3.39 Moderate
students beneficiaries.
Over all Mean 3.78 High 3.46 High
Gender and Development
1. Educates women and men of
the discriminatory nature of 3.98 High 3.61 High
violence committed by individual.
2. Establishes a committee on
decorum and investigation
3.93 High 3.50 High
involving psychological or
emotional abuse.
3. Provides and encourage
participation regardless of the
4.05 High 3.81 High
gender in the program and
activities.
4. Protects the right of individual
from discriminatory action by 4.05 High 3.75 High
reason of sex affiliation.
5. Provides opportunity for
everyone to gain their living freely 4.05 High 3.61 High
chosen and accepted work.
Over all Mean 4.01 High 3.66 High
 162

BrigadaEskwela
1. Encourages participation and
4.24 Very High 4.03 High
practice of shared governance
2. Brings the spirit of education
4.15 High 3.75 High
to the community
3. Utilizes local resources for the
4.18 High 3.94 High
operation of the school
4. Involves stakeholder in the
improvement repair, and 4.26 Very High 4.22 High
cleanliness of the school.
5. Initiate teachers, local
government unit, stakeholders
4.19 High 4.00 High
involvement in the planning
process.
Over all Mean 4.20 High 3.99 High
Child Friendly
1. Encourages children’s
participation in the school and 4.19 High 3.89 High
community
2. Enhances children’s health and
4.03 High 3.94 High
well-
3. Guarantees safe, protective
4.08 High 3.83 High
spaces for children.
4. Ensures children’s high
academic achievement and 4.15 High 3.97 High
success
5. Mobilizes community support
4.07 High 3.72 High
for education
Over all Mean 4.11 High 3.87 High
Disaster Risk Reduction
Management
1.Dessiminates measures design
4.15 High 3.92 High
to protect life and property
2. Undertakes actions or steps as
precautionary measures to avoid 4.12 High 4.00 High
disaster
3. Organizes educational activity
to provide knowledge and public 4.11 High 3.81 High
awareness about disaster
4. Designs preventive measures
in advance such as mandatory 4.04 High 3.72 High
evacuation to prevent loss of life
5. Mitigates activities to prevent a
disaster, reduce the chance of 4.03 High 3.89 High
happening and effect.
Over all Mean 4.09 High 3.87 High
 163

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Number of Years as Teacher

The extent of implementation of the selected programs as assessed

by teacher-respondents grouped according to number of years as teacher

is shown in Table 30 that follows.

Respondents with shorter number years as teacher rated the

Feeding Program 3,77 and the respondents with longer number of years

as teacher rated the program 3.71, both means scores are interpreted

HIGH extent of implementation.

The program Gender and Development was rated by both groups

4.03 and 3.89, respectively, which are interpreted as HIGH extent of

implementation .

Brigada Eskwela was rated by both groups of respondents HIGH

extent of implementation. Respondents with shorter number years as

teacher rated the Program 4.17 and the respondents with longer number

of years as teacher rated the program 4.18, both means scores are

interpreted as HIGH extent of implementation.

The Child Friendly Program was unanimously rated by both

groups as HIGH extent of implementation. All the items were rated by

both groups with the same high extent of implementation.

Just like the Child Friendly program, the Disaster Risk Reduction

Management was unanimously rated by both groups as HIGH extent of

 164

implementation. All the items were rated by both groups with the same

high extent of implementation.

Table 30

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Number of Years as Teacher

Shorter Longer
Feeding Program Mean Interpretation Mean Interpretation

1. Helps improve the nutritional status

of the beneficiaries to at least 70% at the 3.73 High 3.70 High
end of the feeding period
2. Addresses the nutritional problem and
3.75 High 3.70 High
short term hunger of the students
3. Helps improve the students health,
nutritional value and behaviour in the 3.74 High 3.69 High
classroom through the program
4. Improves the school attendance by
85% of the students involved in the 3.82 High 3.69 High
program
5. Increases the nutritional awareness
and health habit of the students 3.78 High 3.78 High
beneficiaries.
Over all Mean 3.77 High 3.71 High
Gender and Development
1. Educates women and men of the
discriminatory nature of violence 3.99 High 3.86 High
committed by individual.
2. Establishes a committee on decorum
and investigation involving psychological 3.94 High 3.80 High
or emotional abuse.
3. Provides and encourage participation
regardless of the gender in the program 4.10 High 3.93 High
and activities.
4. Protects the right of individual from
discriminatory action by reason of sex 4.06 High 3.95 High
affiliation.
5. Provides opportunity for everyone to
gain their living freely chosen and 4.05 High 3.91 High
accepted work.
Over all Mean 4.03 High 3.89 High
BrigadaEskwela
1. Encourages participation and practice
4.22 High 4.21 High
of shared governance
2. Brings the spirit of education to the
4.08 High 4.12 High
community
3. Utilizes local resources for the
4.15 High 4.16 High
operation of the school
4. Involves stakeholder in the
improvement repair, and cleanliness of 4.25 Very High 4.26 Very High
the school.
5. Initiate teachers, local government
4.17 High 4.16 High
unit, stakeholders involvement in the
 165

planning process.
Over all Mean 4.17 High 4.18 High
Child Friendly
1. Encourages children’s participation in
4.20 High 4.10 High
the school and community
2. Enhances children’s health and well- 4.07 High 3.95 High
3. Guarantees safe, protective spaces for
4.08 High 4.01 High
children.
4. Ensures children’s high academic
4.14 High 4.12 High
achievement and success
5. Mobilizes community support for
4.05 High 4.00 High
education
Over all Mean 4.11 High 4.04 High
Disaster Risk Reduction Management
1.Disseminates measures design to
4.17 High 4.07 High
protect life and property
2. Undertakes actions or steps as
precautionary measures to avoid 4.20 High 3.98 High
disaster
3. Organizes educational activity to
provide knowledge and public awareness 4.14 High 3.99 High
about disaster
4. Designs preventive measures in
advance such as mandatory evacuation 4.05 High 3.93 High
to prevent loss of life
5. Mitigates activities to prevent a
disaster, reduce the chance of happening 4.07 High 3.95 High
and effect.
Over all Mean 4.13 High 3.99 High

Extent of Implementation of Selected Programs as Assessed by their

Teachers According to Average Family Income

The extent of implementation of the selected programs as assessed

by teacher-respondents grouped according to average family is shown in

Table 31 that follows.

Respondents with lower average family income rated the Feeding

Program 3.78 and the respondents with higher average family income

rated the program 3.63, with both means scores interpreted HIGH extent

of implementation.
 166

The program Gender and Development was rated by both groups

4.05 and 3.75, respectively, which are interpreted as HIGH extent of

implementation .

Brigada Eskwela was rated by respondents with lower average

family income 4.25 interpreted as VERY HIGH extent of implementation.

Respondents with higher average family income rated the Program 4.00

which is interpreted HIGH extent of implementation.

The Child Friendly Program was unanimously rated by both

groups as HIGH extent of implementation. All the items were rated by

both groups with the same high extent of implementation.

Just like the Child Friendly program, the Disaster Risk Reduction

Management was unanimously rated by both groups as HIGH extent of

implementation. All the items were rated by both groups with the same

high extent of implementation.

Table 31
Extent of Implementation of Selected Programs as Assessed by their
Teachers According to Average Family Income

Lower Higher
Feeding Program Mean Interpretation Mean Interpretation
1. Helps improve the nutritional status of the
beneficiaries to at least 70% at the end of the 3.75 High 3.63 High
feeding period
2. Addresses the nutritional problem and short
3.78 High 3.60 High
term hunger of the students
3. Helps improve the students health,
nutritional value and behaviour in the 3.75 High 3.64 High
classroom through the program
4. Improves the school attendance by 85% of
3.83 High 3.59 High
the students involved in the program
5. Increases the nutritional awareness and
3.81 High 3.69 High
health habit of the students beneficiaries.
Over all Mean 3.78 High 3.63 High
Gender and Development
 167

1. Educates women and men of the

discriminatory nature of violence committed by 4.01 High 3.72 High
individual.
2. Establishes a committee on decorum and
investigation involving psychological or 3.95 High 3.68 High
emotional abuse.
3. Provides and encourage participation
regardless of the gender in the program and 4.09 High 3.84 High
activities.
4. Protects the right of individual from
discriminatory action by reason of sex 4.07 High 3.85 High
affiliation.
5. Provides opportunity for everyone to gain
4.12 High 3.65 High
their living freely chosen and accepted work.
Over all Mean 4.05 High 3.75 High
BrigadaEskwela
1. Encourages participation and practice of
4.28 Very High 4.05 High
shared governance
2. Brings the spirit of education to the
4.18 High 3.88 High
community
3. Utilizes local resources for the operation of
4.23 High 3.94 High
the school
4. Involves stakeholder in the improvement
4.32 Very High 4.07 High
repair, and cleanliness of the school.
5. Initiate teachers, local government unit,
stakeholders involvement in the planning 4.21 High 4.04 High
process.
Over all Mean 4.25 Very High 4.00 High
Child Friendly
1. Encourages children’s participation in the
4.22 High 3.98 High
school and community
2. Enhances children’s health and well- 4.07 High 3.90 High
3. Guarantees safe, protective spaces for
4.14 High 3.81 High
children.
4. Ensures children’s high academic
4.21 High 3.93 High
achievement and success
5. Mobilizes community support for education 4.12 High 3.79 High
Over all Mean 4.15 High 3.88 High
Disaster Risk Reduction Management
1.Dessiminates measures design to protect life
4.20 High 3.93 High
and property
2. Undertakes actions or steps as
4.20 High 3.86 High
precautionary measures to avoid disaster
3. Organizes educational activity to provide
knowledge and public awareness about 4.14 High 3.90 High
disaster
4. Designs preventive measures in advance
such as mandatory evacuation to prevent loss 4.07 High 3.80 High
of life
5. Mitigates activities to prevent a disaster,
4.08 High 3.84 High
reduce the chance of happening and effect.
Over all Mean 4.14 High 3.87 High
 168

Difference in the Level of Competence of Public School Heads as

Assessed by themselves in the Area of Administrative Competence

According to Variables

Table 32 that follows shows the significance in the difference

between mean scores that describe the level of administrative

competence of school heads when compared according to selected

variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the administrative

competence of school heads according to age, is 0.688 which is

interpreted as not significant at 0.05 level of significance.

When compared according to sex, the administrative competence of

school heads obtained a p-value of 0.348 which is interpreted as not

significant at 0.05 level of significance.

Compared according to Educational Attainment, the administrative

competence of School heads obtained a p-value of 0.161 which is

interpreted as not significant at 0.05 level of significance.

The school heads' level of administrative competence, when

compared according to number of years as School head, obtained a p-

value of 0.614 which is interpreted as not significant at 0.05 level of

significance.
 169

Comparing the administrative competence of school heads

according to average family income, the obtained p-value is 0.266 which

is interpreted as not significant at 0.05 level of significance.

Over-all, the difference between the levels of administrative

competence among school heads when compared according to selected

variables is not significant.

Table 32
Significance of Difference in the Level of Competence of Public
School Heads as Assessed by themselves in the Area of
Administrative According to Variables

Mann p- Sig Interpretatio

Variable Category Mean
Whitney U value Level n

Younger 4.32 Not

Age 54.5 .688
Older 4.38 Significant
Male 4.39 Not
Sex 35.5 .348
Female 4.23 Significant
Education Lower 4.23
al Not
33.0 .161
Attainmen Higher 4.41 .05 Significant
t
Number of
Shorter 4.30
years as Not
52.5 .614
School Significant
Longer 4.39
Head
Average Lower 4.40 Not
Monthly 42.0 .226
Higher 4.29 Significant
Income

Difference in the Level of Competence of Public School Heads as

Assessed by themselves in the Area of Supervisory

According to Selected Variables

 170

Table 33 that follows shows the significance in the difference

between mean scores that describe the level of Supervisory competence

of school heads when compared according to selected variables. The data

was treated using the Mann Whitney test for significance.

The obtained p-value, when comparing the supervisory competence

of school heads according to age, is 0.569 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the Supervisory competence of

school heads obtained a p-value of 0.523 which is interpreted as not

significant at 0.05 level of significance.

Compared according to Educational Attainment, the Supervisory

competence of School heads obtained a p-value of 0.062 which is

interpreted NOT SIGNIFICANT at 0.05 level of significance.

The school heads' level of Supervisory competence, when compared

according to number of years as School head, obtained a p-value of

0.298 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the supervisory competence of school heads according

to average family income, the obtained p-value is 0.420 which is

interpreted as not significant at 0.05 level of significance.

Over-all, the difference between the levels of supervisory

competence among school heads when compared according to selected

variables is NOT SIGNIFICANT.

 171

Table 33
Significance of Difference in the Level of Competence of Public
School Heads as Assessed by themselves in the Area of Supervisory
According to Selected Variables

Mann p- Sig
Variable Category Mean Interpretation
Whitney U value Level

Younger 4.42
Age 52.0 .569 Not Significant
Older 4.44
Male 4.48
Sex 39.5 .523 Not Significant
Female 4.28
Educational Lower 4.24
26.5 .062 Not Significant
Attainment Higher 4.51 .05
Number of Shorter 4.33
years as 44.5 .298 Not Significant
School Head Longer 4.51
Average Lower 4.49
Monthly 48.0 .420 Not Significant
Income Higher 4.35

Difference in the Level of Competence of Public School Heads as

Assessed by themselves in the Area of Human Relations

According to Selected Variables

Table 34 that follows shows the significance in the difference

between mean scores that describe the School Heads' level of competence

in Human Relations when they are compared according to selected

variables. The data was treated using the Mann Whitney test for

significance.
 172

The obtained p-value, when comparing the Human Relations

competence of school heads according to age, is 0.597 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the Human Relations

competence of school heads obtained a p-value of 0.207 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the Human

Relations competence of School heads obtained a p-value of 0.375 which

is interpreted not significant at 0.05 level of significance.

The school heads' level of Human Relations competence, when

compared according to number of years as School head, obtained a p-

value of 0.715 which is interpreted as not significant at 0.05 level of

significance.

Comparing the Human Relations competence of school heads

according to average family income, the obtained p-value is 0.029 which

is interpreted as SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the levels of competence in Human

Relations among school heads when compared according to selected

variables is generally not significant. However, when compared according

to average monthly income the difference between the levels of

competence was SIGNIFICANT.

 173

Table 34

Significance of the Difference in the Level of Competence of Public

School Heads as Assessed by themselves in the Area of Human

Relations According to Selected Variables

Mann p- Sig
Variable Category Mean Interpretation
Whitney U value Level

Younger 4.51 Not

Age 52.5 .597
Older 4.39 Significant
Male 4.51 Not
Sex 31.0 .207
Female 4.28 Significant

Educational Lower 4.59 Not

40.0 .375 .05
Attainment Higher 4.39 Significant

Number of Shorter 4.50 Not

years as School 54.5 .715
Significant
Head Longer 4.41
Average Lower 4.67
Monthly 27.0 .029 Significant
Income Higher 4.19

Difference in the Level of Administrative Competence of Public

School Heads as Assessed by their Teachers according to Variables

Table 35 that follows shows the significance in the difference

between mean scores that describe the School Heads' level of competence

as assessed by their teachers in the area of administrative competence

and according to selected variables. The data was treated using the

Mann Whitney test for significance.

 174

The obtained p-value, when comparing the administrative

competence of school heads according to age, is 0.606 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the administrative competence of

school heads obtained a p-value of 0.804 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the administrative

competence of School heads obtained a p-value of 0.023 which is

interpreted SIGNIFICANT at 0.05 level of significance.

The school heads' level of administrative competence, when

compared according to number of years as School head, obtained a p-

value of 0.382 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the administrative competence of school heads

according to average family income, the obtained p-value is 0.079 which

is interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the levels of administrative

competence among school heads when compared according to selected

variables is GENERALLY NOT SIGNIFICANT. However, when compared

according to EDUCATIONAL ATTAINMENT the difference between the

levels of competence was SIGNIFICANT.

 175

Table 35

Significance of Difference in the Level of Competence of Public

School Heads as Assessed by their Teachers in the Area of

Administrative

According to Selected Variables

Mann
Sig
Variable Category Mean Whitney p-value Interpretation
Level
U

Younger 4.02
Age 10456 .606 Not Significant
Older 3.98
Male 3.99
Sex 8163 .804 Not Significant
Female 4.01
Educational Lower 4.03
3570 .023 Significant
Attainment Higher 3.78 .05

Number of Shorter 4.04

years as 10072 .382 Not Significant
School Head Longer 3.96
Average Lower 4.06
Monthly 7518.5 .079 Not Significant
Income Higher 3.86

Significance of the Difference in the Level of Supervisory

Competence of Public School Heads as Assessed by their Teachers

According to Selected Variables

Table 36 below shows the significance in the difference between

mean scores that describe the School Heads' level of Supervisory

competence as assesed by their teachers according to selected variables.

The data was treated using the Mann Whitney test for significance.
 176

The obtained p-value, when comparing the Supervisory

competence of school heads according to age, is 0.305 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the Supervisory competence of

school heads obtained a p-value of 0.550 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the Supervisory

competence of School heads obtained a p-value of 0.035 which is

interpreted SIGNIFICANT at 0.05 level of significance.

The school heads' level of Supervisory competence, when compared

according to number of years as School head, obtained a p-value of 0.68

which is interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Comparing the Supervisory competence of school heads according

to average family income, the obtained p-value is 0.76 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the levels of supervisory

competence among school heads when compared according to selected

variables is GENERALLY NOT SIGNIFICANT. However, when compared

according to EDUCATIONAL ATTAINMENT the difference between the

levels of competence was SIGNIFICANT.

 177

Table 36

Difference in the Level of Competence of Public School Heads as

Assessed by their Teachers in the Area of Supervisory

According to Selected Variables

Mann
Variable Sig
Category Mean Whitney p-value Interpretation
Level
U

Younger 3.93
Age 10084 .305 Not Significant
Older 3.86
Male 3.83
Sex 7940 .550 Not Significant
Female 3.92
Educational Lower 3.93
3651.5 .035 Significant
Attainment Higher 3.68 .05

Number of Shorter 3.96

years as 9384.5 .068 Not Significant
School Head Longer 3.82
Average Lower 3.96
Monthly 7508 .076 Not Significant
Income Higher 3.75

Difference in the Level of Competence of Public School Heads as

Assessed by their Teachers in the Area of Human Relations

According to Variables

Table 37 that follows shows the significance in the difference

between mean scores that describe the School Heads' level of competence

in Human Relations as assessed by their teachers according to selected

 178

variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the Human Relations

competence of school heads according to age, is 0.374 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the Human Relations

competence of school heads obtained a p-value of 0.326 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the Human

Relations competence of School heads obtained a p-value of 0.000 which

is interpreted SIGNIFICANT at 0.05 level of significance.

The school heads' level of Human Relations competence, when

compared according to number of years as School head, obtained a p-

value of 0.58 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the Human Relations competence of school heads

according to average family income, the obtained p-value is 0.050 which

is interpreted as SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the levels of Human Relations

competence among school heads when compared according to selected

variables is GENERALLY NOT SIGNIFICANT. However, when compared

according to EDUCATIONAL ATTAINMENT and AVERAGE FAMILY

 179

INCOME, the difference between the levels of competence was

SIGNIFICANT.

Table 37

Significance of the Difference in the Level of Competence of Public

School Heads as Assessed by their Teachers in the Area of Human

Relations According to Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 3.93
Age 10184 .374 Not Significant
Older 3.88
Male 3.83
Sex 7694 .326 Not Significant
Female 3.93
Educatio Lower 3.97
nal
2806.5 .000 Significant
Attainm Higher 3.46
ent .05
Number
Shorter 3.98
of years
as 9334.5 .058 Not Significant
School Longer 3.82
Head
Average Lower 3.97
Monthly 7390.5 .050 Significant
Income Higher 3.74

Difference in the Extent of Implementation of Selected Programs in

the Area of Feeding Program As Assessed by Themselves

According to Selected Variables

Table 38 below shows the significance in the difference between

mean scores that describe the extent of implementation of the Feeding

Program as assesed by the school heads according to selected variables.

The data was treated using the Mann Whitney test for significance.
 180

The obtained p-value, when comparing the extent of

implementation of the program as assessed by the school heads when

grouped according to age, is 0.791 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, the extent of implementation of

the program as assessed by the school heads when grouped according to

sex, obtained a p-value of 0.434 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the program as assessed by the school heads obtained

a p-value of 0.200 which is interpreted NOT SIGNIFICANT at 0.05 level of

significance.

The difference in the school heads' assessment of implementation

of the program, when compared according number of years as school

head obtained a p-value of 0.464 is interpreted as NOT SIGNIFICANT at

0.05 level of significance.

Comparing the extent of implementation of the Feeding Program

according to average family income, the obtained p-value is 0.444 which

is interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the levels of Human Relations

competence among school heads when compared according to selected

variables is NOT SIGNIFICANT.

 181

Table 38

Significance of the Difference in the Extent of Implementation of

Selected Programs in the Area of Feeding Program As Assessed by

Themselves According to Selected Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 4.00
Age 56.5 .791 Not Significant
Older 3.98
Male 3.95
Sex 38.5 .434 Not Significant
Female 4.10
Educational Lower 3.71
34.5 .200 Not Significant
Attainment Higher 4.12 .05

Number of Shorter 3.82

years as 49 .464 Not Significant
School Head Longer 4.13
Average Lower 3.92
Monthly 48.5 .444 Not Significant
Income Higher 4.08

Difference in the Extent of Implementation of Selected Programs in

the Area of Gender and Development As Assessed by Themselves

According to Variables

Table 39 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

Gender and Development Program as assesed by the School Heads

 182

according to selected variables. The data was treated using the Mann

Whitney test for significance.

The obtained p-value, when comparing the extent of

implementation of the Gender and Development Program as assessed by

the School Heads according to age, is 0.326. It is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

Gender and Development Program as assessed by the School Heads

obtained a p-value of 0.732 which is interpreted as NOT SIGNIFICANT at

0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the Gender and Development Program as assesed by

the School Heads obtained a p-value of 0.611 which is interpreted NOT

SIGNIFICANT at 0.05 level of significance.

The school heads assessment of the extent of implementation of

the Gender and Development Program when compared according to

number of years as School head, obtained a p-value of 0.234 which is

interpreted as NOT SIGNIFICANT at 0.05 level of significance.

Comparing the extent of implementation of the Gender and

Development Program as assesed by the School Heads according to

average family income, the obtained p-value is 1.00 which is interpreted

as NOT SIGNIFICANT at 0.05 level of significance.

 183

Over-all, the difference between the extent of implementation of the

Gender and Development Program as assesed by the School Heads when

compared according to selected variables is NOT SIGNIFICANT.

Table 39
Significance of the Difference in the Extent of Implementation of
Selected Programs in the Area of Gender and Development As
Assessed by Themselves According to Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 4.42 Not

Age 46 .326
Older 4.29 Significant
Male 4.38 Not
Sex 43.5 .732
Female 4.30 Significant
Educatio Lower 4.29
nal Not
45.5 .611
Attainme Higher 4.39 Significant
nt .05
Number Shorter 4.26
of years
Not
as 42.5 .234
Longer 4.43 Significant
School
Head
Average Lower 4.35 Not
Monthly 60 1.00
Higher 4.36 Significant
Income

Difference in the Extent of Implementation of Brigada Eskwela As

Assessed by the School Heads According to selected Variables

Table 40 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

Brigada Eskwela as assesed by the School Heads according to selected

 184

variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the extent of

implementation of the Brigada Eskwela as assesed by the School Heads

according to age, is 0.070. It is interpreted as NOT SIGNIFICANT at 0.05

level of significance.

When compared according to sex, extent of implementation of the

Brigada Eskwela as assesed by the School Heads obtained a p-value of

0.970 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Compared according to Educational Attainment, the extent of

implementation of the Brigada Eskwela as assesed by the School Heads

obtained a p-value of 0.280 which is interpreted NOT SIGNIFICANT at

0.05 level of significance.

The school heads assessment of the extent of implementation of

the Brigada Eskwela when compared according to number of years as

School head, obtained a p-value of 0.736 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Comparing the extent of implementation of the Brigada Eskwela as

assesed by the School Heads according to average monthly income, the

obtained p-value is 0.613 which is interpreted as NOT SIGNIFICANT at

0.05 level of significance.

 185

Over-all, the difference between the extent of implementation of the

Brigada Eskwela as assesed by the School Heads when compared

according to selected variables is NOT SIGNIFICANT.

Table 40

Significance of the Difference in the Extent of Implementation of

Selected Programs in the Area of Brigada Eskwela As Assessed by

Themselves According to Selected Variables

Mann
Sig
Variable Category Mean Whitney p-value Interpretation
Level
U

Younger 4.33
Age 33.5 .070 Not Significant
Older 4.67
Male 4.51
Sex 47.5 .970 Not Significant
Female 4.47
Educational Lower 4.34
37.5 .280 Not Significant
Attainment Higher 4.57 .05

Number of Shorter 4.46

years as 55 .736 Not Significant
School Head Longer 4.53
Average Lower 4.55
Monthly 52.5 .613 Not Significant
Income Higher 4.44

Difference in the Extent of Implementation of the program Child

Friendly School as Assessed by the school Heads According to

Selected Variables

Table 41 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

 186

program Child Friendly School as assessed by the School Heads

according to selected variables. The data was treated using the Mann

Whitney test for significance.

The obtained p-value, when comparing the extent of

implementation of the program Child Friendly School as assessed by the

School Heads according to age, is 0.455. It is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

program Child Friendly School as assessed by the School Heads obtained

a p-value of 0.446 which is interpreted as NOT SIGNIFICANT at 0.05

level of significance.

Compared according to Educational Attainment, the extent of

implementation of the program Child Friendly School as assessed by the

School Heads obtained a p-value of 0.855 which is interpreted NOT

SIGNIFICANT at 0.05 level of significance.

The school heads assessment of the extent of implementation of

the program Child Friendly School when compared according to number

of years as School head, obtained a p-value of 0.733 which is interpreted

as NOT SIGNIFICANT at 0.05 level of significance.

Comparing the extent of implementation of the program Child

Friendly School as assessed by the School Heads according to average

monthly income, the obtained p-value is 0.562 which is interpreted as

NOT SIGNIFICANT at 0.05 level of significance.

 187

Over-all, the difference between the extent of implementation of the

program Child Friendly School as assessed by the School Heads when

compared according to selected variables is NOT SIGNIFICANT.

Table 41

Significance of the Difference in the Extent of Implementation of

Selected Programs in the Area of Child Friendly School As Assessed

by Themselves According to Selected Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 4.29
Age 49.5 .455 Not Significant
Older 4.45
Male 4.39
Sex 38 .446 Not Significant
Female 4.33
Educational Lower 4.29
50 .855 Not Significant
Attainment Higher 4.41 .05

Number of Shorter 4.30

years as 55 .733 Not Significant
School Head Longer 4.43
Average Lower 4.43
Monthly 51.5 .562 Not Significant
Income Higher 4.30

Difference in the Extent of Implementation of Selected Programs in

the Area of Disaster Risk Reduction Management As Assessed by

Themselves According to Variables

Table 42 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

 188

Disaster Risk Reduction Management program as assessed by the School

Heads according to selected variables. The data was treated using the

Mann Whitney test for significance.

The obtained p-value, when comparing the extent of

implementation of the Disaster Risk Reduction Management program as

assesed by the School Heads according to age, is 0.894. It is interpreted

as NOT SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

Disaster Risk Reduction Management program as assesed by the School

Heads obtained a p-value of 0.411 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the Disaster Risk Reduction Management program as

assesed by the School Heads obtained a p-value of 0.143 which is

interpreted NOT SIGNIFICANT at 0.05 level of significance.

The school heads assessment of the extent of implementation of

the Disaster Risk Reduction Management program when compared

according to number of years as School head, obtained a p-value of

0.504 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the extent of implementation of the Disaster Risk

Reduction Management program as assessed by the School Heads

 189

according to average monthly income, the obtained p-value is 0.012

which is interpreted as SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the extent of implementation of the

Disaster Risk Reduction Management program as assessed by the School

Heads when compared according to selected variables is GENERALLY

NOT SIGNIFICANT. However, when compared according to AVERAGE

FAMILY INCOME, the difference between the levels of competence was

SIGNIFICANT.

Table 42

Difference in the Extent of Implementation of Selected Programs in

the Area of Disaster Risk Reduction Management As Assessed by

Themselves According to Variables

Mann
p- Sig
Variable Category Mean Whitne Interpretation
value Level
yU
Younger 3.95 Not
Age 58.5 .894
Older 4.11 Significant
Male 3.94 Not
Sex 37 .411
Female 4.27 Significant
Educatio Lower 4.37
nal Not
32 .143
Attainme Higher 3.87 Significant
nt .05
Number Shorter 4.18
of years
Not
as 50 .504
Longer 3.90 Significant
School
Head
Average Lower 4.30
Monthly 22.5 .012 Significant
Income Higher 3.70
 190

Difference in the Extent of Implementation of the Feeding Program

As Assessed by Their Teachers According to Variables

Table 43 shows the significance in the difference between mean

scores that describe the extent of implementation of the Feeding program

as assessed by their teachers according to selected variables. The data

was treated using the Mann Whitney test for significance.

The obtained p-value, when comparing the extent of

implementation of the Feeding program as assessed by their teachers

according to age, is 0.190. It is interpreted as NOT SIGNIFICANT at 0.05

level of significance.

When compared according to sex, extent of implementation of the

Feeding program as assessed by their teachers obtained a p-value of

0.695 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Compared according to Educational Attainment, the extent of

implementation of the Feeding program as assessed by their teachers

obtained a p-value of 0.015 which is interpreted SIGNIFICANT at 0.05

level of significance.

The school heads assessment of the extent of implementation of

the Feeding program as assessed by their teachers when compared

according to number of years as School head, obtained a p-value of

0.473 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.
 191

Comparing the extent of implementation of the Feeding program as

assessed by their teachers according to average monthly income, the

obtained p-value is 0.126 which is interpreted as SIGNIFICANT at 0.05

level of significance.

Over-all, the difference between the extent of implementation of the

Feeding program as assessed by their teachers when compared according

to selected variables is GENERALLY NOT SIGNIFICANT. However, when

compared according to EDUCATIONAL ATTAINMENT, the difference

between the levels of competence was SIGNIFICANT.

Table 43

Difference in the Extent of Implementation of Selected Programs in

the Area of Feeding Program As Assessed by Their Teachers

According to Selected Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 3.78
Age 9883.5 .190 Not Significant
Older 3.69
Male 3.70
Sex 8073 .695 Not Significant
Female 3.75
Educational Lower 3.78
3503.5 .015 Significant
Attainment Higher 3.46 .05

Number of Shorter 3.77

years as 10190 .473 Not Significant
School Head Longer 3.71
Average Lower 3.78
Monthly 7676 .126 Not Significant
Income Higher 3.63

Difference in the Extent of Implementation of Gender and

Development As Assessed by Their Teachers

 192

According to Selected Variables

Table 44 shows the significance in the difference between mean

scores that describe the extent of implementation of the Gender and

Development program as assessed by their teachers according to selected

variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the extent of

implementation of the Gender and Development program as assessed by

their teachers according to age, is 0.267. It is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

Gender and Development program as assessed by their teachers

obtained a p-value of 0.833 which is interpreted as NOT SIGNIFICANT at

0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the Gender and Development program as assessed by

their teachers obtained a p-value of 0.003 which is interpreted

SIGNIFICANT at 0.05 level of significance.

The school heads assessment of the extent of implementation of

the Gender and Development program as assesed by their teachers when

compared according to number of years as School head, obtained a p-

value of 0.086 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.
 193

Comparing the extent of implementation of the Gender and

Development program as assessed by their teachers according to average

monthly income, the obtained p-value is 0.003 which is interpreted as

SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the extent of implementation of the

Gender and Development program as assessed by their teachers when

compared according to selected variables is GENERALLY NOT

SIGNIFICANT. However, when compared according to EDUCATIONAL

ATTAINMENT and AVERAGE MONTHLY INCOME, the difference between

the levels of competence was SIGNIFICANT.

Table 44

Difference in the Extent of Implementation of Selected Programs in

the Area of Gender and Development As Assessed by Their Teachers

According to Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 4.00
Age 10026.5 .267 Not Significant
Older 3.93
Male 3.94
Sex 8188 .833 Not Significant
Female 3.98
Educational Lower 4.01
3251 .003 Significant
Attainment Higher 3.66 .05

Number of Shorter 4.03

years as 9464 .086 Not Significant
School Head Longer 3.89
Average Lower 4.05
Monthly 6743 .003 Significant
Income Higher 3.75
 194

Difference in the Extent of Implementation of Brigada Eskwela As

Assessed by Their Teachers According to Variables

Table 45 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

Brigada Eskwela program as assessed by their teachers according to

selected variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the extent of

implementation of the Brigada Eskwela program as assesed by their

teachers according to age, is 0.331. It is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

Gender and Development program as assessed by their teachers

obtained a p-value of 0.792 which is interpreted as NOT SIGNIFICANT at

0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the Brigada Eskwela program as assessed by their

teachers obtained a p-value of 0.051 which is interpreted NOT

SIGNIFICANT at 0.05 level of significance.

The school heads assessment of the extent of implementation of

the Brigada Eskwela program as assessed by their teachers when

compared according to number of years as School head, obtained a p-

 195

value of 0.762 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the extent of implementation of the Brigada Eskwela

program as assesed by their teachers according to average monthly

income, the obtained p-value is 0.010 which is interpreted as

SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the extent of implementation of the

Brigada Eskwela program as assessed by their teachers when compared

according to selected variables is GENERALLY NOT SIGNIFICANT.

However, when compared according to AVERAGE MONTHLY INCOME,

the difference between the levels of competence was SIGNIFICANT.

Table 45

Difference in the Extent of Implementation of Selected Programs in

the Area of Brigada Eskwela As Assessed by Their Teachers

According to Variables

Mann
p- Sig
Variable Category Mean Whitne Interpretation
value Level
yU
Younger 4.15 10133. Not
Age .331
Older 4.21 5 Significant
Male 4.19 Not
Sex 8155.5 .792
Female 4.17 Significant
Educatio Lower 4.20
nal .05 Not
3742 .051
Attainme Higher 3.99 Significant
nt
Number Shorter 4.17
of years Not
10490 .762
as Longer 4.18 Significant
School
 196

Head
Average Lower 4.25
Monthly 7015 .010 Significant
Income Higher 4.00

Difference in the Extent of Implementation of the program Child

Friendly School As Assessed by Their Teachers

According to Selected Variables

Table 46 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

program Child Friendly School as assessed by their teachers according to

selected variables. The data was treated using the Mann Whitney test for

significance.

The obtained p-value, when comparing the extent of

implementation of the program Child Friendly School as assessed by

their teachers according to age, is 0.779. It is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

When compared according to sex, extent of implementation of the

program Child Friendly School as assessed by their teachers obtained a

p-value of 0.257 which is interpreted as NOT SIGNIFICANT at 0.05 level

of significance.

Compared according to Educational Attainment, the extent of

implementation of the program Child Friendly School as assessed by

 197

their teachers obtained a p-value of 0.049 which is interpreted

SIGNIFICANT at 0.05 level of significance.

The extent of implementation of the program Child Friendly School

as assessed by their teachers when compared according to number of

years as School head, obtained a p-value of 0.418 which is interpreted as

NOT SIGNIFICANT at 0.05 level of significance.

Comparing the extent of implementation of the program Child

Friendly School as assessed by their teachers according to average

monthly income, the obtained p-value is 0.011 which is interpreted as

SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the extent of implementation of the

program Child Friendly School as assessed by their teachers when

compared according to selected variables is GENERALLY NOT

SIGNIFICANT. However, when compared according to EDUCATIONAL

ASSESSMENT and AVERAGE MONTHLY INCOME, the difference

between the levels of competence was SIGNIFICANT.

Table 46

Difference in the Extent of Implementation of Selected Programs in

the Area of Child Friendly School As Assessed by Their Teachers

According to Variables
 198

Mann
p- Sig
Variable Category Mean Whitne Interpretation
value Level
yU
Younger 4.09 10629. Not
Age .779
Older 4.07 5 Significant
Male 4.02 Not
Sex 7603 .257
Female 4.10 Significant
Educatio Lower 4.11
nal
3728 .049 Significant
Attainme Higher 3.87
nt .05
Number Shorter 4.11
of years Not
10124 .418
as School Longer 4.04 Significant
Head
Average Lower 4.15
Monthly 7011 .011 Significant
Income Higher 3.88

Difference in the Extent of Implementation of Disaster Risk

Reduction Management As Assessed Their Teachers

According to Selected Variables

Table 47 that follows shows the significance in the difference

between mean scores that describe the extent of implementation of the

program Disaster Risk Reduction Management as assessed by their

teachers according to selected variables. The data was treated using the

Mann Whitney test for significance.

The obtained p-value, when comparing the extent of

implementation of the program Disaster Risk Reduction Management as

assessed by their teachers according to age, is 0.806. It is interpreted as

NOT SIGNIFICANT at 0.05 level of significance.

 199

When compared according to sex, extent of implementation of the

program program Disaster Risk Reduction Management as assessed by

their teachers obtained a p-value of 0.284 which is interpreted as NOT

SIGNIFICANT at 0.05 level of significance.

Compared according to Educational Attainment, the extent of

implementation of the program Disaster Risk Reduction Management as

assessed by their teachers obtained a p-value of 0.053 which is

interpreted SIGNIFICANT at 0.05 level of significance.

The extent of implementation of the program Disaster Risk

Reduction Management as assessed by their teachers when compared

according to number of years as School head, obtained a p-value of

0.238 which is interpreted as NOT SIGNIFICANT at 0.05 level of

significance.

Comparing the extent of implementation of the program Disaster

Risk Reduction Management as assessed by their teachers according to

average monthly income, the obtained p-value is 0.005 which is

interpreted as SIGNIFICANT at 0.05 level of significance.

Over-all, the difference between the extent of implementation of the

program program Disaster Risk Reduction Management as assessed by

their teachers when compared according to selected variables is

GENERALLY NOT SIGNIFICANT. However, when compared according to

EDUCATIONAL ASSESSMENT and AVERAGE MONTHLY INCOME, the

difference between the levels of competence was SIGNIFICANT.

 200

Table 47

Difference in the Extent of Implementation of Selected Programs in

the Area of Disaster Risk Reduction Management As Assessed Their

Teachers According to Variables

Mann Sig
Variable Category Mean p-value Interpretation
Whitney U Level

Younger 4.08
Age 10656.5 .806 Not Significant
Older 4.05
Male 4.00
Sex 7646.5 .284 Not Significant
Female 4.09
Educational Lower 4.09
3748 .053 Significant
Attainment Higher 3.87 .05

Number of Shorter 4.13

years as 9863.5 .238 Not Significant
School Head Longer 3.99
Average Lower 4.14
Monthly 6872.5 .005 Significant
Income Higher 3.87

Relationship between the Level of Competence of School Heads and

Extent of Implementation Selected Programs

Table 48 below shows the significance in the relationship between

mean scores that describe the level of competence of school heads and

extent of implementation of selected programs. The data was treated

using the Spearman Rho test for significance.

The obtained p-value, when comparing the level of competence of

school heads and the extent of implementation of selected programs, is

0.002 It is interpreted as SIGNIFICANT at 0.05 level of significance.

 201

Table 48
Relationship Between the Level of Competence of School Heads and
Extent of Implementation of Selected Programs

Variable Rho p-value Interpretation

Level of School Heads’
Competence .626 .002 Significant
Extent of Implementation

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions, and

recommendations for the study on level of school heads’ competence on

three areas: administrative, supervisory, and human relations; and, the

extent of implementation of selected programs.

SUMMARY OF FINDINGS

Profile of the public secondary school heads according to selected

variables

According to age, there was an even distribution of younger and

older respondents. However, as to sex there were more male respondents

than female. Moreover, more respondents have higher educational

attainment; and more respondents have longer number of years as

school heads. Finally, more respondents have lower family monthly

income.
 202

Level of Competence of the Public Secondary School Heads as

assessed by the Teachers and by themselves

In all three areas of competence, the public secondary school

heads were rated lower by their teachers than the assessments they

made of themselves.

Level of Competence of the Public Secondary School Heads as

assessed by their Teachers and by themselves according to selected

variables

Regardless of age, the public secondary school heads were

assessed by their teachers lower in the level of competence in all three

areas: administrative, supervisory, and human relations, compared to

the assessments of the school heads themselves.

When compared according to sex, the public secondary school

heads were still rated by their teachers lower in their level of supervisory

and human relations competence but not in the area of administrative

competence. The school heads’ and the teachers’ assessment of the level

of administrative competence of female school heads was the same.

Comparing the assessments made by both teachers and their

school heads when grouped according to highest educational, the school

heads with lower educational attainment obtained the same rate from

both school heads and their teachers in the area of administrative

competence. In the other two areas - supervisory and human relations

 203

competence - the teachers rated their school heads lower than the

ratings assessed by the school heads of their level of competence.

On the number of years as school heads, the assessments of

teachers on the level of competence in all areas were lower than the

assessments made by the school heads themselves.

With the last variable which is average family monthly income, the

teachers consistently assessed their school heads lower than the school

heads assessment of themselves, except in the area of human relations

competence, where the school heads and their teachers rated the school

heads with higher family monthly income with exactly the same level of

competence.

Extent of Implementation of Selected Programs As Assessed By

Their Teachers and By Themselves

The assessment of both teachers and their school heads on the

extent of implementation of the Feeding Program was the same high

extent. On Gender and Development, the school heads rated themselves

higher than the assessment made by their teachers. With Brigada

Eskwela, the school heads still rated themselves higher than the rating

made by their teachers. The Child Friendly School Program’s extent of

implementation was rated by the school heads higher than the rating of

their teachers. Finally, on the program Disaster Risk Reduction

Management, the teachers and their school heads equally assessed the

extent of implementation to be High.

 204

Extent of the Implementation of Selected Programs as Assessed by

School Heads According To Selected Variables

The five programs selected for assessment on extent of

implementation obtained the same extent regardless of the age of the

school heads. Both younger and older school heads assessed the

Feeding Program and the Disaster Risk Reduction Management Program

with high extent of implementation, which is lower than the assessments

made on the Gender and Development Program, Brigada Eskwela, and

the Child Friendly School program.

The implementation of the Disaster Risk Reduction Management

was rated lower by the Male school heads. The rest of the selected

programs were Very High by all the respondents regardless of sex.

Assessing the extent of implementation according to educational

attainment of school heads, they scored themselves Very High in almost

all programs. The school heads with higher educational attainment

rated the implementation of Disaster Risk Reduction Management lower

compared to the rating made by school heads with lower educational

attainment.

On the extent of implementation of programs as assessed

according to their number of years as school heads, two programs were

rated lower than the rest: Feeding Program and Disaster Risk Reduction

Management. All other programs were rated by all respondent-school

heads as very high.

 205

The extent of implementation of selected programs when assessed

according to the school heads’ average family income were almost all

Very High. However, school heads with higher family monthly income

rated Disaster Risk Reduction Management lower than those made by

school heads with lower family income.

SIGNIFICANCE OF DIFFERENCE IN THE LEVEL OF COMPETENCE

OF THE RESPONDENTS AND EXTENT OF IMPLEMENTATION OF

PROGRAMS AS ASSESSED BY THEIR TEACHERS AND BY

THEMSELVES ACCORDING TO SELECTED VARIABLES

There is no significant difference in the level of administrative

competence of the school heads as assessed by them when compared

according to sex, age, educational attainment, number of years as school

head, and average family monthly income. However, when assessed by

their teachers, a significant difference was found in level of

administrative competence when compared according to educational

attainment.

On supervisory competence, there is no significant difference in the

levelsof competence of the school heads as assessed by themselves when

compared according to sex, age, educational attainment, number of years

as school head, and average family monthly income. As assessed by

their teachers, there is a significant difference in levels of supervisory

competence when compared according educational attainment.

 206

Determining significance of the difference between levels of human

relations competence yielded the result that for the variables of age, sex,

educational attainment, and numbers of years as school head, the

differences were not significant. However, when compared according to

average monthly family income the difference was significant. As

assessed by their teachers, there were significant differences when the

extent of competence was compared according educational attainment

and average monthly income.

Significance of the Differences inthe Extent ofthe Implementation

of Selected Programs As Assessed By the Teachers and By

Themselves According to the Aforementioned Variables And Areas of

Competence

There were no significant differences in the extent of

implementation of the Feeding Program as assessed by the school heads

and when compared according to the five selected variables. However, as

assessed by their teachers, there was a significant difference in the

extent of implementation when compared according to educational

attainment.

On the program Gender and Development as assessed by the

school heads, there were no significant differences in the extent of

implementation. Their teachers’ assessment, however, showed

significant differences in the extent of implementation when compared

according educational attainment and average monthly family income.

 207

When extent of implementation of the Brigada Eskwela was

assessed by the school heads, there were no significant differences when

compared according all the selected variables. The teachers’ assessment

however, showed a significant difference when compared according to

average family income.

Comparing the extent of implementation of the Child Friendly

School program as assessed by the school heads, no significant

differences existed when compared according to all five selected

variables. When assessed by the teachers, however, significant

differences were found to exist when compared according to educational

attainment and average family monthly income.

Finally, the differences in the extent of implementation of the

Disaster Risk Reduction Management program as assessed by the school

heads were not significant when compared according to age, sex,

educational attainment and number of years as school heads. When

compared according to average family monthly income, the difference

was found to be significant. As assessed by the teachers, however, there

were significant differences only when compared according educational

attainment and average family income.

Significance of Relationship inthe Level of Competence of School

Heads and the Extent of Implementation of Selected Programs

 208

There is a significant relationship between the level of competence

of the school heads and the extent of implementation of the selected

programs.

CONCLUSIONS

The profile of the public secondary school heads showed that there

were more school heads with higher qualification both in educational

attainment and in experience. This profile is important in leading an

organization like schools. According to Reddy (2006) it is the manager

who ultimately is responsible for the outcomes of a decision. With better

qualification, better decisions are made. Higher qualifications are to be

seen as well as an indicator of influence over subordinates because of

ascendancy a higher qualification seem to impose on those with lower

qualifications.

The assessments made were all basically high with minimal

differences that could not hold significance. All respondents show

appreciation of the competence of school heads in the three areas. This

perception of all respondents point to the fact they recognize the

competence of the school heads being assessed. There is a point

however, worth noting which leads to fact that teachers rated their

school heads generally lower than the assessments made by the school

heads themselves. Results of a Self-Assessment study in 2000

conducted by Williams and Johnson ((http://onlinelibrary.wiley.com/doi/10.1111/j.1559-

1816.2000.tb02316.x/full#publication-history retrieved March 27, 2017) indicated that

 209

the frequency of monitoring reported by employees significantly

moderated the relationship between self and supervisor ratings of

performance; while individuals who reported higher levels of feedback

seeking through monitoring were more likely to have self-assessments

that were congruent with their supervisors' ratings of

performance.Obviously, there were no frequent and clear monitoring

reported by the teachers who were respondents in this study.

On differences in the assessments of both school heads and their

teachers, significance was consistently observed when comparing groups

on the basis of highest educational attainment and average family

monthly income.This phenomenon is tradition-influenced in the

Philippines context where educational attainment is observed to be a

primary criterion in screening for school heads. Average family income is

likewise a factor that influences perceptions associated with performance

of administrators. This is still culturally-induced perception. The

administrators with higher educational attainment are assessed higher

by their teachers and by themselves.

Finally, the finding that there is significance in the relationship

between level of school heads’ competence and extent of implementation

of programs confirms the researchers initial belief that high levels of

competence equals high extent of program implantation. The research

further confirms that continuous quality improvement is a factor in the

 210

improving program implementation, thus a total quality management

approach is essential.

RECOMMENDATIONS

Decision makers in school organizations have to be screened well

to invalidate the Peter Principle that popularized the observation which

connotes that workers rise in the hierarchy through promotion until they

reach the levels of their respective incompetence. In school

organizations, a suitable management approach is total quality

management popularly known as TQM, which leads to long-term success

through customer satisfaction. In order that school heads become ready

to engage in TQM, they have to be adequately qualified with educational

attainment and skills.

Assessment is a significant process as well. In the context of this

study, assessment has to be improved by including in school heads

management plan the process of regular and adequate monitoring

scheme with feed backing. All members and stakeholders of the school

has to be involved in improving processes, products (student outcomes)

services and even the school culture.

It has been established by this study that there is a significant

relationship between levels of competence of the school heads and extent

of implementation of programs in their school. This is significant

 211

information that can be used to enhance the school heads

administrative, supervisory, and human relations competence. While

this study allowed only teachers to conduct assessments on

implementation of programs, involving all the stakeholders of the

organization would provide significant information to further improve

those programs.