Total Quality Management in The Implementation of STVEP in Region X

TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION
OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION

PROGRAM- COMPETENCY BASED CURRICULUM
IN REGION X: A BASIS FOR QUALITY
FRAMEWORK DEVELOPMENT
A Dissertation
Presented to the Faculty
Graduate School
Mindanao State University
Marawi City
by
BLAIR D. CASTILLON
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management
March 2010
Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
People define quality in many ways. Some think of quality as superiority of
excellence, others view it as a lack of manufacturing or servicing defects, still others
think quality as related to product features or price. Total is a word used to refer to the
whole, the absolute, including everything and everyone.
Accordingly, total quality is a people-focused management system that aims at
continual increase in customer satisfaction at continually lower cost. It is a total system
approach and an integral part of high level strategy. It works horizontally across functions
and a department involves all employees, top to bottom and extends backward and
forward to include the supply chain and the customer chain. Total quality stresses
learning and adaptation to continual change as keys to organizational success
(Colinares,2005).
In like manner, management by fact needs performance measures to lead the
entire organization in a particular direction; that is, to derive strategies and organizational
change; to manage the resources needed to travel in this direction by evaluating the
effectiveness of acting plans; and to operate the processes that make the organizations
work and continuously improve (Wragg, 2001).
Quality education has been the major thrust of Philippine education. In its truest
sense, quality education means upgrading educational standards geared towards the
attainment of educational excellence. One indicator of educational excellence is the
presence of highly effective, efficient and efficacious curriculum implementers, the
school teachers and administrators (Amarga, 2002).
Consequently, education is really essential to life as a nation. But what is the real
situation? It is sad to note that there is an apparent deterioration of Philippine education.
Various problems ranging from economic, social, moral, and others are becoming
hindrances to the achievement of the goals in as far as giving quality education to
students is concerned (Rosas, 2005).
The EDCOM Report of 1990 is very specific in stating that to improve the quality
of the Philippine education, and to make it more responsive to the development
challenges of the country, one of legislative and program measures considered imperative
is improving the quality status of the administrators.
In the 2006 DepEd data and statistics on cohort survival rates, out of 100 pupils
that entered grade one, only 65 will reach and finish grade six. Meaning, there is already
a 35 percent dropout rate in the elementary. Of the 65 elementary graduates, only 58 will
enter high school education. Eventually, out of 58, only 43 will finish their secondary
education. In short, the dropout rate in high school is at alarming rate of 26 percent. Of
the 43 high school graduates, only 23 can pursue their college education. The other 20
might have been in post-secondary or out-of-school status already. Eventually, only 14 of
these 23 college enrollees will finish college (DepEd Updates, 2007).
Furthermore, if in the mindset of the students and parents that high school is a
mere preparation for college, what is then the relevance of the high school system if one
cannot pursue a college education? This sad reality is also one of the reasons why DepEd
is pursuing for technical-vocational education program. By providing them with
certifiable skills, it can also provide students wider options in life whether or not they
pursue higher education (Erwin,2004).
The educational system produces more than a million college graduates of
different courses and specializations every year. However, majority of these graduates
still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail to
meet the demands of the labor market since the available job offerings require technical-
vocational skills (Lapus, 2009).
On the other hand, the so-called blue collar jobs flood the market. And yet,
inspite of the vast opportunities in the technical and vocational field for immediate and
easy employment, the graduates still prefer courses or degrees leading to white collar
jobs. Local industries say there are 600,000 skills-based job openings that have remained
unfilled for the lack of qualified applicants (Manila Bulletin, 2008).
Hence, to improve the quality of education, the Department of Education was
mandated not only to cater to the basic education of the students but also to provide
students with the right knowledge, lifelong skills and attitudes in order to prepare them to
become caring, self-reliant, productive and patriotic citizens of the country. The
strengthening of public technical –vocational high schools was created by the department
to meet the global competencies and heightened technological awareness. The ultimate
goal is to produce graduates with lifelong skills and relevant skills they can use to be
productive and responsive members of the society ( DepEd Updates, 2007).

In response to this need, the Strengthened Technical Vocational Education
Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout
rate in high school and help lessen job-skills mismatch of graduates and labor market
needs of local industries. It is geared towards providing technical-vocational students
with TESDA certifiable skills while still in the high school. In this way, it provides these
students with wider options during and after high school education that will enable them
to either pursue: a) college education, b) post-secondary education, c) venture into
entrepreneurship or d) be directly employed either in the formal and/ or informal
economy. The government does not have to wait for these students to be out-of-school or
discontinue post-secondary schooling before they get technical and vocational training
(Andrada, 2008).
In its implementation, it has directly benefited 282 technical-vocational high
schools by putting them in a unique place in the public secondary system. Its vision is for
them to become the center of excellence for field of specializations in Arts and Trades,
Agriculture and Fishery (DepEd Order No. 42 s, 2008).
Region X has nine identified Technical-Vocational high schools under the
Department of Education which is implementing the STVEP-CBC, namely, 1) Aloran
Trade High School, (ATHS) in Aloran, Misamis Occidental; 2) Baliangao School of
Fisheries (BSF) in Baliangao, Misamis Occidental; 3) Bukidnon National School of
Home and Industires (BNSHM) in Maramag, Bukidnon; 4)Bunawan National
Agricultural School (BNAS) in Bunawan, Iligan City; 5) Iligan City National School of
Fisheries (ICNSF) in Buru-un, Iligan City; 6) Kinuguitan National Agricultural School
(KNAS) in Kinuguitan, Misamis Oriental; 7) Opol National Secondary Technical School

(ONSTS) in Opol, Misamis Oriental; 8) Ozamis City School of Arts and Trade
(OCSAT), in Ozamis City; and 9) Rogongon Agricultural High School (RAHS) n
Rogongon, Iligan City. Since the school year 2005 up to the present, the researcher has
noticed that some factors like managerial attitudes and competence as well as personal
attributes of teachers and administrators affect the total quality management in the
implementation of STVEP-CBC in Region X.. Thus, the researcher has chosen this topic
for study in order to design a quality framework development program in response to the
full implementation and complete realization of the STEVP-CBC objectives that are
quality centered, based on the participative membership and aimed at long-term success
through customer satisfaction, benefiting all to the members of the organization and the
society as a whole.
Theoretical Framework
This study is based on the theory of Total Quality Management which is a
leadership and management philosophy and guiding principles stressing continuous
improvement through people involvement and quantitative methods focusing on total
costumer’s satisfaction. It is an integrated, strategic system to achieve client satisfaction
which involves all administrators, teachers and other staff members to improve the school
services and product continuously. It is also achieving total quality through gaining
everyone’s commitment and involvement (Pontillas,2002).
In an account, Philippine is among the countries which have the shortest basic
education cycle in the world. It has only ten years of basic education, six years for
elementary and four years for high school, yet there are eighteen million student
population for both elementary and high school every year. These are the clientele of the
Department of Education every year (DepEd Updates, 2007).
It closely follows that these eighteen million students shall be the future
workforce of the country. It also closely follows that the quality of education the
government provides today to the students will have an impact to the quality of
manpower will have in the future (Tamayo, 2008).
On the other hand, dropout rates particularly in the secondary education level due
to poverty are increasing. Skills of graduates and the requirements of the labor market are
mismatched (DepEd Updates, 2007). These challenges together with continuing effects of
poverty among students combined with the results of the 2007 National Career
Assessment Examination (NCAE) are the rationale for the DepEd to strengthen the tech-
voc high schools in the country.
Consequently, the STVEP-CBC is a viable response to address the concerns on
dropouts in secondary education, job skills match, higher learning and career preparation.
Tech-voc high schools can provide students with appropriate skills, an avenue to earn
extra income while in school, and provide students with more options (Labrador, 2008).
The advent of the third millennium poses a great challenge to school
administrators. The complexity of modern life places them in a dilemma on how to
perform their administrative function effectively. It launches them to a search for
methods and techniques so as to be effective and efficient in delivering quality education
to students (Darch,2004).
Quality implementation of STVEP-CBC greatly depends on the administrators
and teachers’ competences contribute to the effectiveness of the implementation. These
theories, supported by many researchers and educators, are presented in the following
paragraph.
Ornstein (1990) reports that the teacher is the most vital factor in the education of
the students and to be able to do a good teaching job he must keep up with his subject and
the latest teaching instructional trends in his specialization. He should be empowered
with necessary competencies and values to enable him/her to play his/her role
successfully. One effective way of empowering or developing his/her competencies is
through training in their field of specialization. Another effective way of improving or
enhancing their competence in teaching is through effective monitoring or supervision. In
this way, teachers will be assessed of their implementation of the strategies which are
reflected in the achievements of students.
This is related to the theory of Hargreaves and Dave as cited by Amarga (2002)
which brings the concept of teacher empowerment and professional enhancement by
bringing colleagues and their expertise together to generate critical yet practical reflection
on what they do as basis for skilled action. It is along this line of thought that the theory
of Kohn (1990) holds true. Kohn emphasized that school administrators must exercise
leadership to guide the subordinates toward fulfilling organizational objectives.
Knoll (1987) explains that the aim of supervision is the improvement of
instruction and the learning process. It is the process of improving teacher’s performance,
thereby making instruction most successful. This clarifies the role of the administrators as
instructional leaders. Among the salient responsibilities of instructional leadership
include the selection and revision of educational objectives, materials of instructions,
evaluations of instruction, implementation of different innovations and thrust, and the
stimulation of the professional growth of teachers.
Gregorio (1990) pointed out that the success of any in-service education program
in a school is dependent to a large extent upon the principal. Morale, enthusiasm, and
desire of the personnel to grow are most likely to result from inspiration and stimulation
by the principal. “As is the principal, so is the school,” is an old saying which has been
acknowledged. This holds true with the success of the implementation of any
governments’ thrust for the principal’s role is to lead the teacher’s in any school
activities.
The teacher has a definite role to play in school. He/she is still the central figure
in human resource management. In fact, the quality of students in the school depends
upon the quality of teachers because they are the primary factors in guiding the teaching-
learning process.
The theories stated above, provide the basis for this study. They presented
concepts related to the total quality management in the implementation of STVEP-CBC
of nine identified DepEd tech-voc high schools in region X.
Conceptual Framework
This study tried to assess the total quality management in the implementation of
STVEP-CBC of nine tech-voc high schools in Region X. With this purpose in mind, two
sets of variables were treated in this study as illustrated in the schematic design of the
Independent Dependent
Variables Variables Output
I.ADMINISTRATORS’ IMPLEMENTATION
AND TEACHERS’ OF THE STVEP-CBC
COMPETENCE PROGRAM
COMPONENTS AS
1. Educational PERCEIVE BY
Qualification TEACHERS AND QUALITY
SCHOOL
2. Field of ADMINISTRATORS
Specialization
3. Perception 1. In-service Training

Towards the 2. Production of
Program Teacher
Materials(Textbooks, FRAMEWORK
Instructional
Materials,& Teachers
Manuals)
3. Support for tools,
II. FUNCTIONS OF facilities and
SCHOOL Equipment
ADMINISTRATORS 4. Monitoring and DEVELOPMENT
AS PERCEIVE BY Evaluation
TEACHERS AND
ADMINISTRATORS
1. Communicating the
school VMGO
2. Supervising and
evaluating
3. Implementing the
Curriculum
4. Monitoring and
assessing student
progress
Figure 1. Schematic Diagram of the Study

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

2.1 communicating the school VMGO;
2.2 supervising and evaluating instructions;
2.3 implementing the curriculum;
2.4 monitoring and assessing student progress; and
2.5 professional development of teachers?
perceived by teachers in terms of:
3.4 monitoring and assessing the student progress; and
4. What is the status of the STVEP-CBC implementation program of activities as
perceived by the administrators and teachers in terms of the following:
4.1 in-service trainings;
4.2 production of teacher s’ materials;
4.3 support tools, facilities and equipment; and
4.4 monitoring and evaluation?

5. Is there a difference between the administrators’ and teachers’ perceptions on the
degree of school administrators functions, namely:
status of STVEP-CBC implementation program of activities, namely:
6.2 production of teachers’ materials;
6.3 support of tools, facilities and equipment; and
7. What quality framework development is evolved from the findings of the study?
Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of
significance:
Ho1 : There is no significant difference between the administrators and teachers’
perceptions on the degree of school administrators’ functions in the aspect of:
1.5 professional development of teachers.
Ho2 : There is no significant difference between the administrators’ and teachers’
perceptions on the status of implementation of STVEP-CBC program of
activities, namely:
2.4 monitoring and evaluation.
Significance of the Study

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

This study is descriptive survey which focused on the total quality management in
the implementation of STVEP-CBC program of activities as perceived by the school
administrators and the teachers. There were 34 administrator- respondents and 306
teacher-respondents from the nine identified DepEd tech-voc high schools all throughout
region X. There was no sampling procedure employed in this study since the researcher
took one hundred percent of the school administrators and teachers both Technical
Vocational Education (TVE) and Academic Teachers in nine tech-voc schools. A self-
made instrument chiefly deal on the management functions in the implementation of the
curriculum, and was assessed in terms of in-service trainings; production of teacher s’
materials; support tools, facilities and equipment; and monitoring and evaluation. An
investigation of the relationship between the independent and the dependent variables
were also conducted.
Definition of Terms
To have a clearer understanding of the study, conceptual or operational definitions
of terms used are hereby given:
Curriculum Development. It refers to STVEP-CBC activities for continuing
methodology responding to fluctuating characteristics of workplace as a result of global
economy, open market and technology revolution.
Implementation. This function refers to delivering the STVEP-CBC across Tech-
Voc schools so that goals will be attained.

Strengthened Technical Vocational Education Program-Competency Based
Curriculum. It refers to a curricular offerings aligned the training regulations of TESDA
in order for the tech-voc students to acquire the right skills matched with the requirement
and standards of the local and international labor industries.
Total Quality Management. This refers to a set of concepts, principles and
activities of the highest degree of excellence actually practiced and consistently
implemented in this study in terms of school administrators’ management
behavior/functions in the implementation of STVEP-CBC and the status on the
implementation program of activities.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter will present the review of related literature and studies that have
direct or indirect bearing on this study.
Review of Related Literature
This part of the study dwells on the related literatures that enrich this proposed
study. Monsod (1997) as cited by Rosas (2005) stated that the education crisis is a more
serious crisis than the currency crisis or the water crisis and even the peace and order
crisis that is facing the Philippines. But because its effect on the economy and on society,
while long lasting and cumulative are not felt immediately, only a few are taking notice.
Furthermore, education is not only an investment in human capital, but also a basic
human right. The constitution states that it should be given highest priority in the
government budget.
The legal bases in the implementation of the TVE emanate from Article XIV,
Section 3 of the 1987 Philippine Constitution states that the school shall inculcate
patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of the national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking,
broader scientific and technological knowledge, and promote vocational
efficiency(Article 1, Sec.4-4.1,Manual of Operation on Public Technical Vocational High
School).
The Educational Act of 1982 or Batas Pambansa Blg. 232 provides that the
objectives of the secondary education are: 1) Continue the general education started in
elementary; 2) Prepare the learners for college; and 3) Prepare the learners for the
world of work.
Section 3, Title 6 (Education, Culture and Sports),Book IV, Administrative Code
of 1987 provides: “Section 3, Powers and Functions.- To accomplish its mandate and
objectives, the Department shall have the powers and functions of formulating, planning,
implementing and coordinating the policies, plans, programs and projects for the
following:1) Elementary, secondary, physical and international education; 2) Non-formal
and vocational or technical education; 3) Higher education; 4) development of culture; 5)
Foreign and locally assisted projects and other activities relative to Subsections (1),(2),(3)
and (4); and 6) Perform such other functions as may be provided by law.”
Antonio ( Manila Bulletin,Vol.424 No. 12,2008) states that “Foreign employers,
mostly in the Middle East, are in need of workers to fill in various job positions that
require technical and vocational skills. These are the high paying jobs,” The recruitment
industry leader advised high school graduates to go to slow on their moves in what
courses to take in college and should consider taking vocational courses. He added that
the Philippines can take advantage of the pressing need for skilled workers in trillion-
dollar projects in the Middle East if many of our high school graduates will shift to
schools offering tech-voc subjects.
Lapus (2009) stressed that strengthening technical-vocational education affords
students a ver practical and appropriate alternative where they can build a career. The
Department of Education has incessantly provided budgetary increments to sustain
technical-vocational education in the country. He believes that each panacea responding
to the imbalance in the interplay among students’ inclination, educational attainment and
market demand. There is a need to invest enough on the education of the young upon
who depends much of the country’s future. Tech-voc is the mainstream alternative for
students. With this, Philippine could be in a very good position to weather-off any
breakdown that may be set it.

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

Tech Voc High Schools. He added that in providing relevant education to the youth will
greatly contribute to the stabilization of the local and international economy.
Ramirez (2008) concluded that gone are the days when vocational graduates are
taken for granted by the parents, community and even by the parents, community and
even by the students themselves. The graduates of technical vocational courses keep the
engines of the various industries running with their skills and expertise. The result of the
recently concluded (SY 2007-2008) National Career Assessment Examination (NCAE)
showed that out of 1.3M high school students, 711,526 seniors showed high aptitude for
tech-voc programs. Hence, there is a need to strengthen the technical vocational in our
country to help achieve a giant stride in the economy.
Panillo (2009) relates that, part of the great challenges that the global economic
downturn has ushered in is the paramount need to transform the present educational set
up where relevant systems of learning have to be developed. The future of education lies
in evolving new training programs for a skilled manpower sector which the current
higher educational systems cannot bring about. The expansion of new technical-
vocational training, especially in the rural areas, will support and sustain the growth of
industries that are least affected by the present crisis.
However, before changes could be observed among students, a lot is also
expected from teachers and administrators. In other words, change or transformation
should not see only in the students but in the teachers as well as the educational managers
(Rosas, 2005).
EDCOM states that to improve the quality of Philippine education, to make it
more responsive to the development challenges of the country, one of the legislative and
program measures considered imperative is improving the quality status of the
administrators. There is the need for a dynamic educational administration for
educational institutions in the country.
The call for a better education necessitates the development of effective school
managers who can influence others to attain the institutional objectives.
“It is not the kind of work that we do or the position, that we occupy which
enables us but it is our love for our work and our desire and honesty in
doing that work well. That is what noble work is; it makes no difference
what we are. If we do our work well, if we render the service that we are
expected to give, we precede ourselves no matter how lowly the position
we occupy on society is.”
-Manuel L. Quezon
Review of Related Studies
This portion of the study will state the related studies that bear significance to this
study. Bermas (2006) conducted a study on historical memoirs of tech-voc. The creation
of technical-vocational schools through legislative fiat, sometime, 1950’s to 1980’s was
phenomenal. Record shows that there were more than 300 technical-vocational schools
first established offering agriculture, arts, and trades and fisheries curriculum. These
schools were administered and supervised by the Bureau of Technical-Vocational
Education (BTVE), which in a sense, the latter, is the number of technical-vocational
schools show aspirations to those children whose inclinations are in manipulative skills
and technology destined to become.

Reorganization in the system took place; and as a result of EDCOM Report in
1990, through its recommendation, serious structural changes were adopted and
implemented, trifocalizing Philippines Education in to three separate agencies, namely 1)
Basic Education 2) Technical Education and skills Development Authority (TESDA),
and 3) Commission on Higher Education (CHED). The dynamics in characterizing
vocational technical high schools for past three decades began to wane. The quest for
technical-vocational excellence was put to an end. Boundaries’ created by these
vocational evolutions to between and among the Basic Education, the TESDA and the
CHED had simply provided a rigid boundary lines for an amorphous curricular
structures. Most of these big and developed technical-vocational high schools were
turned-over and absorbed by either the TESDA or CHED which in turn made radical
changes to vocational education curriculum of tech-voc high schools nationwide by
phasing out secondary curriculum affecting resources as a consequence. The mismatch of
competencies of the school heads, middle managers, faculty and staff, students
inclination to skills technology, physical equipment facilities, instructional materials and
finances. Existing building structures and equipment became idle. Depriving high school
students and their parents of enrolling in schools were would it be the destiny of their
choice. This, also depriving industries here and abroad of skilled workers to competently
fill occupational needs.
The similarities of this study, Tamayo (2008) added that it is an open secret that
Tech-Voc Schools has been pushed off due to the EDCOM Report in 1910. And the final
blow came with the enactment of R.A 9155 (Governance of Basic Education Act 2001)
which apparently provided the last nail to end Tec-Voc Schools governance. He foresees
that the Tech-Voc Task Force of the Department of Education Central Office exists on a
borrowed time.
Hean (2006, Singapore) recommended that as leaders in education program they
can introduce new programmed and exhort parents, teachers and students to work
towards achieving the Direct Outcomes. But unless change what counts, it will be
difficult if not possible, to change the orientation and focus of the education system. The
assessment system for schools and for students must be closely aligned to the Desired
Outcomes. . . To change behavior, have to change what counts-both for students and for
schools.
Based on the study of Labrador (2008), the fact of the matter is, various local
studies show that poverty among Filipino families is one of the major factors in the
increasing dropout rates particularly in high schools. On the other hand, the latest report
released by the Department of Labor and Employment (DOLE) showed that most unfilled
openings in the industry are technical positions, the problem is not only about the quality
of skills of workers but there is hardly any supply of available labor with the type of
skills that could fill the market demands of private sector. That is why there is STVEP or
simply reviving and strengthening of the existing 261 tech-voc high schools in the
country.
In the same manner, in order to combat poverty, there must be a radical change in
the policies particularly in the educational system. A rapid technological development
brought about by the forces of globalization which greatly affect and influence the world
of work. The educational system has a share of the blame but it is in this department that
the hope lies, where the opportunities abound and the only syringe needed to inject the
much needed antidote that the present world needs (Daza, 2008).
The country is at the crossroads of economic meltdown, Tech Voc Schools are
also at the crossroad of national educational crisis. No one can thwart the idea on the
implementation of STVEP. It may be the best, and the last hope to survive the global
economic meltdown.
A lot has been happening in tech-voc high schools. The never-ending journey of
tech-voc education, development and innovations through the circuitous process in many
ways is a current route guided by an aspiration of turning out youth with relevant and
certifiable skills with values in lie that will enable them to become responsible and
productive citizens of the country.
“The very root of our nation’s ability to achieve social progress and economic
development lies in good education.”
-Sec. Jesli A. Lapus
Finally, after reviewing the related literature and studies the researcher is more
encouraged to gather data on the total quality management in the implementation of
STVEP-CBC in the nine identified tech-voc schools in Region X.
Chapter 3
RESEARCH METHODOLOGY
This chapter will describes the research design, research locale, the subjects and
respondents of the study, the research instruments, data gathering procedure and the
statistical treatment employed in the investigation.
Research Design
This study used the descriptive-inferential research design because the researcher
wanted to describe and interpret total quality management in the implementation of
STVEP-CBC in Region X. An investigation of the relationships between the independent
and dependent variables was conducted.
Research Locale
This study was conducted in nine identified DepEd tech-voc high school in region
X – Northern Mindanao. Specifically; 1) Aloran Trade High School, (ATHS), Aloran,
Misamis Occidental 2) Baliangao School of Fisheries (BSF), Baliangao, Misamis
Occidental 3) Bukidnon National School of Home and Industires (BNSHM), Maramag,
Bukidnon 4)Bunawan National Agricultural School (BNAS), Bunawan, Iligan City 5)
Iligan City National School of Fisheries (ICNSF), Buru-un, Iligan City 6) Kinuguitan
National Agricultural School (KNAS), Kinuguitan,Misamis Oriental 7) Opol National
Secondary Technical School (ONSTS), Opol, Misamis Oriental 8) Ozamis City School
of Arts and Trade (OCSAT), Ozamis City and 9) Rogongon Agricultural High School
(RAHS), Rogongon, Iligan City.
The region comprises the provinces located on the northern portion of the island
of Mindanao, namely Bukidnon, Camiguin, Lanao del Norte, Misamis Oriental and
Misamis Occidental. The region extends over an area of 19,671.9 square kilometers and
has a total population of 3,952,437 as of 2008 census. Wide interior plains, narrow littoral
lowlands, jagged mountainous projections and extensive plateau make up the region
diverse landscape. Deep embayment and trough like submarine ridges are found along its
lengthy coastline (The Philippine Atlas).
The region has a vast timber and mineral resources and the economy is still
basically agricultural, with rice and corn as the leading food crops and livestock
production. The comparatively cooler climate provides ideal conditions for the growing
of cash crops such as coffee, cabbages, onions, pineapples, potatoes, jackfruits and
mangoes. In these reasons some Agricultural schools are operating in the region (The
Philippine Atlas).
Its coastal waters abound with commercial species of fishes and other marine
products, and the presence of inland bodies of water within the region suggests potential
to operate a fisheries school in the region. Several provinces also exhibit industrialization
which industrial concerns are reshaping the land and patterns of settlement. The major
industries are food processing, cement production, steel industries, beverages
manufacturing, pineapple industry, pottery manufacturing, and mining which is a good
avenue for the industrial attachment program of the arts and trades schools in the vicinity
(The Philippine Atlas). The map of the research locale is shown in Figure 2.
*(6 (6)
(2 )
(7)
ONST
(1) (4)
ATH
(5) (9)
(8) ICNS RAH
(3)
BNSH
Legend: (1)Aloran Trade High School, (ATHS), Aloran, Misamis Occidental (2) Baliangao School of Fisheries
(BSF), Baliangao, Misamis Occidental (3) Bukidnon National School of Home and Industires (BNSHI),
Maramag, Bukidnon (4)Bunawan National Agricultural School (BNAS), Bunawan, Iligan City (5) Iligan
City National School of Fisheries (ICNSF), Buru-un, Iligan City (6) Kinuguitan National Agricultural
School (KNAS), Kinuguitan,Misamis Oriental (7) Opol National Secondary Technical School (ONSTS),
Opol, Misamis Oriental (8) Ozamis City School of Arts and Trade (OCSAT), Ozamis City and (9)
Rogongon Agricultural High School (RAHS), Rogongon, Iligan City.
Figure 2. Map of the Research Locale ( Region X )
Respondents of the Study

The school administrator-respondents in this study were 34 which are composed
of eight principals, one school-in-charge, four assistant principals and 21 department
heads of the nine identified tech-voc schools in Region X. There were 306 teacher-
respondents coming from the said schools. The total population of this study is presented
in Table 1.
Table 1.- Distribution of Respondents

Tech-Voc Schools
Administrators Teachers Total No. of Respondents
Aloran Trade High School 7 48 55
Baliangao School of Fisheries 3 22 25
Bukidnon School of Home and
9 75 84
Industries
Bunawan National Agricultural
1 13 14
School
Iligan City National School of
4 40 44
Fisheries
Kinugitan Agricultural School 1 8 9
Opol National Secondary
5 53 58
TechnicalSchool
Ozamis City School of Arts and
3 38 41
Trade
Rogongon Agricultural School 1 9 10
Total 34 306 340
Research Instruments
Survey questionnaire was utilized to gather pertinent data. In particular, separate
questionnaires were given to the administrators and the teacher-respondents. The survey
questionnaires for administrator-respondents and the teacher-respondents were composed
of three parts.
Part I covers the personal profile of the school administrators and teachers. The
items include name (optional), sex, age, and civil status. Part II covers the school
administrators and teacher’s competence namely: educational attainment, field of
specialization, and perceptions towards the curriculum. Part III covers the functions of
the school administrator also known as the management behavior/function in the
implementation of the STVEP-CBC in terms of communicating the school VMGO;
supervising and evaluating instructions; implementing the curriculum; monitoring and
assessing student progress; and promoting professional development. Part IV covers the
STVEP-CBC implementation program of activities. It includes the in-service training;
production of teachers’ materials; support for tools, facilities and equipment; and
monitoring and evaluation.
This is adapted from the Instructional Management Behavior Questionnaire
developed by Phillip Hallinger (1985). This instrument is ideal in assessing the specific
administrators behavior related to instructional management as translated from job
functions (Hallinger, 1995). This utilized the Behavioral Anchored Rating Scale (BARS)
which relies upon description of critical job-related behaviors. In this study, five job
function areas which reflect the responsibility of the school administrator’s role as
instructional manager are cited, for these jobs function areas are of great importance in
the implementation of any special educational project to enhance teaching and learning.
Slight modifications are made to suit local conditions as exemplified in the work
of Gajo (1991) and Amarga (2002). The appropriateness, understandability, and
acceptability of the instrument were identified by the statements as follows: 1,no quality
[does not act on management function(MF) describe by the item]; 2, low quality
[ performs the management function only on few occasions]; 3, moderate quality
[performs MF on some occasions describe by the item]; 4, high quality [performs the
task of MF oftentimes describe by the item]; 5, excellent quality [nearly performs all the
MF describe by the item].These are interpreted by the scaling presented below as cited by
Dongon (1994).
Scale Range Descriptive Rating
1 1.00-1.80 No Quality (NQ)

2 1.81-2.60 Low Quality (LQ)
3 2.61-3.40 Moderate Quality (MQ)
4 3.41-4.20 High Quality (HQ)
5 4.21-5.00 Excellent Quality (EQ)
The survey questionnaires was pre-tested to 20 graduating students in Iligan City
National School of Fisheries SY 2009-2010 and ten members of the non-teaching staff of
the school. They are not included in the respondents. This was made to ascertain the
readability of each item and the result helped the researcher to identify the terms that
need for modification and revision for final copy to be distributed to the respondents.
Gathering of Data
In the gathering of data, the researcher asked permission from the Dean of the
Graduate Studies of Mindanao State University-Marawi City to conduct a survey for the
study. With the dean’s permission, the researcher sought approval from the DepEd
Regional Director of region X.
Moreover, the researcher also sought approval from Schools Division
Superintendents of Bukidnon, Iligan City, Misamis Oriental, Misamis Occidental, and
Ozamis City divisions. The school administrators of the nine identified tech-voc schools
were requested to assist the researcher in the conduct of the survey using the
questionnaires for the respondents. No time limit was set in the accomplishment of the
questionnaire. Furthermore, the respondents were assured of the strict confidentiality of
their answers. Likewise, the administrator-respondents were informed that the survey
would not reveal their individual performance as school managers and their assessment of
the implementation will not be divulged. After the gathering of data, they were scored
and classified based on the problems of the study.
Statistical Treatment of Data
The data gathered were summarized, translated, and analyzed using the following
statistical techniques:
Frequency Counts and Percentages. These tools were used to describe the
personal profile of the respondents to describe competence namely: educational
attainment and field of specialization. The formula for percentage is:
P = F/N x 100 %
where:
F = frequency
N = number of respondents
Weighted Mean and Ranks. These tools were utilized to described the
perceptions of school administrators and teachers towards STVEP-CBC, the degree of
management functions of school administrators as perceived by teachers and school
administrators’ themselves and the status of implementation of the STVEP-CBC as
perceived by the two sets of respondents as well. The formula for weighted mean is:
N
Xw = Σ / Wi Xi
i=1
where:
N = total number of respondents
Wi = weight of each categories
Xi = rating of each respondents
t-test for independent samples. Lindquist t-test ( N.M. Downie) was used in this
study to find out if there is a significant difference between administrators’ and teachers’
perceptions on the degree of school administrators’ management functions. This was also
utilized to find out if there is a significant difference between administrators’ and
teachers, perceptions on the status in the STVEP-CBC implementation program of
activities. The formula for t-test is:
t =
Σ Σ
d1² + ( d2 ² 1 +1
N1 + N2-2 N1 N2
where:
t = t-test value
Xi = weighted mean of the 1st group
X2 = weighted mean of the 2nd group
Σ d1² = summation of deviation of the 1st group
Σ d2² = summation of deviation of the 2nd group
N = number of cases
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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

of the School Administrators and Teachers
Educational Qualification Administrators Teachers

N=34 N=306
Frequency Percentage Frequency Percentage
Bachelor’s Degree without MA units 0 0.00 92 30.00
BS with MA units 17 51.00 146 48.00
Master’s Degree holder 11 32.24 37 12.00
MA holder with Doctoral units 2 6.00 23 7.67
Doctor’s Degree holder 4 10.76 7 2.33
These results mean that all administrators is improving their best and showing that
they are at the leading edge in most aspects in managing the school, as evidenced with
0% in bachelor’s degree only. As they say, educational qualification as a manager is very
indispensable. In fact, others reveal that they must be of higher qualifications, knowledge
and skills compared to their subordinates, so as to practice and consistently implement in
an organization from the highest officials cascading down the line of the office staff,
faculty down to members of the institution.
This is well supported by the paper of Navarro (2005) that quality is not
perfection. It is improving your previous best and showing that you are at the leading
edge in most aspects.
Educational Qualification of Teachers
It can be viewed in Table 2 that 92 of the 306 teachers are Bachelor’s degree
holders, 146 are BS with MA units, 37 are Master’s degree holders, 20 are MA holder
with doctoral units and 10 PhDs/Ed.D/D.M.
These results mean that the teachers have met the requirements of the approved
Qualification Standards of the Department of Education in terms of experience, and civil
service eligibility (DepEd Handbook, 2000). This implies that these teachers are
graduates of four-year degree course in Bachelor of Science in Education with a major
and minor area of specialization and a Bachelors’ degree in Arts or Science with at least
18 professional units in education. It is also thought that these teachers have passed the
government examination for teachers. Education for these teachers does not stop only in a
four-year degree, but instead they are seeking for a higher education. Out of 340 teacher-
respondents, 48% of them obtained units in Masters Degree compared to 30% of the
teacher-respondents graduated in bachelors’ degree without units in Masters Degree. 12%
of them are a Master’s Degree holder, 6.67 % is Master’s Degree holder with doctoral
units and 3.33% is a Doctor’s Degree holders.
These results present the concept of Total Quality Management (TQM) is best
applied in the teacher education continuum starting with the baccalaureate program in
secondary or elementary education and continuing to the graduate programs. This
principle is implicit in CHED Memorandum Order No. 36, series of 1998, otherwise
known as the Policies and Standards for Graduate education. Section2, Structure of
Graduate Education, states: “Philippine graduate education shall, if feasible, be vertically
articulated by discipline (Navarro, 2005).
Field of Specializations
As can be seen in Table 3, among the 34 school administrators, 11 are
Technology and Livelihood Education majors which means that they belong to a group of
persons who are equipped with vocational competencies. English majors ranked second
with 7 administrators who are good in English communication skills and they are well-
versed in English language. Caution, however, is given here because according to

Sibayan (1995) as cited by Amarga (2002), many people teaching English has even
deteriorated in the sense that the standards acceptable to most Filipinos with regard to
English have become lower.
Table 3.- Frequency and Percentage Distribution of the Field of Specializations of

the School Administrators and Teachers
Administrators Teachers
N=34 N=306
Field of Specialization Frequency Percentage Frequency Percentage
English 7 20.59 70 23.00
Science 5 14.70 63 20.67
Math 4 11.76 49 16.00
Filipino 2 5.89 24 8.00
Araling Panlipunan 2 5.89 18 6.00
MAPEH 2 5.89 24 8.00
TLE 11 32.35 41 13.33
Values Education 1 2.9 15 5.00
Moreover, it is a given fact that respondents’ field of specialization will not matter
most in the implementation of STVEP-CBC as long as it centered on quality, based on
the participation of all members and aiming at long term success through customer
satisfaction, and benefits to the members of the organization and to the society
(Pontillas,2002).
As indicated in Table 4, the school administrators and teachers agreed in all seven
variables. Among the school administrators group, the first in rank is that the program
enhanced teaching in field of specialization. This gained a mean rating of 4.06. While in
Table 4. - Mean Ratings of School Administrators’ and Teachers’ Perception

Towards the STVEP-CBC
Mean Description Rank

Indicators School Teachers School Teachers School Teachers
Admin Admin Admin
This program is effective in
increasing the student’s skill 3.91 4.07 Agree Agree 7 3
development
The goals of this program is clear 4.00 4.08 Agree Agree 4.5 2
The learning activities are effective
for students and teachers 4.00 3.97 Agree Agree 4.5 5
development
The series of topics are interesting
4.00 3.96 Agree Agree 4.5 6
and useful to me (CBLM/CBC)
The in-service training are well
4.00 4.10 Agree Agree 4.5 1
planned and prepared
This program enhanced my
teaching in my field of 4.06 3.80 Agree Agree 1 7
specialization
This program is effective in
increasing the student’s 4.03 3.98 Agree Agree 2 4
achievement rate
Average 4.00 3.99 Agree Agree
Scaling:
4.21 - 5.00 = Strongly Agree
3.41 - 4.20 = Agree
2.61 - 3.40 = Not sure
1.81 - 2.60 = Disagree
1.00 - 1.80 = Strongly Disagree
the group of teachers’ perception, the in-service trainings are well planned and prepared
with a mean rating of 4.10.This suggests that the in-service trainings are well managed by
the organizers, specifically the Tech-Voc task Force and training’s facilitators are well-
equipped and they can be the best authority in this implementation since they have truly
obtained the skills and knowledge needed in the curriculum as perceived by teachers.
Second in rank in the administrators perception is that the program is effective in
increasing the student’s achievement rate, with a rating of 4.15; while teachers perceived
that the goals of this program is clear with a rating of 4.08, ranked second. This means
that CBLM-CBC was not complicated, very specific and well-defined, and that these
could be easily understood and followed by teachers.

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

Function of School Administrators
This part is concerned with the school administrators and teachers perception on
the degree of management behavior/function in the implementation in terms of
communicating the school VGMO; supervising and evaluating instruction; implementing
the curriculum; monitoring and assessing student progress; and promoting professional
development.
Communicating the School Vision, Mission, Goals and Objectives as Perceived by

School Administrators
Table 5 presents the school administrators’ management function in the area of
communicating the VGMO. Given five items, two were rated as excellent quality, while
three were rated as high quality in the administrators perceptions.
Table 5. - School Administrators and Teachers Perceptions on the Degree of

Management Behavior/Functions in the Implementation in terms of
Communicating the School VMGO
Indicators School School School
Admin Teacher Admin Teacher Admin Teacher
.
Communicate the school VGMO
(Vision,Mission,Goals,Objectives) Excellent High
4.26 4.04 Quality Quality 1 2
effectively to the people in the
school setting
Refer the school VMGO with High High
teachers during casualconversation
Discuss the school VMGO with High High
teachers at faculty meeting
Refer to school VMGO when High High
implementing the STVEP-CBC
Ensure that the school VMGO are
Excellent High
reflected in highly visible displays 4.21 3.90 Quality Quality 2 4
in the school
Average High High
4.15 3.98 Quality Quality
Scaling:
4.21 - 5.00 = Excellent Quality
3.41 - 4.20 = High Quality
2.61 - 3.40 = Moderate Quality
1.81 - 2.60 = Low Quality
1.00 - 1.80 = No Quality
According to the school administrators themselves, they communicated excellent
quality the thrust of the school VGMO effectively to the people in the school setting as
evidenced by a mean rating of 4.26. This ranked first for them. This signifies that they
have communicated to all personnel and teachers in the school VGMO so much, so that
everybody understands and sees the direction where the school is heading.
Next in rank is the administrators ensure that the school VMGO is reflected in
highly visible displays in the school as shown by a mean rating of 4.21. This means that
administrators always use the opportunity to promote and advance the aims of the school
through visible displays in the school campus. In other words, school administrators
highly communicate and indoctrinate the teachers, students, staff and the rest of the
school personnel the thrusts of the school either directly or indirectly, in order to redirect
every one’s behavior towards the accomplishment of the school’s goal.
But in sum, the school administrators rated their manner of communicating school
VGMO in high quality as indicated by the average mean rating of 4.15. This means that
they highly discussed school VGMO with teachers at faculty meetings, and the
implementation of the STVEP-CBC.
Communicating School VMGO as Perceived by Teachers
As can be gleaned in Table 5, the teachers perceived that the school
administrators have high quality in practicing all tasks associated with their management
function of communicating the school VGMO to the teachers, students and the rest of the
members of the academic institution.
Specifically, ranked first for teachers is that school administrators discuss the
school’s VGMO with teachers during faculty meeting. Ranked second according to the
teachers is that the administrators highly communicated the school VGMO effectively to
the people in the school setting. They mention school VGMO in school programs,
conferences and assemblies. They check whether vision and mission of their institution
are displayed in conspicuous areas in the school campus so that everybody is constantly
reminded. And most importantly, teachers appreciated the fact that administrators
encouraged the active involvement of the teachers in discussing the goals of the schools.
They rightfully think that they should know since they are the classroom manager and
they directly guide the students’ actions, behaviors and thoughts.

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

of the Administrators’ Management Function in the Area of Supervising and Evaluating
Instructions
Indicators School Teachers School Teacher School Teachers
Admin Admin s Admin
Conduct classroom observation Excellent High
4.56 4.00 4 2
on scheduled basis Quality Quality
Conduct classroom observation Moderate High
3.00 3.66 9 8
on unscheduled basis Quality Quality
Ensure that the classroom
objective of teachers are Excellent High
4.70 3.91 1 4
consistent with the stated Quality Quality
VMGO of the school
Review student’s work products
Excellent High
when evaluating classroom 4.59 3.97
Quality Quality
3 3
instruction
Point out specific strengths in
Excellent High
teacher instructional practices 4.65 4.02
Quality Quality
2 1
in post observation feedback
Point out specific weaknesses in
Excellent High
teacher instructional practices 4.26 3.82
Quality Quality
8 6
in post observation feedback
Discuss the teachers on the
Excellent High
activities of students after 4.38 3.84
Quality Quality
6 5
classroom observation
The results of teacher-made and
Excellent High
curricular specific tests are used 4.32 3.64
Quality Quality
9 9
to make instructional decisions
A remediation process exists
Excellent High
that offers resources for 4.41 3.79
Quality Quality
5 7
improvement of performance
Average Excellent High
4.32 3.85
Quality Quality
Scaling:
1.00 - 1.80 = No Quality
Moreover, these results indicate that the administrators have hands-on
supervisions of teacher activities and contrary to what inefficient administrators do after
observations, they give positive and negative feedback to teachers constructively and they
always build on the strengths of their teachers to create a positive and pleasant classroom
atmosphere and school environment.

Specifically, however, to conduct classroom observation on unscheduled basis is
rated as moderate quality which has a computed mean rating of 3.00. This is
understandable because the school administrators cannot do this in high quality since they
have other responsibility to attend to. Besides, there are scheduled classroom
observations that they have to conduct. This is also with due considerations to how much
time would a class observation demand from the administrators’ schedule.
It will not be easy for school administrators to just fit into their schedule any
activity which they think is important. They have to be conscious about the other things
that they do and make sure that their activities are distributed equitably.
Supervising and Evaluating Instructions as Perceived by Teachers
As can be viewed in Table 6, the school administrators have high quality in
practicing their management function of supervising and evaluating instructions as
perceived by their respective teachers. In fact, all of the nine items they described as
highly quality as evidenced by an average mean rating of 3.85
Ranked first based on the judgment of teachers is that administrators point out
specific strengths in teacher instructional practices in post observation feedback. These
practices then are encouraged and stimulated. Further, these results mean that the
administrators highly see to it that the classroom objectives of teachers are congruent to
the stated goals of the school.
Administrators go out of their way to check whether teachers’ activities inside the
classroom are not deviating from the objectives of the school. In fact, the truly good
teachers are those who teach a programmed curriculum and achieve objectives which are
consistent with the school’s aims and which are faithful to societal/ or systemic
expectations.
It is also worthwhile to mention that teachers’ instructional which are
commendable and truly positive and effective should be recognized as what is being by
the respondent-administrators in this study.
Further, teachers claim that administrators have high quality in conducting
classroom observations on scheduled and unscheduled bases. In fact, they say that school
administrators even sit down with them to discuss the results of their observations in
order to encourage their positive points and minimize, if not eradicate the negative areas
observed in them.
Implementing the Curriculum as Perceived by School Administrators
As shown in Table 7, among nine items under this function, all were rated
excellent quality, by administrators themselves. Top in rank is the administrators
monitored the classroom to see that lessons cover the school’s curricular objectives which
is evidenced by a mean rating of 4.85. Second in rank is that the administrators make
clear who is responsible for coordinating the curriculum across year levels. This suggests
that the administrators make certain that curriculum is followed in all year levels and that
what is followed is accurate and correct.
Table 7. - School Administrators and Teachers Perceptions on the Degree of the

Administrators’ Management function in the Area of
Implementing the Curriculum

Indicators School Teacher School Teacher School
Teachers
Admin s Admin s Admin
Make clear who is
responsible for coordinating Excellent High
4.76 4.15 2 1
the curriculum across year Quality Quality
levels
Ensure that the STVEP-CBC
Excellent High
goals are translated into 4.62 3.89
Quality Quality
4 8
common curricular objectives
Ensure that the objectives of
the STVEP-CBC are Excellent High
4.03 4.03 9 3.5
coordinated with those of the Quality Quality
regular classroom
The curriculum identifies all
Excellent High
areas of learning that are 4.65 3.97
Quality Quality
3 6
taught in the school
All aspects of the curriculum
Excellent High
make use of comprehensive 4.47 3.90
Quality Quality
6 7
multimedia technology.
Teacher use instructional
techniques and strategies that Excellent High
4.56 4.06 5 2
are relevant to the curricular Quality Quality
objectives
Monitor the classroom to see
Excellent High
that lessons cover the 4.85 3.99
Quality Quality
1 5
school’s curricular objectives
Teachers use formal and
informal evaluation techniques Excellent High
4.44 4.03 7 5
and instruments to measure Quality Quality
the curriculum’s success
Manages the localization of Excellent High
4.41 3.88 8 3.5
the curriculum Quality Quality
4.53 3.99
Quality Quality
Scaling:
1.00 - 1.80 = No Quality
If this cannot be done efficiently, there is great danger that each year level will pursue its
own curriculum without considering the goals of the school in general.

In sum, the school administrators excellently perform the task of implementing
the curriculum as shown by an average mean rating of 4.53. This means that
administrators ensure that STVEP-CBC goals are translated into common curricular
objectives and coordinated with those of regular classroom.
The administrators likewise consider the curriculum identifies all areas of learning
that are taught in the school, and the importance in monitoring the classroom to see that
the lessons cover the school curricular objectives to make sure that they promote the goal
of implementing the STVEP-CBC.
Implementing the Curriculum as Perceived by Teachers
It is reflected in Table 7 that all nine specific tasks in implementing the
curriculum are highly managed by the school administrators as perceived by teachers.
This is indicated by the average mean rating of 3.99.
Ranked first for teachers, as it is with administrators, is the function of making
clear that is responsible for coordinating the curriculum across year levels. This is an
implication that teachers probably feel the need to be supervised in this aspect so that
they will be continually directed to the curriculum of their year level. Administrators, in
other words, supervise who should handle this responsibility and see to it that it gets
done.
Moreover, these findings imply that the teachers feel that the school
administrators highly check the curriculum across year levels to ensure that it is
appropriate and in accordance with school goals and objectives. But teachers also stress
that most often, administrators do not do this on their own but they assign this task to
people whose official duties include this one. In fact, teachers say that they participate
actively and coordinate with their administrators in choosing the most appropriate and
effective instructional materials for the achievement of implementing the curriculum.
Monitoring and Assessing Student Progress as Perceived by School Administrators
Table 8 shows that in the average, the administrators excellently performed their
function of monitoring and assessing student progress as evidenced by a rating of 4.64.
Thus, among eleven items, all are rated as excellent quality.
From these results it can be deduced that the administrators excellently identified
students who have attend skill enrichment classes. This is top in rank. This is the result of
constantly monitoring the activities of students across year levels.
Further, ranked next are that administrators’ positive recognition is given to
students as they master curriculum objectives to motivate and arouse student’s interest to
study harder, and the administrators meet individually with teachers to discuss student
progress both academic and non-academic skills.
On the other hand, administrators excellently used test results to assess progress
towards school goals and assessment results are used to develop appropriate educational
plans for each student.
Table 8. - School Administrators and Teachers Perceptions on the Degree of the Administrators’
Management Function in the Area of Monitoring
and Assessing Student Progress
Indicators School School Teacher School
Teachers Teachers
Admin Admin s Admin
Meet individually with
Excellent High
teachers to discuss student 4.85 4.01
Quality Quality
2.5 2
progress
Discuss the item analysis of
test with faculty to identify Excellent High
4.44 3.94 9 3
strengths and weaknesses in Quality Quality
the instructional program
Use test results to assess Excellent High
4.80 3.81 4 7
progress towards school goals Quality Quality
Identify students who need Excellent High
4.88 4.19 1 1
skills enrichment Quality Quality
Actively monitor students
performance, give immediate Excellent High
4.71 3.70 5.5 10
response, and adjust instruction Quality Quality
accordingly
Use a variety of instructional
grouping patterns, ranging Excellent High
4.44 3.76 9 9
from whole class to one-to-one Quality Quality
instruction
Use a variety classroom
management skills to create an
Excellent High
orderly and comfortable 4.53 3.91 7 4
Quality Quality
classroom environment,
conducive to learning
Mastery assessments and the Excellent High
4.38 3.89 11 6
curriculum are matched Quality Quality
Assessment results are used to
develop appropriate Excellent High
4.44 3.64 9 11
educational plans for each Quality Quality
student
Results of assessment and
Excellent High
evaluation are reported to 4.71 3.80
Quality Quality
5.5 8
parents
Positive recognition is given to
Excellent High
students as they master 4.85 3.90
Quality Quality
2.5 5
curriculum objectives
Average 4.64 3.86
Excellent High
Quality Quality
Scaling:
1.00 - 1.80 = No Quality
Moreover, administrators have high quality in concerning on actively monitored
students performance, give immediate response, and adjust instruction accordingly;
results of assessment and evaluation are reported to parents; use a variety classroom
management skills to create an orderly and comfortable classroom environment,

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

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

Administrators’ Management Function in the Area of Promoting Professional
Development
Teachers Teachers Teachers
Admin Admin Admin
Inform teachers for Excellent High
4.85 4.17 1.5 2
professional development Quality Quality
Ensure that in-service
activities attended by the
Excellent High
faculty and staff are 4.71 4.11
Quality Quality
4 3.5
consistent with the school
goals
Present new instructional Excellent High
4.59 4.11 6 3.5
techniques for the faculty Quality Quality
Encourage teachers to
participate in-service training Excellent Excellent
4.62 4.48 5 1
relevant to their field of Quality Quality
concentration
Set aside time at faculty
meetings for teachers to share
Excellent High
ideas on instruction or 4.85 4.09
Quality Quality
1.5 5
information for in-service
activities
Develop teachers/staff career- Excellent High
4.74 3.95 3 6
pathing Quality Quality
4.64 4.15
Quality Quality
Scaling:
1.00 - 1.80 = No Quality
As rated lowest by the administrators is presenting new instructional techniques
for the faculty which is evidenced by a mean rating of 4.13. This is accurate because
oftentimes, too, teachers take the initiative to research and look for new techniques and
strategies in teaching their particular subject.
Administrators ensure that in-service activities attended by the faculty and staff
are consistent with the school goals and encourage teachers to participate in-service
training relevant to their field of concentration. This, in fact, is an indication that teachers
are actively involved in improving and advancing teaching methods and practices.
Promoting Professional Development as Perceived by Teachers
Table 9 displays the administrators’ management function in terms of promoting
professional development. As shown, all six items were rated high quality as perceived
by teachers.
These results remind teachers that their school administrators are conscious of the
impact of professional development to their lives as teachers and to their students as well.
Based on the perceptions of teachers, administrators encouraged teachers to participate
in-service training relevant to their field of concentration as first in rank and informed
teachers for professional development as ranked next.
These functions make the teachers aware that their administrators are there to
constantly lead them the way towards improvement, advancement, and professional
growth. They are there to guide them what to do and how to do things to help themselves
better teachers. But in sum, teachers perceived that school administrators have high
quality in practicing all these items as evidenced by the computed average mean rating of
4.15.
Summary on School Administrators and Teachers Perceptions on the Degree of the
Administrators’ Management Function
As can be seen in Table 10, perceptions of the school administrators on the degree
of management functions reveal that, among the four indicators, one is in high quality
and three are excellent quality. Monitoring and assessing student progress and promoting
professional development appeal ranked first with a weighted mean of 4.64.
Implementing the curriculum ranked next with a weighted mean of 4.53. Supervising and
evaluating instruction with a rating of 4.32 ranked fourth, and communicating the school
VMGO with a weighted mean of 4.15 ranked last.
Table 10. - Summary on School Administrators and Teachers Perceptions on the

Degree of the Administrators’ Management Function
Admin Admin Admin
Communicating the school High High
4.15 3.98 5 3
VMGO Quality Quality
Supervising and evaluating Excellent High
4.32 3.85 4 5
instruction Quality Quality
Implementing the curriculum Excellent High
4.53 3.99 3 2
Quality Quality
Monitoring and assessing Excellent Excellent
4.64 3.86 1.5 4
student progress Quality Quality
Promoting professional Excellent
4.64 4.15 1.5 1
development Quality
4.46 3.97
Quality Quality
Scaling:
1.00 - 1.80 = No Quality
The teachers’ perceptions indicate that promoting professional development earns
the highest mean of 4.15. Implementing the curriculum ranked next with a weighted
mean of 3.99.Communicating the school VMGO with a weighted mean of 3.98 ranked
third. Monitoring and assessing student progress with a weighted mean of 3.86 ranked
fourth and a weighted mean of 3.85 in supervising and evaluating instruction, ranked
fifth. In sum, school administrator perceptions is excellent quality with a weighted mean
of 4.46 while the teachers perceptions on the degree of the school administrators
management functions is high quality with a weighted mean of 3.97.
Part III
Administrators and Teachers Perception on the Status of the STVEP-CBC

Implementation of Activities
This part includes the perception of the school administrators and teachers on the
status of the STVEP-CBC implementation of activities in terms of, in-service training;
production of teachers’ materials; support for tools, facilities and equipment; and
monitoring and evaluation.
In-service Training as Perceived by School Administrators
The data in Table 11 show that among five components of the in-service training,
all are rated excellent. According to the administrators, the training design is based on
needs assessment and includes recommendations by the participants and training program
are relevant to actual responsibilities as tech-voc school as ranked first. These imply a
two-way process of learning in which the trainer will consider the capacity, ability and
needs of the participants.
Table 11. School Administrators and Teachers Perception on the Status of the
STVEP-CBC Implementation Program of Activities in Terms of In-Service Training
School School School
Indicators Admin Admin Admin
The training design is based
on needs assessment and
4.82 4.28 Excellent Excellent 1 1
include recommendations
by the participants
The training programs are
relevant to actual
4.81 4.21 Excellent Excellent 2 2
responsibilities as tech-voc
school
Time and financial
resources for the teachers
and staff Very
4.80 4.19 Excellent 3 3
development are provided Satisfactory
within and outside the
school days
Programs include training
that prepares teachers to
Very
observe and coach one 4.74 4.09 Excellent
Satisfactory
4 4
another on skills related to
the goals of the curriculum
Participant’s skills are
Very
enhanced and used to create 4.69 4.00 Excellent
Satisfactory
5 5
high performing job.
Average Very
4.77 4.15 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
3.41 - 4.20 = Very Satisfactory
2.61 - 3.40 = Satisfactory
1.81 - 2.60 = Fair
1.00 - 1.80 = Unsatisfactory
In sum, administrators described in-service training as excellent. This signifies
that administrators have provided the training needs of their respective teachers as full
support of the STVEP-CBC implementation program of activities.
In-Service Training as Perceived by Teachers

The data in Table 11 exhibit that among five items of the in –service training, two
were rated as excellent and three were rated as very satisfactory. But in sum, in-service
training as perceived by teachers is very satisfactory.
Number one in rank according to teachers is that the training designs is based on
needs assessment and include recommendations by the participants. This implies that
training needs analysis have teachers to further empower teachers to perform their best
given adequate skills, abilities and knowledge in trainings conducted. This is enhanced by
the observations that participants suggest adequate places for workshops, resource center
for teachers as well as materials for making teaching aids. In other words, trainers( tech-
voc task force) is doing its best to provide with necessary activities that will make the
implementers perform better while in service, while actively interacting with
stakeholders, and while enthusiastically teaching students to learn.
Production of Teachers Materials as Perceived by Administrators
The data in Table 12 manifest that among the four items of the production on
teachers materials, all are described as excellent, and in sum, the production of teachers’
materials is excellent according to the administrators. This is indicated by a mean rating
of 4.84.
In particular, administrators said that subject matter is competency based and
suited to the grade level of students. They contain complete instructions and can be
interpreted by the targeted learner on their own.

Table 12. - School Administrators and Teachers Perception on the Status of the
STVEP-CBC Implementation Program of Activities in Terms of Production of Teachers
Materials
Admin Admin Admin
Subject matter is CBC and
Very
suited to the grade of 4.94 4.18 Excellent
Satisfactory
1 1
students
Teacher Support Materials is
within the social and cultural
Very
background of the students 4.82 4.01 Excellent
Satisfactory
2.5 2
and has value integration for
skill development
Availability of module for Very
4.82 4.00 Excellent 2.5 3
each subject areas Satisfactory
Sufficient references for the
Very
area of specialization and 4.79 3.97 Excellent
Satisfactory
4 4
other mandatory subjects
Average Very
4.84 4.04 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
1.81 - 2.60 = Fair
In addition, the administrators claim that the teacher support material are within
the social and cultural background of the students and has value integration for skill
development. This implies that students can learn more and teachers can inculcate in
them more significant values of work that vital in making them realize to develop their
own skill. Availability of module for each subject areas and sufficient references for the
area of specialization and other mandatory subjects are sufficiently available. Hence,
there is no possibility of incongruence occurring and disrupting the learning process.

Production of Teachers Materials as Perceived by Teachers
The data in Table 12 reveal that the four items of the production of teacher
materials are described as very satisfactory. This is indicated by a mean rating of 4.04.
STVEP-CBC Implementation Program of Activities in Terms of Support for Tools,
Facilities and Equipment
Indicators School
Teachers
School
Teachers
School
Teachers
Admin Admin Admin
Budget allocations are
Very
sufficient to meet the needs 4.94 4.06 Excellent
Satisfactory
1 1
generated by the curriculum
Appropriate and relevant
Very
materials are available for 4.82 3.99 Excellent
Satisfactory
4.5 2.5
each students
Equipment, supplies and
services needed to support Very
4.82 3.99 Excellent 4.5 2.5
the curriculum are readily Satisfactory
available
The school makes use
appropriate resources from
other educational Very
4.85 3.81 Excellent 3 5
institutions, parents, Satisfactory
business industry and
service clubs
The school manager, with
staff involvement
determines the expenditure Very
4.88 3.87 Excellent 2 4
of funds available to Satisfactory
accomplish the STVEP-
CBC goals
Very
4.86 3.94 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
1.81 - 2.60 = Fair
As similarly reported by administrators, teachers think that the subject matter is
CBC and suited to the grade level of students. This helps them make their lessons easier
because oftentimes, the challenge of teachers lies in the fact that many instructional
materials are either substandard or superior to the requisite of the grade level.
Ranked second for teachers are the teacher support materials are within the social
and cultural background of the students and have value integration for skill development.
Ranked third for teachers is availability of module for each subject areas and sufficient
references for the area of specialization and other mandatory subject, ranked fourth.
Support for Tools, Facilities and Equipment as Perceived by Administrators
As can be gleaned in Table 13, among the five indicators of support for tools,
facilities and equipment, all are described as excellent. In sum, the support for tools,
facilities and equipment is excellent as perceived by school administrators in the
implementation of STVEP-CBC. This is indicated by a mean rating of 4.86.
For them, the Department of Education through the Tech-Voc Task Force did not
fail to give Special Allocation Release Order (SARO) to all implementing schools in
STVEP-CBC which totally upgrade basic facilities, tools and equipment to equip students
with the basic competencies of the different technical-vocational courses and manage the
school finances properly and makes these sustainable as some of the objectives in
implementing the curriculum.
Support for Tools, Facilities and Equipment as Perceived by Teachers
As indicated in Table 13, all items under support for tools, facilities and
equipment are described as very satisfactory by the teachers. In sum, the status of
STVEP-CBC implementation program of activities as perceived by teachers gained an
average mean rating of 3.94 and described as very satisfactory.
As similarly reported by administrators, teachers think also that budget allocations
are sufficient to meet the needs generated by the curriculum which is ranked first. These
tools, facilities and equipment would be very helpful to the learners in understanding the
module as they can have the accurate tool for a specific field of concentration.
Furthermore, they perceived that all items show that administrators are very
particular with the impact or effect of the implementation; hence all support should be
dealt with accordingly to the best of their knowledge in continually satisfying
requirements.
Monitoring and Evaluation as Perceived by Administrators
It is presented in Table 14 that all items under monitoring and evaluation are
described as excellent by the administrators. This is evidenced by a mean rating of 4.79.
These results lead one to imply that the administrators are concerned on the
implementation of STVEP-CBC. This is affirmed by the tech-voc task force who follow-
up the implementation. Administrators can also see that teachers are willing to implement
what has been learned during trainings and workshops. Hence, there is no doubt as to the
teachers’ readiness to use the Competency Based Learning Matrix (CBLM) in classes.
STVEP-CBC Implementation Program of Activities as Perceived by the School
Administrators in Terms of Monitoring and Evaluation
Indicators School
Teachers
School Teachers School Teachers
Admin Admin Admin
Faculty and staff are committed Very
4.94 3.45 Excellent 1 6
to the VMGO of the school Satisfactory
Teachers willingness to
implement what has been Very
4.65 4.08 Excellent 5.5 2.5
learned during the Satisfactory
training/workshop
The effectiveness of teachers
Very
training is validated through 4.71 3.86 Excellent
Satisfactory
4 5
improved teaching practices
Training development program
is monitored and evaluated 4.88 4.59 Excellent Excellent 3 1
regularly
Local and national follow-up
Very
on the implementation of the 4.65 4.08 Excellent
Satisfactory
5.5 2.5
curriculum
Administrators’ concern on the Very
4.92 4.03 Excellent 2 4
implementation Satisfactory
Very
Average 4.79 4.02 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
1.81 - 2.60 = Fair
Monitoring and Evaluation as Perceived by Teachers
As depicted in Table 14, among the six items of monitoring and evaluation, one is
described as excellent, and five are described as very satisfactory. But in sum, the all
items under monitoring and evaluation are described as very satisfactory by teachers.
This is evidenced by a mean rating of 4.02.
According to teachers, training development program is monitored and evaluated
regularly as ranked first. This is one way of monitoring and evaluating teachers’ progress
and improvement. Ranked second for teachers are that teachers willingness to implement
what has been learned during the training/workshop and local and national follow-up on the
implementation of the curriculum. This means that teachers are very open to new ideas, to
new teaching methods and techniques. And as long as they can get something positive
out of it, they accept it.
Ranked next is administrators’ concern on the implementation. This is positive for
them because this only shows that the administrators are particular with the impact of
STVEP-CBC implementation relevant to VMGO of the school.
Summary on School Administrators and Teachers Perceptions on the Status of

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

Table 15. - Summary on School Administrators and Teachers Perceptions on the
Status of STVEP-CBC Implementation Program of Activities
Admin Admin Admin
In-service training Very
4.77 4.15 Excellent 4 1
Satisfactory
Production of teachers Very
4.84 4.04 Excellent 3 2
materials Satisfactory
Support for tools, facilities Very
4.86 3.94 Excellent 1 4
and equipment Satisfactory
Monitoring and evaluation Very
4.79 4.02 Excellent 2 3
Satisfactory
Average Very
4.82 4.04 Excellent
Satisfactory
Scaling:
4.21 - 5.00 = Excellent
1.81 - 2.60 = Fair
Part IV
Significant Difference Between Administrators and Teachers’ Perceptions

This part determines the significant differences of the perception of the school
administrators and teachers on the degree of management behavior/functions in the
implementation and the status on the STVEP-CBC implementation program of activities.
Significant Difference between Administrators and Teachers’ Perceptions on the

Degree of School Administrators’ Management Functions
As manifested in the Table 16, there are significant differences in the perceptions
of teachers and that of the administrators in any of the management functions of school
administrators. To illustrate, in terms of communicating school goals, the computed t-
value is 2.8900. This is greater than the critical t- value of 1.98 in critical region at 5%
level of significance. Hence, the interpretation is significant. The same pattern is
observed in the other components.
Table 16.- Significant Difference on the Degree of Management Behavior/Functions in

the Implementation of STVEP-CBC as Perceived by Tech-Voc
School Administrators and Teachers in Region X
Computed Critical t @
Variables t-value 0.05 Interpretation
Communicating the School VGMO 2.8900 1.98 Significant

Supervising and Evaluating Instruction 2.6335 1.98 Significant
Implementing the Curriculum 6.3634 1.98 Significant
Monitoring and Assessing Student
7.3808 1.98 Significant
Progress
Promoting Professional Development 5.2418 1.98 Significant
Level of Significance = 0.05
These results imply that the teachers and school administrators of nine identified
DepEd tech-voc schools in region X have basically the same perceptions and thoughts
about the functions of the administrators. This further implies that they are accurate in
their observations, and they have practiced objectivity in rating themselves (for school
administrators), and in rating the management functions of their administrators (for
teachers).
In other words, there has been a clear-cut definition and orientation of the
management functions of administrators in the implementation from start and these
functions have been understood by teachers. These results therefore lead to the rejection
of the null hypothesis which states that there is no significant difference between the
administrators’ and teachers’ perceptions on the degree of school administrators’
functions in communicating the school goal, supervising and evaluating instruction,
implementing the curriculum, monitoring and assessing student progress and promoting
professional development.
Significant Difference between School Administrators and Teachers’ Perceptions on
the Status of STVEP-CBC Implementation Program of Activities
As illustrated in Table 17, there are significant differences in the perceptions of
teachers and that of the school administrators in the four items of the implementation
program of activities of the STVEP-CBC. These findings lead to the conclusion that the
teachers and the administrators in nine identified DepEd tech-voc schools in region X
have basically the same perceptions and thoughts about the manner the STVEP-CBC
program of activities have been implemented. This further implies that they are actively
involved in any of the spheres of the program and that both the teachers and
administrators are conscious of their respective roles and contributions to it.
Table 17. - Significant Difference Between School Administrators and Teachers

Perception on the Status of STVEP-CBC Implementation Program of Activities
Computed Critical t @
Variables 0.05
Results
t-value
In-service training 3.6257 1.98 Significant
Production of teachers materials 16.0096 1.98 Significant
Support for tools, facilities and
18.1653 1.98 Significant
equipment
Monitoring and evaluation 3.4951 1.98 Significant
Level of Significance = 0.05
With these results, the null hypothesis which states that “there is no significant
difference between the administrators’ and teachers’ perceptions on the implementation
of STVEP-CBC program of activities, namely, in-service training; production of teachers
materials; support for tools, facilities and equipment; and monitoring and evaluation” is
therefore rejected.
Castillon’s Theory
This is the thrust of the investigation’s results. Conclusively, school
administrators and teachers were significantly working together for a common goal in the
STVEP-CBC implementation with their commitment, skills and competence. This made
possible due to the excellent quality of the administrators who were leading the baton for
a successful implementation as perceived by the administrators themselves and high
quality management functions as perceived by the teachers. Thus, the following theories
were formulated by the researcher:
• Managing a tech-voc high school is an art as well as a science, which requires
vocational school administrators to possess the knowledge and to acquire the
necessary skills and managerial experience to navigate the uncertain external
environment aimed at realizing the school’s goals and objectives as total
quality managers in school.
• Effective manager is bedrock for quality achievements. As a sole responsible
for the people, program and school plant a manager will offer intensive
supervision to teachers and staff execution of duties and responsibilities to
improve and enhance the implementation of the curriculum, enhance
effectiveness for course delivery and assessment management, established
responsible and competent workers.
• The school should work closely to stakeholders to strengthen partnership with
local agencies and to the community. As a tech-voc managers, invite more
stakeholders to improve the school functional facilities and to have a
strengthened partner with institutions-institutions.

• The essence of quality is to satisfy the needs of internal and external
customers. An internal customer is someone in the organization who uses
output of another or interacts with someone else for work purposes. An
external customer is a person outside who pays for its goods or services, the
stakeholders.
• An employee who is committed to the total quality management culture
searches daily for ways of improving his or her work process and output. “If a
commitment to quality is not priority, any initiative is doomed to failure. Lip
service to quality improvement is the kiss of death.”

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

3. What is the degree of management of the functions of school administrators as
perceived by teachers in terms of:
4. What is the status of the STVEP-CBC implementation program of activities as
perceived by the administrators and teachers in terms of the following:
4.2 production of teacher s’ materials;
degree of school administrators functions, namely:

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

1. Out of 306 teacher-respondents, 48% of them obtained units in Masters Degree
compared to 30% of the teacher-respondents graduated in bachelors’ degree
without units in Masters Degree. 12% of them are a Master’s Degree holder, 6.67
% is Master’s Degree holder with doctoral units and 3.33% is a Doctor’s Degree
holders.
2. Of 34 school administrators 17, are BS with MA units, 11 are Master’s Degree
holder, two are MA holder with Doctoral units and four out of 34 administrators-
respondents are Doctor’s Degree holder.
3. Among the 34 school administrators, the biggest group is 11 Technology and
Livelihood Education administrators’ majors that they belong to a group of
persons who are equipped with vocational competencies. English majors ranked
second with seven administrators who are good in English communication skills
and they are well-versed in English language.
4. Both the school administrators and teachers agreed that in-service trainings are
well managed by the organizers, specifically the Tech-Voc task Force and
training’s facilitators are well-equipped and they can be the best authority in this
implementation since they have truly obtained the skills and knowledge needed in
the curriculum; the series of topics are interesting and useful to the implementers;
CBLM-CBC was not complicated, very specific, and well-defined; and that these
could be easily understood and followed by teachers and it is effective in
increasing the students’ achievement rate and students’ skills development.
Moreover, they expressed that the goals of this program is clear.

Degree on the School Administrators’ Management Behavior/Function in the
Implementation of STVEP-CBC.
1. Both the school administrators and teachers perceived that the former highly
communicated the school goals to the people in the school settings.
2. School administrators perceived that they excellently supervised and evaluated
instructions of teachers; while the teachers themselves believed that school
administrators highly supervised and evaluated instructions of teachers.
3. School administrators perceived that they excellently implemented the curriculum
in their respective schools, and make sure they are in accordance with school
goals and objectives; while the teachers themselves believed that school
administrators highly implemented the curriculum in their respective schools.
4. School administrators perceived that they excellently monitored and assessed the
student progress; while the teachers themselves believed that school
administrators highly monitored and assessed the student progress.
5. School administrators perceived that they excellently promoted professional
development of teachers; while the teachers themselves believed that school
administrators highly promoted their professional development.
Status on the STVEP-CBC Implementation Program of Activities
1. School administrators perceived that the implementation program of activities in
terms of in-service trainings is excellent; while the teachers perceived that the
implementation of program of activities in terms of in-service trainings is very
satisfactory.
terms of the production of teachers’ materials is excellent; while the teachers
perceived that the implementation of program of activities in terms of the
production of teachers’ materials is very satisfactory.
terms of support for tools, facilities and equipment is excellent; while the teachers
perceived that the implementation of program of activities in terms of support for
tools, facilities and equipment is very satisfactory.
terms of monitoring and evaluation is excellent; while the teachers perceived that
the implementation of program of activities in terms of monitoring and evaluation
is very satisfactory.
Significant Differences on the School Administrators and Teachers

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

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

Meanwhile, achieving total quality through gaining everyone’s commitment and
involvement, rarely has it happened that teachers and administrators, who are the
respective authorities of the academe, even if they are willing to accept changes and new
ideas, would be able to adapt successfully in implementing these changes. Hence, it
brings a lot of hope and opportunity for school administrators and teachers to realize that
they can easily and readily work together and implement, that they are equipped with
intellectual and mental facilities to absorb teaching strategies, instructional materials and
other procedures that would bring forth better performance on their part and that develop
skills of their students.
Nevertheless, STVEP-CBC offers a very positive and advantageous impact to the
need of the community or to the school culture. There is however, a huge responsibility
shouldered by the administrators who would take the lead in the application of the
schools goals in spite of the introduction of new concepts and ideas and or a new
curriculum.
On the whole, what can be most rewarding to this is that all effort, time, expense
will never be put to waste because school administrators are eager to work more for the clientele
to become more skillful and productive students. At such, students’ productivity is, above all, an
attitude of school administrators and teachers mind. It seeks to continually improve what
already existed and it is based on the belief that one can do things better today than
yesterday and better tomorrow than today.
Recommendations
In the following paragraphs are recommendations based on the results of the
study:
1. A quality framework development must be implemented in order to carry out a
continuing quality services for sustainability in the implementation.
2. DepEd task force should periodically provide training and seminars that teachers
and administrators need to robust performance management in the implementation.
3. The implementers should regularly meet, confer and assess the status of their
project in order to maintain its impact, and enable it to build a great customer
satisfaction.
4. For further researches, a study comparing the achievements of the student before
STVEP-CBC is implemented and after its implementation may be conducted to
deeply assess its impact to student development.
5. Further researches of the same nature but involving a wider scope of
investigation to see how the STVEP-CBC is being implemented in many schools
outside region X should be conducted.
BIBLIOGRAPHY
A. Books
Colinares, N. E. (2005). Philippine education in the third millennium. 6N’s Enterprise.

University of Eastern Philippines, Manila
Darch, C.B. (2004). Instructional classroom management: a proactive approach behavior

management. USA; “envi”.
David, N.D. (2005). The principal’s handbook towards empowered leadership.

MAPESPA, Manila
Downie, N.D and Heat, R.W. (1984). Basic statistical method. Fifth Edition. USA.
Harper and Row, Publishers, Inc.
Erwin, J.C. (2004). The classroom of choice: Giving students what they need and getting
what you want. Association for supervision and curriculum development.
Englewood Cliffs, New Jersey. Prentice-Hall.
Good, T.L.. (1998). Looking in classroom. (4th ed.). New York, Longman
Gregorio, H. C. (1990). School administration and supervision. Quezon City. Garotech

Publishing
Knoll, M. (1987). Supervision for better instruction: practical technique for improving
staff performance. New Jersey; Englewood Cliffs, Prentice Hall
Kohn, J. (1990). Behavior in organization : understanding and managing the human side
of work. Massachusettes: Allyn & Bacon Inc
Navarro, R.L.(2005) Philippine education in the third millennium: Trends, Issues and
challenges, concerns. Toward quality management in graduate teacher
education. University of Eastern Philippines. Printed in the Philippines by
Tres Ninas General Merchants. Northern Samar.
Ornstein, A. C. (1990). Strategies for effective teaching. New York: HarperCollins

Publishers,Inc.
Rosas N.L. (2005). Philippine education in the third millennium: Trends, Issues and
challenges, concerns. TQM and transformational leadership in private
schools. University of Eastern Philippines. Printed in the Philippines by
Tres Ninas General Merchants. Northern Samar.
Wragg, E.C. (2001). Class management in the secondary school. Routledge

Falmer.London
Walpole, R.E.(1982). Introduction to statistics. Third edition. United States of America.
Macmillan Publishing Company Incorporated, New York
B. Government Publications and Magazines
DepEd Order, No. 37 s. 2005. Implementation of the redesigned technical-vocational

high school program. July 8, 2005
DepEd Order, No. 42 s. 2008. Official list of additional 121 tech-voc high schools to
implement the STVEP-CBC effective SY 2008-2009, May 28, 2008
Manual of Operation on Public Technical Vocational High School. Manila,2007
C. Unpublished Thesis and Dissertation
Amarga, J.M. (2002). The Philippines-Australia project in basic education of the lead and
satellite schools in Naawan: an assessment. Unpublished Master’s Thesis,
St. Peter’s College, Iligan City
Dongon, M.M (1994). The coastal resource management program of Iligan City as
perceived by the people along Iligan Bay. Unpublished Master’s Thesis.
Bukidnon State University, Malaybalay City
Espana, P.M. (1989). Extent of the implementation of the bilingual education program
and its relationship to the students’ acheivement in the three high schools
in Iligan City, SY 1988-1989. St. Peter’s College, Iligan City
Gajo, W.P. (1991). Assessment of instructional management behavior of elementary

school principals. Unpublished Master’s Thesis, Bukidnon State
University, Malaybalay City.
D. Proceedings of Meetings and Conferences
Andrada, L.M. (2008). Making curriculum innovations work for your school. A position
paper presented at the second PAVEA National Congress, Dauis, Bohol
Daza, N.C. (2008). An act creating the bureau of technology education under the
Department of education, appropriating funds there and for other
purposes. A proposed House Bill introduced in the fourth congress, first
regular session, house of representatives, Quezon City
Labrador V.L (2008). Learning the R’s in the classroom and the basic skills for
employment. Second PAVEA national congress, Dauis, Bohol
Hean (2006) Understanding student teacher interaction. A position paper presented at the
first PAVEA National Congress, Laog City
Hallinger, P. (1985). “ Assessing the instructional management behavior of principals,” A

resource Manual, New York: Scaresdale
Pontillas, P.C. (2002). Infusing productivity and quality. A paper presented during the
seminar workshop on Total quality management, Argao, Cebu
Ramirez, M.L. (2008). Thoughts for the congress. Second PAVEA national congress,
Dauis, Bohol
Tamayo, E.P. (2008). Tech-voc education at the crossroads. Third Philippine Association
of Vocational Education Administrators, Inc. Clark, Angeles City,
Pampanga
E. Periodicals and Magazines
Lapus, J.A. (2009). Managing Philippine education. Educator magazine for teacher,
special edition. Manila
Antonio, R.F. (2008). Vocational-Technical skills training needed by workers.Vol.424

No. 12. Manila Bulletin
Bermas, R.A.(2006). Quest for technical vocational innovation and technology. First
PAVEA National Congress, Laog City
De Lumen R.M. (2009). Philippine main education highway. Third Philippine

Association of Vocational Education Administrators, Inc. National
Congress, Clark, Angeles City, Pampanga
Panillo, E.T. (2009). Strengthened technical vocational education: at the crossroads of

global economic meltdown. PAVEA,INC. Pampanga
DepEd Updates.”The STVEP, providing relevant education for the youth.2007.Pasig City
Survey Questionnaire for Teachers
Part I. Teachers’ Personal Profile
Direction: Please read each item carefully by filling in the blank or by checking as
required. Do not hesitate to answer honestly. Take your time in
answering every question. All answers will be held strictly
confidential.
Name (Optional):________________________________ Sex:___Male___Female

Age:_______________ Civil Status:____Single___Married___Widower
Part II. Teacher’s Competence
1. Educational Attainment
____Bachelor’s degree holder ____BS with MA units
____Master’s degree holder ____MA holder with doctoral units
____ Ph. D./ Ed. D.
2. Field of Specialization
____English ____Science ____Math
____Filipino ____Araling Panlipunan ____MAPEH
____Values Education____TLE ____Others
3. Number of in-service training attended (related to the subject teaching)
____5 and below ____ 6 to 10 ___10 and above
4. Teaching Experience
____10 years and below ___11 to 20 years ___21 years and above
5. Perception towards the STVEP-CBC
Please circle the number which best describes your reactions for
item when you think about the STVEP-CBC implementation.
5 (Strongly Agree) 4 (Agree)
3 (Not Sure) 2 (Disagree)
1 (Strongly Disagree)
Items Rating
1. This program is effective in increasing the student’s skill
development 5 4 3 2 1
2.The goals of this program is clear 5 4 3 2 1
3.The learning activities are effective for students and teachers 5 4 3 2 1
development
4.The series of topics are interesting and useful to me 5 4 3 2 1
(CBLM/CBC)
5.The in-service training are well planned and prepared 5 4 3 2 1
6.This program enhanced my teaching in my field of specialization 5 4 3 2 1
7.This program is effective in increasing the student’s achievement
rate 5 4 3 2 1
Part III. Management Behavior/Functions in the Implementation

Direction: On the following pages is a list of items that will be used to describe
the Management Functions (MF) of your school manager. Each item should be
considered as separate description. This is not a test of ability or consistency in making
answer. Its only purpose is to make it possible for you to describe as accurately as you
can, the managerial functions of your school manager in the implementation of the
curriculum.
a. Read each item carefully
b. Think about how frequently your school manager show the management
describes by the item.
c. Decide whether your school manager (1) no quality [does not act on MF
describe by the item]; (2) low quality [performs the MF only on few
occasions]; (3) moderate quality [performs MF on some occasions describe by
the item]; (4) high quality [performs the task of MF oftentimes describe by the
item]; (5) excellent quality [nearly performs all the MF describe by the item].
d. Encircle only one number per question that best reflect management function
of your school manager. Try to answer every question. Rest assures that your
response will be treated with strict confidentiality.
TO WHAT EXTENT DOES YOUR ADMINISTRATOR DO IN. . . . . . .?
I. COMMUNICATING THE SCHOOL VMGO

1.Communicate the school VGMO (Vision,Mission,Goals,Objectives)
5 4 3 2 1
effectively to the people in the school setting
2.Refer the school VMGO to teachers during casual conversation 5 4 3 2 1
3.Discuss the school VMGO with teachers at faculty meeting 5 4 3 2 1
4.Refer to school VMGO when implementing the STVEP-CBC 5 4 3 2 1
5.Ensure that the school VMGO are reflected in highly visible
5 4 3 2 1
displays in the school
II. SUPERVISING AND EVALUATING INSTRUCTION
1.Conduct classroom observation on scheduled basis 5 4 3 2 1
2.Conduct classroom observation on unscheduled basis 5 4 3 2 1
3.Ensure that the classroom objective of teachers are consistent
5 4 3 2 1
with the stated VMGO of the school
4.Review student’s work products when evaluating classroom
5 4 3 2 1
instruction
5.Point out specific strengths in teacher instructional practices in
5 4 3 2 1
post observation feedback
6.Point out specific weaknesses in teacher instructional practices in
5 4 3 2 1
7.Discuss the teachers on the activities of students after classroom
5 4 3 2 1
observation
8.The results of teacher-made and curricular specific tests are used
5 4 3 2 1
9.A remediation process exists that offers resources for
5 4 3 2 1
III. IMPLEMENTING THE CURRICULUM
1.Make clear who is responsible for coordinating the curriculum
5 4 3 2 1
across year levels
2.Ensure that the STVEP-CBC goals are translated into common
5 4 3 2 1
curricular objectives
3.Ensure that the objectives of the STVEP-CBC are coordinated
5 4 3 2 1
with those of the regular classroom
4.The curriculum identifies all areas of learning that are taught in
5 4 3 2 1
the school
5.All aspects of the curriculum make use of a comprehensive
5 4 3 2 1
6.Teacher use instructional techniques and strategies that are 5 4 3 2 1
relevant to the curricular objectives
7.Monitor the classroom to see that lessons cover the school’s
5 4 3 2 1
8.Teachers use formal and informal evaluation techniques and
5 4 3 2 1
instruments to measure the curriculum’s success
9.Manages the localization of the curriculum 5 4 3 2 1
IV. MONITORING AND ASSESSING STUDENT PROGRESS
1.Meet individually with teachers to discuss student progress 5 4 3 2 1
2.Discuss the item analysis of test with faculty to identify strengths
5 4 3 2 1
and weaknesses in the instructional program
3.Use test results to assess progress towards school goals 5 4 3 2 1
4.Identify students who need skills enrichment 5 4 3 2 1
5.Actively monitor students performance, give immediate response,
5 4 3 2 1
and adjust instruction accordingly
6.Use a variety of instructional grouping patterns, ranging from
5 4 3 2 1
whole class to one-to-one instruction
7.Use a variety classroom management skills to create an orderly
5 4 3 2 1
and comfortable classroom environment, conducive to learning
8.Mastery assessments and the curriculum are matched 5 4 3 2 1
9.Assessmentt results are used to develop appropriate educational
5 4 3 2 1
plans for each student
10.Results of assessment and evaluation are reported to parents 5 4 3 2 1
11.Positive recognition is given to students as they master
5 4 3 2 1
V. PROMOTING PROFESSIONAL DEVELOPMENT
1.Inform teachers for professional development 5 4 3 2 1
2.Ensure that in-service activities attended by the faculty and staff
5 4 3 2 1
are consistent with the school goals
3.Present new instructional techniques for the faculty 5 4 3 2 1
4. Encourage teachers to participate in-service training relevant to
5 4 3 2 1
their field of concentration
5.Set aside time at faculty meetings for teachers to share ideas on
5 4 3 2 1
instruction or information for in-service activities
6.Develop teachers/staff career-pathing 5 4 3 2 1
Part IV. STVEP-CBC Implementation Program of Activities
Direction: Please give your honest appraisal on the following items listed below.
Kindly encircle one number per item.
(5) Excellent (4) Very Satisfactory (3) Satisfactory
(2) Fair (1) Unsatisfactory
I. IN-SERVICE TRAINING
1.The training design is based on needs assessment and include
5 4 3 2 1
recommendations by the participants
2.The training programs are relevant to actual responsibilities as
5 4 3 2 1
tech-voc school
3.Time and financial resources for the teachers and staff 5 4 3 2 1
development are provided within and outside the school days
4.Programs include training that prepares teachers to observe and
5 4 3 2 1
coach one another on skills related to the goals of the curriculum
5. Participant’s skills are enhanced and used to create high
5 4 3 2 1
performing job.
II. PRODUCTION OF TEACHERS MATERIALS
1.Subject matter is CBC and suited to the grade of students 5 4 3 2 1
2.Teacher Support Materials is within the social and cultural
background of the students and has value integration for skill 5 4 3 2 1
development
3.Availabilty of module for each subject areas 5 4 3 2 1
4.Sufficient references for the area of specialization and other 5 4 3 2 1
mandatory subjects
III. SUPPORT FOR TOOLS, FACILITIES AND EQUIPMENT
1.Budget allocations are sufficient to meet the needs generated by the
5 4 3 2 1
curriculum
2.Appropriate and relevant materials are available for each students 5 4 3 2 1
3.Equipment, supplies and services needed to support the curriculum are
5 4 3 2 1
readily available
4. The school makes use appropriate resources from other educational
5 4 3 2 1
institutions, parents, business industry and service clubs
5.The school manager, with staff involvement determines the expenditure
5 4 3 2 1
of funds available to accomplish the STVEP-CBC goals
IV. MONITORING AND EVALUATION
1.Faculty and staff are committed to the VMGO of the school 5 4 3 2 1
2.Teachers willingness to implement what has been learned during the
5 4 3 2 1
training/workshop
3.The effectiveness of teachers training is validated through improved
5 4 3 2 1
teaching practices
4.Training development program is monitored and evaluated regularly 5 4 3 2 1
5.Local and national follow-up on the implementation of the curriculum 5 4 3 2 1
6.Adminstrators’ concern on the implementation 5 4 3 2 1
Thank you so much for your kind consideration. God bless and more power!
BLAIR D. CASTILLON
Researcher
Survey Questionnaire for School Administrators
Part I. Administrators’ Personal Profile
Direction: Please read each item carefully by filling in the blank or by checking as
required. Do not hesitate to answer honestly. Take your time in
answering every question. All answers will be held strictly
confidential.
Name (Optional):________________________________ Sex:___Male___Female

Age:_______________ Civil Status:____Single___Married___Widower
Part II. Administrator’s Competence
1. Educational Attainment
____Bachelor’s degree holder ____BS with MA units
____Master’s degree holder ____MA holder with doctoral units
____ Ph. D./ Ed. D./ D.M.
2. Field of Specialization
____English ____Science ____Math
____Filipino ____Araling Panlipunan ____MAPEH
____Values Education____TLE ____Others
3. Number of in-service training attended (in school management)
____5 and below ____ 6 to 10 ___10 and above
4. Administrative Experience
____10 years and below ___11 to 20 years ___21 years and above
5. Perception towards the STVEP-CBC
Please circle the number which best describes your reactions for item
when you think about the STVEP-CBC implementation.
5 (Strongly Agree) 4 (Agree)
3 (Not Sure) 2 (Disagree)
1 (Strongly Disagree)
Items Rating
1. This program is effective in increasing the student’s skill
development 5 4 3 2 1
2.The goals of this program is clear 5 4 3 2 1
3.The learning activities are effective for students and teachers 5 4 3 2 1
development
4.The series of topics are interesting and useful to me 5 4 3 2 1
(CBLM/CBC)
5.The in-service training are well planned and prepared 5 4 3 2 1
6.This program enhanced my teaching in their specialization 5 4 3 2 1
7.This program is effective in increasing the student’s achievement
rate 5 4 3 3 1
Part III. Management Behavior/Functions in the Implementation

Direction: On the following pages is a list of items that will be used to describe
the Management Functions (MF) of your school manager. Each item should be
considered as separate description. This is not a test of ability or consistency in making
answer. Its only purpose is to make it possible for you to describe as accurately as you
can, the managerial functions of your school manager in the implementation of the
curriculum.
a. Read each item carefully
b. Think about how frequently your school manager show the management
describes by the item.
c. Decide whether your school manager (1) no quality [does not act on MF
describe by the item]; (2) low quality [performs the MF only on few
occasions]; (3) moderate quality [performs MF on some occasions describe by
the item]; (4) high quality [performs the task of MF oftentimes describe by the
item]; (5) excellent quality [nearly performs all the MF describe by the item].
d. Encircle only one number per question that best reflect management functions
of your school manager. Try to answer every question. Rest assures that your
response will be treated with strict confidentiality.
TO WHAT EXTENT DO YOU DO IN. . . . . . .?
I. COMMUNICATING THE SCHOOL VMGO

1.Communicate the school VMGO (Vision,Mission,Goals,Objectives) 5 4 3 2 1
effectively to the people in the school setting
2.Refer the school VMGO to teachers during casual conversation 5 4 3 2 1
3.Discuss the school VMGO with teachers at faculty meeting 5 4 3 2 1
4.Refer to school VMGO when implementing the STVEP-CBC 5 4 3 2 1
5.Ensure that the school VMGO are reflected in highly visible 5 4 3 2 1
displays in the school
II. SUPERVISING AND EVALUATING INSTRUCTION
1.Conduct classroom observation on scheduled basis 5 4 3 2 1
2.Conduct classroom observation on unscheduled basis 5 4 3 2 1
3.Ensure that the classroom objective of teachers are consistent 5 4 3 2 1
with the stated VMGO of the school
4.Review student’s work products when evaluating classroom 5 4 3 2 1
instruction
5.Poin out specific strengths in teacher instructional practices in 5 4 3 2 1
6.Point out specific weaknesses in teacher instructional practices in 5 4 3 2 1
7.Discuss the teachers on the activities of students after classroom 5 4 3 2 1
observation
8.The results of teacher-made and curricular specific tests are used 5 4 3 2 1
9.A remediation process exists that offers resources for 5 4 3 2 1
III. IMPLEMENTING THE CURRICULUM
1.Make clear who is responsible for coordinating the curriculum 5 4 3 2 1
across year levels
2.Ensure that the STVEP-CBC goals are translated into common 5 4 3 2 1
3.Ensure that the objectives of the STVEP-CBC are coordinated 5 4 3 2 1
with those of the regular classroom
4.The curriculum identifies all areas of learning that are taught in 5 4 3 2 1
the school
5.All aspects of the curriculum make use of a comprehensive 5 4 3 2 1
6.Teacher use instructional techniques and strategies that are 5 4 3 2 1
relevant to the curricular objectives
7.Monitor the classroom to see that lessons cover the school’s 5 4 3 2 1
8.Teachers use formal and informal evaluation techniques and 5 4 3 2 1
instruments to measure the curriculum’s success
9.Manages the localization of the curriculum 5 4 3 2 1
IV. MONITORING AND ASSESSING STUDENT PROGRESS
1.Meet individually with teachers to discuss student progress 5 4 3 2 1
2.Discuss the item analysis of test with faculty to identify strengths 5 4 3 2 1
and weaknesses in the instructional program
3.Use test results to assess progress towards school goals 5 4 3 2 1
4.Identify students who need skills enrichment 5 4 3 2 1
5.Actively monitor students performance, give immediate response, 5 4 3 2 1
and adjust instruction accordingly
6.Use a variety of instructional grouping patterns, ranging from 5 4 3 2 1
whole class to one-to-one instruction
7.Use a variety classroom management skills to create an orderly 5 4 3 2 1
and comfortable classroom environment, conducive to learning
8.Mastery assessments and the curriculum are matched 5 4 3 2 1
9.Assessmentt results are used to develop appropriate educational 5 4 3 2 1
plans for each student
10.Results of assessment and evaluation are reported to parents 5 4 3 2 1
11.Positive recognition is given to students as they master 5 4 3 2 1
V. PROMOTING PROFESSIONAL DEVELOPMENT
1.Inform teachers for professional development 5 4 3 2 1
2.Ensure that in-service activities attended by the teachers and staff 5 4 3 2 1
are consistent with the school goals
3.Present new instructional techniques for the faculty 5 4 3 2 1
4. Encourage teachers to participate in-service training relevant to 5 4 3 2 1
their field of concentration
5.Set aside time at faculty meetings for teachers to share ideas on 5 4 3 2 1
instruction or information for in-service activities
6.Develop teachers/staff career-pathing 5 4 3 2 1
Part IV. STVEP-CBC Implementation Program of Activities
Direction: Please give your honest appraisal on the following items listed below.
Kindly encircle one number per item.
(5) Excellent (4) Very Satisfactory (3) Satisfactory
(2) Fair (1) Unsatisfactory
I. IN-SERVICE TRAINING
1.The training design is based on needs assessment and include 5 4 3 2 1
recommendations by the participants
2.The training programs are relevant to actual responsibilities as 5 4 3 2 1
tech-voc school
3.Time and financial resources for the teachers and staff 5 4 3 2 1
development are provided within and outside the school days
4.Programs include training that prepares teachers to observe and 5 4 3 2 1
coach one another on skills related to the goals of the curriculum
5. Participant’s skills are enhanced and used to create high 5 4 3 2 1
performing job.
II. PRODUCTION OF TEACHERS MATERIALS
1.Subject matter is CBC and suited to the grade of students 5 4 3 2 1
2.Teacher Support Materials is within the social and cultural
background of the students and has value integration for skill 5 4 3 2 1
development
3.Availabilty of module for each subject areas 5 4 3 2 1
4.Sufficient references for the area of specialization and other 5 4 3 2 1
mandatory subjects
III. SUPPORT FOR TOOLS, FACILITIES AND EQUIPMENT
1.Budget allocations are sufficient to meet the needs generated by the 5 4 3 2 1
curriculum
2.Appropriate and relevant materials are available for each students 5 4 3 2 1
3.Equipment, supplies and services needed to support the curriculum are 5 4 3 2 1
readily available
4. The school makes use appropriate resources from other educational 5 4 3 2 1
institutions, parents, business industry and service clubs
5.The school manager, with staff involvement determines the expenditure 5 4 3 2 1
of funds available to accomplish the STVEP-CBC goals
IV. MONITORING AND EVALUATION
1.Faculty and staff are committed to the VMGO of the school 5 4 3 2 1
2.Teachers willingness to implement what has been learned during the 5 4 3 2 1
training/workshop
3.The effectiveness of teachers training is validated through improved 5 4 3 2 1
teaching practices
4.Training development program is monitored and evaluated regularly 5 4 3 2 1
5.Local and national follow-up on the implementation of the curriculum 5 4 3 2 1
6.Adminstrators’ concern on the implementation 5 4 3 2 1
Thank you so much for your kind consideration. God bless and more power!
BLAIR D. CASTILLON
Researcher
TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgements iii
Abstract v
Table of Contents vi
List of Table and Figures viii
List of Figures x
Chapter 1 THE PROBLEM AND ITS SCOPE
Rationale 1
Theoretical Framework 5
Conceptual Framework 8
Statement of the Problem 10
The Hypotheses 12
Significance of the Study 13
Scope and Limitation of the Study 14
Definition of Terms 15
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature 16

Review of Related Studies 20
Chapter 3 RESEARCH METHODOLOGY
Research Design 24
Research Locale 24
Respondents of the Study 27
Research Instruments 27
Gathering of Data 29
Statistical Treatment of the Data 32
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA
Profile of the School Administrators and Teachers 33

Administrators and Teachers Perception on the Degree of
Management Behavior/Function of School
Administrators
38
Administrators and Teachers Perception on the Status
of the STVEP-CBC implementation of Activities 53
Significant Difference Between Administrators and
Teachers’ Perceptions 62
Castillon’s Theory 65
Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS,

IMPLICATIONS AND RECOMMENDATIONS
Summary 67
Findings 69
Conclusions 72
Recommendations 74
Bibliography 76
Appendices 79
Proposed Quality Framework Development. . . . 80
Survey Questionnaire 85
Letter of Permission to Conduct a Survey 93
Curriculum Vitae 99
LIST OF TABLES
Page
Table 1 Distribution of Respondents 27
2 Frequency and Percentage Distribution of the Educational

Qualification of Teachers and School Administrators 34
3 Frequency and Percentage Distribution of the Field of

Specializations of Teachers and School Administrators 36
4 Mean Rating of School Administrators’ and Teachers’

Perception Towards the STVEP-CBC 37
5 School Administrators’ and Teachers’ Perceptions on the

Degree of the Administrators’ Management Function in the
Area of communicating the School VMGO 39

Area of Supervising and Evaluating Instructions 42

Area of Implementing the Curriculum 45

Area of Monitoring and Assessing Student Progress 48

Area of Promoting Professional Development 50
10 Summary on School Administrators’ and Teachers’ Perceptions

on the Degree of the Administrators’ Management Function 52
11 School Administrators and Teachers Perceptions on the

Status of the STVEP-CBC Implementation Program of
Activities in Terms of In-Service Training 54

Activities in Terms Production of Teachers Materials 56

Activities in Terms of Support for Tools, Facilities
and Equipment 57

Activities in Terms of Monitoring and Evaluation 60
15 Summary on School Administrators’ and Teachers’ Perceptions
on the Status of STVEP-CBC Implementation Program
of Activities 62
16 Significant Difference on the Degree of the Administrators’

Management Behavior/Functions in the Implementation
of STVEP-CBC as Perceived by Tech-Voc School
Administrators and Teachers in Region X 63
17 Significant Difference Between School Administrators’ and

Teachers’ Perception on the Status of STVEP-CBC
Implementation Program of Activities 64
LIST OF FIGURES
Page
Figure 1 Schematic Diagram of the Study 9
2 Map of the Research Locale 27
3 Proposed Sustainable Quality Framework Development for

Technical-Vocational Schools in Region X 82
Appendices
CURRICULUM VITAE
PERSONAL DETAILS
Name: BLAIR DAHILOG CASTILLON Gender: Male
Date of Birth: January 2, 1972 Place of Birth: Lazi, Siquijor
Civil Status: Single Nationality: Filipino

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

Mindanao State University, Marawi City, 2010
o Master of Arts in Educational Management

St. Peter’s College, Iligan City, 2004
o Bachelor of Science in Fisheries, with units in Secondary Education

Central Visayas Polytechnic College, Bais City, Outstanding Student Awardees,Most
Proficient in Technology, 1997
o Diploma in Fishery Technology

Cebu State College of Science and Technology, Carmen, Cebu, With Honors, 1992
o High School Diploma

Lazi National Agricultural School, Lazi, Siquijor, Salutatorian, 1988
o Elementary Diploma
Simacolong Elementary School, Lazi, Siquijor, Valedictorian, 1984
TEACHING EXPERIENCES
o Teacher, Iligan City National School of Fisheries, June 1, 1998 to present
SUBJECTS TAUGHT
o Technical –Vocational Education (Fishery)

o English
o Music Arts Physical Education and Health (MAPEH)
o Values Education
SERVICE-PROFESSIONAL
Trainer
o Solid Waste Management Program

o Business Expense Saving Training (BEST)
o Boys Scout of the Philippines - Crew Leaders Training Course
o Community Extended Basic Literacy Program
Demonstration Teacher/Speaker
o Division Seminar on Updates in Teaching Technology and Livelihood Education

o Division Training on Basic Education Curriculum (Technology and Livelihood
Education)
o Hands on Training Skills for Teachers of Edukasyong Pantahanan at Pangkabuhayan
o Gender and Development
o Peace Education
SERVICE –SCHOOL
o Assisting Principal –Designate of Iligan City National School of Fisheries

o Trainer, Project Proposal in Animal Production
o Chairman, Young Entrepreneurs and Cooperatives in school
o Coordinator, Student Technologists and Entrepreneurs of the Philippines
o Chairman, Technology and Livelihood Education,2005-2007
o Coordinator, Boy Scout of the Philippines,2000-2008
SEMINARS/CONFERENCE ATTENDED
National
o 12th Boys Scouts of the Philippines National Jamboree, Tacloban City

o 1st Philippine Border Jamboree, Zamboanga City
o 3rd STEP-National Skills Development and Competition, Naga City
o 4th STEP- National Skills Development and Competition, General Santos City
o 5th STEP-National Skills Development and Competition, Bagiuo City
o 6th STEP- National Skills Development and Competition, Davao City
o 7th STEP-National Skills Development and Competition, Bagiuo City
o BSP-Advanced Training Course for Troop Leaders, Pagadian City
o National Workshop on the Operationalization of Gulayan sa Paaralan Project,
Cagayan de Oro city
o Secondary Tech-Voc Education Teachers Technology Enhancement Program,
Dipolog City
o Trainer’s Training Methodology Course (TM 1), Dipolog City
o 2nd PAVEA National Congress, Tagbilaran City
o Management/Instructional Leadership Training Program for Tech-Voc
department Heads; Related Subjects and Technical-Vocational department,
Marikina City
o Orientation and Planning Conference of Technical-Vocational High School
Administrator/Principal, Cebu City
o 3rd PAVEA National Congress, Clark, Angeles City, Pampanga
o Training Course on Aquaculture Technologies for Mindanao “Harvest of Hope
Project”, Dagupan City, Pangasinan
o Strategic Management Training Program for Technical Vocational School
Administrators, Davao City
Regional
o 8th STEP-Regional Skills Development and Competition, Cagayan de Oro City

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

o Division In-Service Training on Experimental Learning Course/Field Study
Program
o Division Seminar on Updates in Teaching Technology and Livelihood Education
o Division Seminar Workshop on STEP Skills Enhancement
o ICT Literacy Training for Public School
o ICT Integration
o Division Training of Teachers and Facilitators of the Bridge Program
o Division Sports Clinic on School Sports Officiating Officials
o Financial Management Seminar for Community Project Implementers and Safety
Procedure on Solid Waste Management System Operation
o Seminar-Workshop on Gender and Development
o 2005 Dance seminar Workshop for Teachers
o Training-Seminar on Project Management: Capacity-Building for Community
Project Implementers
o FUSION: A Training for ICT-Enabled Learning Environment For Secondary
Principals and IT-Coordinators
o Practical Approaches to Computer Aided Checking/Scoring/Grading and Item
Analysis of Classroom Tests
o Division Hands-On Training on Technology Skills for Teachers in Edukasyong
Pantahanan at Pangkabuhayan
o Basic Training Course for Rover Leaders
o Division Echo Workshop on 2002 Basic Education for Secondary English
Teachers
o Division Echo Workshop on 2002 Basic Education Curriculum for Secondary
MAKABAYAN Teachers
o 2003 Dance Seminar Workshop for Teachers
o Basic Computer Education Training foe Entrepreneur Teachers
o 2002 Iligan City Division Wide Secondary Schools Camporal
o Division Echo Conference and Pre-Convention of FFP-FHP Advisers and YECS
Moderators of Pilot and Expansion Schools
o 2001 Iligan City Wide Secondary Schools Camporal
o Organizational Strategy Training
o 2000 Cluster C Camporal
o Basic Training Course for Troop Leaders
o Skills Training in Recycling Technology
o Pre-Membership Seminar on Cooperative
o Division Level Revitalized Homeroom Guidance Program
REFERENCES
 Dr. Jesus Lazo Taberdo, Deped Regional Director, Cordillera Administrative Region
 Dr. Estrella Abid-Babano, Peace Ambassador / DepEd Regional Director
 Mr. Romulo C. Malanog, Principal II, Iligan City National School of Fisheries, Buru-un,
Iligan City
 Hon. Jose Glenn A. Quijoy, Barangay Chairman, Buru-un, Iligan City
MINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATION
Marawi City
GRADUATE EDUCATION DEPARTMENT
September 22, 2009
ESTRELLA ABID-BABANO, CESO III

Director IV/Regional Director
DepEd, Region X
Madam:
Greetings of peace and love!

I am Mr. Blair Dahilog Castillon of Iligan City National School of Fisheries,
Buru-un, Iligan City, a graduate student of Mindanao State University, Marawi City who
is finishing Doctor of Philosophy in Educational Management. At present, I am
conducting a study on TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION
OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION PROGRAM-
COMPETENCY BASED CURRICULUM IN REGION X: A BASIS FOR QUALITY
FRAMEWORK DEVELOPMENT as a Doctoral dissertation in fulfillment for the degree.
The dissertation committee of the college after the title and dissertation proposal
presentation believes that I may be able to come up with findings that will bring valuable
contribution to DepEd-Region X. In line with this, questionnaires were made to gather
some necessary information for the study.
In this connection, I would like to seek your permission to administer the
questionnaires to nine (9) identified technical-vocational high schools in Region X for the
data and information needed in the study.
Your favorable action on this request will be highly appreciated.
Very truly yours,
BLAIR D. CASTILLON
Researcher
Noted:
ARLENE A. BOTONES,Ph.D DAYANG P. ALI. Ed.D

Dissertation Adviser Dean, College of Education
COSAIN M. DERICO, Ph.D

Dean, Graduate School
Approved:
ESTRELLA ABID-BABANO, CESO III

Director IV/ Regional Director
MINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATION
Marawi City
GRADUATE EDUCATION DEPARTMENT
September 23, 2009

The Schools Division Superintendent
DepEd, Division of Bukidnon
Malaybalay City
(Through Channel)
Madam:
Greetings of peace and love!
The undersigned, Mr. Blair Dahilog Castillon of Iligan City National School of
Fisheries, Buru-un, Iligan City is conducting a study entitled TOTAL QUALITY
MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED TECHNICAL
VOCATIONAL EDUCATION PROGRAM-COMPETENCY BASED CURRICULUM IN
REGION X: A BASIS FOR QUALITY FRAMEWORK DEVELOPMENT in partial
fulfillment of the requirements for the Doctor of Philosophy in Educational Management.
In line with this, questionnaires were made to gather some necessary information for the
study. Your permission for the distribution of the instruments to technical vocational high
schools in your division is very much needed.
Thank you for your kind response to my request and God bless.
Very truly yours,
BLAIR D. CASTILLON
Researcher
Noted:
MARIA ARLENE A. BOTONES, Ph.D DAYANG P. ALI. Ed.D

Dissertation Adviser Dean, College of Education
COSAIN M. DERICO, Ph.D

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

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

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

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

Proposed Sustainable Quality Framework Development on Total Quality
Management in the Implementation of STVEP-CBC in Region X
Introduction
School administrators of technical-vocational high schools are faced with
decisions on school program performance all the time. These decisions relate not only to
ways in improving school programs and in using resources efficiently but on the overall
outputs and outcomes that said school programs would deliver.
Based on the result of the study, although the findings are rated excellent and high
quality performances, the researcher has the courage to formulate a sustainable
framework development on the items which got the two lowest ranked teachers’
perceptions on the degree of school administrators management functions in terms of
monitoring and assessing student progress and in supervising and evaluating instruction.
Monitoring and evaluation are two distinct but interrelated activities which sustain
the total quality management in the implementation of STVEP-CBC, not only in Region
X but all throughout the country. The researcher believes that the combined effect of
monitoring and evaluation is a powerful organizational tool to institutionalize efficiency,
effectiveness and relevance not only in the management of technical-vocational program
or project but in the entire educational bureaucracy. It supplies information and data on
matters that may indicate the level of performance, impact and sustainability of education
programs.
Importance of Monitoring and Evaluation in Tech-Voc Schools
Monitoring and evaluation help sustain performance and achievers’ results. More
precisely, the overall monitoring and evaluation in technical-vocational schools is the
measurement and assessment of the school’s performance in technical-vocational
education programs such as the STVEP-CBC in order to sustain effectively managed
outputs and outcomes or the program’s development results.
The basic role, therefore, of monitoring and evaluation in technical-vocational
schools is to provide the school and its managers with relevant information to know if
resources are according to plans, if project objectives are being achieved or whether these
objectives that were achieved create the necessary impact on the clients and school
environment.
Proposed Monitoring and Evaluation Framework for Tech-Voc Schools
This is a proposed framework that may be used as guide to describe reality.
Basically, the monitoring and evaluation system’s framework of a tech-voc high school
may use the existing school structure as the niche for the system, noting that the school’s
organizational set-up is the machinery that identifies and develops performance and
impact indicators, collects information, processes the information and stores the
processed information that emerged from monitoring and evaluation of tech-voc
activities. Appendix A of this study may serve as proposed quality framework for tech-
voc schools in terms of monitoring and evaluation. It plots the flow of steps needed to
develop a framework designed to install a monitoring and evaluation system that fully
enhances the STVEP-CBC implementation, which is capable of providing accurate and

relevant information to decision makers in the school at the right time and at the right
place.
Discussion
In order to sustain excellent performance in the implementation of STVEP-CBC,
the framework objectives must be clear to concretize the objectives into outputs, impact
and performance indicators. The output is a desired result - a specific and concrete
product arising from the implementation. Performance indicators are developed out of the
outputs in such, are commonly used to help the school define and evaluate how
successful it is, typically in terms of making progress towards its long-term
organizational goal. Impact indicators are measurement descriptions used to identify the
outcomes or results of the project. Outcomes or results must be quantifiable, measurable
and verifiable.
Identifying reporting mechanism and tools is to define what data and information
must be collected for the use of tech-voc education decision-makers. Basically, the data is
a function of the expected outputs in each objective. For each output, quantitative data
that characterize the status of the implementation programs and indicators that define the
expected output per objective are developed.
Indicators are quantitative or qualitative. Generally, indicators are evidences,
measures or observable outcomes that demonstrate whether the purpose of an educational
activity has been achieved. It also identifies individuals and or groups who will be
responsible for gathering the data, processing and analyzing them and finally storing
them for future use, as well as allocating the necessary resources. It determines the
frequency of collecting the data and or information. Finally, it establishes the mechanism
for sharing the information with the public or the tech-voc high school.
Concluding Statement
There is no permanence in this world except change. As the results of this study,
excellent and high qualities are the findings in terms of school administrators’ functions
in the implementation of STVEP-CBC. A member of the educational bureaucracy who is
committed to the total quality management culture searches daily for ways of improving
his or her work process and output. But we cannot predict if it is still the same as time
travels. Therefore, it is best to have always a plan to carry out a continuing excellent
service for sustainability in the implementation of STVEP-CBC for the years to come. As
it is said, “the landmark of tomorrow is today.”

Total Quality Management in The Implementation of STVEP in Region X

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Total Quality Management in The Implementation of STVEP in Region X

Uploaded by

Copyright:

Available Formats

TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION

OF STRENGTHENED TECHNICAL VOCATIONAL EDUCATION

THE PROBLEM AND ITS SCOPE

People define quality in many ways. Some think of quality as superiority of

excellence, others view it as a lack of manufacturing or servicing defects, still others

whole, the absolute, including everything and everyone.

Accordingly, total quality is a people-focused management system that aims at

continual increase in customer satisfaction at continually lower cost. It is a total system

learning and adaptation to continual change as keys to organizational success

In like manner, management by fact needs performance measures to lead the

work and continuously improve (Wragg, 2001).

presence of highly effective, efficient and efficacious curriculum implementers, the

school teachers and administrators (Amarga, 2002).

situation? It is sad to note that there is an apparent deterioration of Philippine education.

hindrances to the achievement of the goals in as far as giving quality education to

students is concerned (Rosas, 2005).

of the Philippine education, and to make it more responsive to the development

is improving the quality status of the administrators.

might have been in post-secondary or out-of-school status already. Eventually, only 14 of

these 23 college enrollees will finish college (DepEd Updates, 2007).

is pursuing for technical-vocational education program. By providing them with

pursue higher education (Erwin,2004).

The educational system produces more than a million college graduates of

vocational skills (Lapus, 2009).

unfilled for the lack of qualified applicants (Manila Bulletin, 2008).

Hence, to improve the quality of education, the Department of Education was

productive and responsive members of the society ( DepEd Updates, 2007).

Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout

needs of local industries. It is geared towards providing technical-vocational students

to either pursue: a) college education, b) post-secondary education, c) venture into

entrepreneurship or d) be directly employed either in the formal and/ or informal

In its implementation, it has directly benefited 282 technical-vocational high

Agriculture and Fishery (DepEd Order No. 42 s, 2008).

Region X has nine identified Technical-Vocational high schools under the

Department of Education which is implementing the STVEP-CBC, namely, 1) Aloran

Trade High School, (ATHS) in Aloran, Misamis Occidental; 2) Baliangao School of

Fisheries (BSF) in Baliangao, Misamis Occidental; 3) Bukidnon National School of

Home and Industires (BNSHM) in Maramag, Bukidnon; 4)Bunawan National

Fisheries (ICNSF) in Buru-un, Iligan City; 6) Kinuguitan National Agricultural School

(KNAS) in Kinuguitan, Misamis Oriental; 7) Opol National Secondary Technical School

(OCSAT), in Ozamis City; and 9) Rogongon Agricultural High School (RAHS) n

This study is based on the theory of Total Quality Management which is a

leadership and management philosophy and guiding principles stressing continuous

improvement through people involvement and quantitative methods focusing on total

costumer’s satisfaction. It is an integrated, strategic system to achieve client satisfaction

everyone’s commitment and involvement (Pontillas,2002).

Department of Education every year (DepEd Updates, 2007).

manpower will have in the future (Tamayo, 2008).

voc high schools in the country.

Consequently, the STVEP-CBC is a viable response to address the concerns on

The advent of the third millennium poses a great challenge to school

administrators. The complexity of modern life places them in a dilemma on how to

perform their administrative function effectively. It launches them to a search for

methods and techniques so as to be effective and efficient in delivering quality education

and teachers’ competences contribute to the effectiveness of the implementation. These

the latest teaching instructional trends in his specialization. He should be empowered

successfully. One effective way of empowering or developing his/her competencies is

through training in their field of specialization. Another effective way of improving or

enhancing their competence in teaching is through effective monitoring or supervision. In

reflected in the achievements of students.

which brings the concept of teacher empowerment and professional enhancement by

leadership to guide the subordinates toward fulfilling organizational objectives.