Introduction

Education, being part of the service industry, is characterized differently

from the manufacturing industry, as its product, i.e. knowledge is intangible.
Effective education relies much on its personnel’s knowledge, experience, and
ethics. Supply chains are relatively easy to define for manufacturing
industries, where each participant in the chain receives inputs from a set of
suppliers, processes those inputs, and delivers them to a different set of
customers. With educational institutions, one of the primary suppliers of
process inputs is customers themselves, who provide their bodies, minds,
belongings, or knowledge as inputs to the service processes (Sampson, 2000). In
educational management, a university works in close collaboration with schools,
further education colleges, its current students, university staff, and employers of its
graduates in designing curricula (O’Brien and Kenneth, 1996) to ensure that the
needs of all stakeholders are satisfied. Universities are expected to have
substantial external funding commitments for associated faculty lines, evidence
of long‐term sustainability, a program of research training, and substantial
infrastructure. Faculty and research, teaching staffs in institutes usually
participate in interdisciplinary graduate and undergraduate education programs.
An important part of higher education philosophy is generally based on the
communication between faculty members and students. In research projects, the
transfer of knowledge atmosphere, the share of experience, and the involvement
are the core of the soft skills the students need to achieve to be prepared for
development. Focusing on students and the education quality they obtain,
especially at research universities, is a mindset that should be encouraged.

This paper attempts to analyze three related local research studies in

educational management. The desirable goal is to come up with a more accurate
picture of the findings and conclusion drawn from the three (3) studies in a specific
area of inquiry.
Research No. 1

TOTAL QUALITY MANAGEMENT CULTURE OF SELECTED PRIVATE

SECONDARY SCHOOLS IN CALABRAZON

This study was conceptualized to assess the total quality management culture
of selected private schools in CALABRAZON which lead to the conceptualization of
a proposed Total Quality Management Manual for Private Secondary Schools.

Theoretical Framework

This study was premised by W. Edward Demings’s Total Quality

Management. The concept of Total Quality Management was developed by an
American, W. Deming, after World War II for improving the production of quality
goods and services. The concept was not taken seriously by American until the
Japanese, who adopted it in 1950 to resurrect their postwar business and industry,
used to dominate world market by 1980. By then most U.S. manufactures had finally
accepted that the nineteenth century assembly line factory model was outdated for
the modern global economic markets.

A number of elements of Deming’s philosophy depart from traditional notions

of quality. The first is the role of management should play in a company’s quality
improvement effort. Historically, poor quality was blamed on workers-on their lack of
productivity, laziness, or carelessness. However, Deming pointed out that only 15
percent of quality problems are actually due to worker error. The remaining 80
percent are caused by processes and systems, including poor management.

Deming said that is up to management to correct system problems and create

an environment that promotes quality and enables workers to achieve any full
potential. He believed that managers should drive out any fear employees have of
identifying quality problems, and that numerical quotas should be eliminated. Proper
methods should be taught and detecting and eliminating poor quality should be
everyone’s responsibility.

The first, and overriding, feature of TQM is the company’s focus on its
customers. Quality is defined as meeting or exceeding customer expectations. The
goal is to first identify and the meet customer needs. TQM recognizes that a
perfectly produced product has little value if it is not what the customer wants.
Therefore, we can say that quality is customer driven. However, it is not always easy
to determine what the customer wants, because tastes and preferences change.
Also, customer expectations often vary from one customer to the next. For example,
in the auto industry trends change relatively quickly, from small cars to sports utility
vehicles and back to small cars. The same is true in the retail industry, where styles
and fashion are short lived.

Companies need to continually gather information by means of focus groups,

market surveys, and customer interviews in order to stay in tune with what customer
want. They must always remember that they would not be in business if it were not
for their customers.

Specifically and originally, the processes involved in Total Quality

Management were used in business enterprise or entrepreneurial undertakings. But
looking deeper into the concepts and principles of TQM, it can also be employed in
the assessment, evaluation and thorough review of total management culture of
educational institutions.

Hypotheses

Based on the problems raised, the following hypotheses were formulated:

1. There is no significant relationship between the school environment

And the perceived TQM culture.

2. There is no significant relationship between the school respondents profile

and the perceived TQM culture.

3. There is no significant difference between the TQM culture of selected

school organization as perceived by the respondents
 Research Paradigm

TQM CULTURE OF PRIVATE SECONDARY SCHOOLS

The School The TQM Culture

Environment Elements ( Based from
a. Length of the TQM Culture
Operation Inventory by Marshall
b. Total Population Sashkin and Kenneth
of Students Kiser) ASSESSED PROPOSED
c. Total Population a. Measurement for
TQM TQM
of Personnel Improvement
d. Physical Facilities b. Authority Equals CULTURE MANUAL

e. Accreditation Responsibility FOR

f. Certification c. Rewards for
PRIVATE
Status Results
SECONDARY
d. Teamwork and
SCHOOLS
The Management Cooperation
Personnel e. Job Security
a. Age f. Fairness
b. Gender g. Equitable
c. Highest Rewards
Educational h. Ownerships
Attainment
d. Length of Service

INPUT PROCESS OUTPUT

IPO Model for the Total quality Management Culture of Selected Secondary Schools
in the CALABARZON Region

Research No. 2

EXPLORING TEACHERS’ QUALITIES: A CRITICAL COMPONENT IN

INSTRUCTIONAL MANAGEMENT

This study aims to explore the teachers’ qualities as a critical component in

instructional management specifically on the teachers in their teaching profession
that would influence student achievement and may help improved the quality of
teaching and learning in schools.

Theoretical Framework

The theoretical basis for this study is the choice theory of William Glasser, a
psychiatrist who thought to be one of the greatest educational thinkers of our time.
He contends that behavior is school will not improve until we teachers change the
way we work with students.

The choice theory of William Glasser asserts that student behavior is

determined by student choice, not teacher control. According to this theory, we
cannot make students do anything, but we can influence them to do things that lead
to better behavior and increased success. William Glasser also conceptualized that
all human behavior is purposeful that we are responsible for our own behavior.

William Glasser’s choice theory also teaches that the brain gives everyone
the self-directing capability that is required to fulfill life needs. As a result, behavior is
chosen in continuing attempt to make life the kind of experience that everyone wants
it to be- a good life. To guide us in this life making effort, we have a built – in set of
basic needs that require continuous fulfillment. To understand this good life process
and its impact on education, one must understand the basic human needs and
examine how the brain seeks to fulfill them. These basic needs are built into our
genetic code such as: (1) surviving: this need mandates that we have in ways that
produce food, shelter, and safety; (2) Belonging: This need requires that we connect
to our world: to be with people who know and care about us and to be accepted or
even better appreciated; (3) Gaining Power. This need demands that we learn, i.e.
gain knowledge and skill to use our lives. The more we know, the more we can do.
Knowledge and skill are the basic ingredients of self-esteem; (4) Having Fun: This
need charges that we behave in ways that bring joy and satisfaction into our lives.
Having fun strengthens us psychologically and physically. It results from
accomplishment, recreation, and entertainment; (5) Being Free: This need obligates
us to be in control of our lives, set to goals to make plans, to choose behaviors, to
evaluate results and to decide what to do next.

Moreover, Glasser conceptualized that all of our behavior is our best attempt
to meet the five basic needs. He also asserted that it is up to teacher to make school
adequately interesting and otherwise satisfying to students’ needs.

In this study, the researcher explored the teachers’ qualities that would
influence students to do things and would lead to better behavior thus achieving a
successful learning experience as a result of effective and successful instructional
management.

Hypothesis

There is no significant difference in the perception of the respondents as to

their teachers’ qualities in instructional management and clustered demographic
profile.
 Research Paradigm

Teacher as a Person
a. Caring
b. Fairness and Respect
c. Interactions with students
d. Enthusiasm
Students’
e. Dedication in teaching Perception on
Teachers Teacher
f. Reflective practices
Teacher as a Classroom Manager and Qualities
Organizer
Critical Component
a. Classroom Management based on Students’
b. Organization Perception

c. Disciplining Students
Organizing for Instruction:

a. Importance of Instruction
Students Positive
b. Time allocation Feedback of their Teacher
c. Teacher’s expectation
d. Instruction Plans
Implementing Instructions:
a. Instructional strategies
b. Contents and expectations Effective Instructional
Management
c. Complexity
d. Questioning
e. Student engagement
The Teacher Teaching:
Monitoring Student Progress and Potential
a. Homework
b. Monitoring student Progress
c. Responding to student needs and
abilities
Research No. 3

ADMINISTRATIVE SKILLS OF SELECTED PUBLIC HIGH SCHOOL

 PRINCIPLAS IN THE DIVISION OF SECONDARY SCHOOLS

IN SOUTH CAVITE: BASIS FOR A PROPOSED

ADMINISTRATORS’ DEVELOPMENT AND

TRAINING MODEL

This study aims to assess the status and identify the managerial skills
development and training programs of the institution managers of selected private
institutions of higher learning in Cavite as basis for a development and training skills
intervention model of these institutions of higher learning.

Theoretical Framework

The means to achieve such effective management have been technical and
transformational. The technical means have involved the development of human
resource management systems, for example, more sophisticated recruitment and
selection procedures, complex pay and reward policies, the monitoring of the staff
performance and outcomes. Transformational approaches adopt a more radical
approach, arguing the that while technical developments may be helpful, they will
not be sufficient to equip staff of their organizations to transcend discontinuous
change (Lumby 2007). A more functional change process may be needed, for
example using the concept and practice of a learning organization. The latter
assumed a leadership role which is primarily to manage learning (Senge, 2000).

The new view of leadership in learning organizations centers on subtler

and more important tasks. In a learning organization, leaders are designers,
stewards, and teachers. They are responsible for building organizations
where people continuously expand their capabilities to understand complexity,
clarify vision, and improve shared mental that is they are responsible for
learning.

Garatt (2009) also describes the conditions which would prevail in an

organization where learning is central: (1) people at all levels of the organization are
encouraged to learn regularly and religiously from their work and feedback such as
learning to other parts of the organization which could use them; (2) systems are set
up to ensure that the learning is moved to those parts of the organization which need
it; (3) learning is valued and rewarded in the organization; and (4) the organization is
seen to continuously transform itself through the applicator of its learning led by the
attitudes and behaviors of its directors.

What is implied is that learning and its dissemination is systematic. The

potential contribution of practitioner research appears to be very much in line with
thinking how a learning organization can be achieved. Practitioner research supports
the process of learning as it is sustained and systematic, and provides a vehicle for
organizational learning through sharing with others the resulting lessons and
recommendations.

As shown in Figure 1, Coomb’s system approach using the Input-Process-

Output (IPO) framework sets the premise on the need to assess the status and
identify the managerial skills development and training programs of institution
managers of selected public high schools in the Division of Secondary Schools in
South Cavite as basis for a proposed administrative and training skills model for
these schools.

From the Input (I) Block, the dimensions of the managerial skills in the areas
of communicating skills, exhibiting leadership, managing task, managing people,
managing interpersonal dimensions and solving problems; and the proposed
managerial skills development and training models are transformed and evaluated
by the groups of respondents/ subjects.

The process (P) variables undergo various processes where the research
procedures will be undertaken.

Finally, in the Output (O) block, the paper would have come out with a
Proposed Adminstrative Developemnt and Training Skills Model for the perusal of th
High School Principal in the Division of Secondary Schools in South Cavite as a
retooling to make them more competent and effective leaders.

The feedback will again be sourced out as basis for future input and process
of the setting of the study.
Research Paradigm

INPUT PROCESS

Dimensions of Managerial
Skills
 Communicating
Skills
 Exhibiting leadership  Gathering of data

 Managing task through

 Managing people distribution of

questionnaire
 Managing
interpersonal  Treatment of
dimension data
 Solving problems - Analysis and
interpretation
The Proposed
Administrative
Development and Training
Skills Model

FEEDBACK

This research can be contributed to the effective management of people

using three case example to examine whether the learning which results is in fact
individual or organizational learning.

FINDINGS AND CONCLUSIONS DRAWN FROM THE THREE STUDIES IN A

SPECIFIC AREA OF INQUIRY
1. The perception of total quality management in different school varies and
depends on their usual practices and personnel’s work habits and quality
standards.

2. The position held by the personnel, age and years of service has no great
impact in the attainment of quality. Meanwhile, the population of the schools
and the number of staff do not affect the culture of quality but the schools
years of operation and number of non-teaching staff contributes to the culture
of quality.

3. The management style of school heads switch from one style to a

combination of different styles to come up with a more accurate picture of
excellent management system. In addition, the principal’s chores of
management style influence the efficiency of the teachers in the classroom
management; punctuality; teaching strategies and professional attitude.

4. The students have rated excellent to the most critical components among the
Teachers’ Qualities as to: the Teachers Teaching: Monitoring student progress
and potentials, organizing for instruction and implementing instruction. This
means that the students have rated them as excellent considering that the
teachers should put more effort in monitoring student progress and potentials.
The students also have given rate of excellent as the teachers should put
emphasis to Organizing for Instruction so that the delivery of instructions in
the class will be systematic. As being rated excellent by the students,
accordingly basing to the organized instructions, it must be implemented by
the teachers in delivering the lesson to the class.

5. The least critical among the Teachers qualities are: the Teacher as a Person
and the Teacher as a Classroom Manager and Organizer. Although the
students have a very good, still they felt that these two qualities of a teacher
are important in achieving effective instructional management. In the
Teachers as a Person, the teacher should practice fairness and respect in
dealing with students, must have enthusiasm in teaching and have reflective
practice in her teaching process. As to The Teacher as Classroom Manger
and Organizer, the teacher should impose discipline among students, must
 check on inappropriate behavior and use appropriate disciplinary measures. It
is therefore necessary to conclude that teachers’ qualities are pre-requisites
of instructional management.

6. Although there are strong indications that institutions have pursued that
enhancing the administrative skills of their school administrators, there is a
great possibility that not much emphasis was given to their executive training
and development program for them to retool their managerial skills and have
their administrative competency and confidence in managing people;
therefore, a need analysis the conceptualizing the issues and concerns and
having a thorough understanding of the training and development needs and
placing the need for one on a wider perspective.

7. There is strong need to refocus and re-examining and rationalizing the

training and developments needs of the institution mangers, selected
institutions should established content standards of the programs to be rooted
in management practice, in human relations should be researched-based,
collaborative, long-term and aligned at the managers’ increasing their
administrative capabilities and skills, knowledge to improve their practice in
carrying their roles and functions and performance, both in administration and
instruction and managing schools.

8. There should be plethora of options advocating variety of training and

development programs where the initiative consistently call for teaching and
instructions, professional development, performance standards, academic
achievement, collaboration with the other educators and parents, and the
most important and enabling all students for academic excellence and
productivity.

META-ANALYSIS OF THREE RELATED LOCAL RESEARCH STUDIES IN

EDUCATIONAL MANAGEMENT
 Final Requirement Presented to the Graduate School

ST. JUDE COLLEGE, MANILA

In Partial Fulfillment of the Requirements for the Subject

Advance Educational Theories, Concepts and Paradigms

Submitted by:

MARLOWE LOUIS F. FABUNAN

Submitted to:

DR. FELIZARDO FRANCISCO

October 4, 2015