CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the statement of the
problem, the significance of the study, and its scope and delimitations.

Background of the Study

The Philippine Education System is into a never ending search for
solution on poor quality education in the country. It has resorted to various
innovations in the system with the goal of improving the quality of education
and enhancing the literacy of the students. The system has been into
reinventing education, restructuring the Basic education Curriculum, reengaging teachers on maximum time-on-task and re-evaluation of duties
and functions of the people in the education structure. The reinvention of
school governance must thereby give more independent status of
operations guided by self-regulation in compliance with DepEd standard of
excellence.
As learning institutions move toward the future, they face new
challenges and difficulties to reach the level of achievement they are
expected to give. Since there is no magic formula for success, they are
constantly undergoing a trial-and-error loop in search of excellence. School
improvement has been the focus of every administrator due to the
numerous complexities of its operations specially in the public sector where
resources are limited while private sectors would compete by increasing its
student population in its goal of sustainability. In the onset, it may be simple

to note that improvement may be totaled to making linkages and asking

help from different sources if the school resources are tight. The reality is,
funding can be hard due to different technical considerations specifically
when monetary values are involved for disposition. However, administrators
are keeping the risk just to comply with required standards that in an event
they handled the school, there must be contained development at their
hand of legacy. Most of the time, administrators would work for linkages
with other governmental and non-governmental organizations for aid and
services. Linkages will outsource the need of the school when needed and
even extent its development to expansion. Donations, scholarships and
grants are one of the best actions over decades as source of funds of most
schools specifically if the movement is on project based implementation.
Stakeholders involvement has really posted the best of making the school
a better arena for educating students and making the most of the internal
sources of the school.
Although there is no single direction that leads to success, the
continuous improvement program of the Philippine- Australia Human
Resource and Organisational Development Facility (PAHRODF) is believed
as an accurate tool for achieving performance. In 2013, several schools
from the different regions were chosen to pilot the Continuous Improvement
Program. These includes Quezon City ( 8 schools), Marikina (2 schools),
Mandaluyong ( 2 schools), Bulacan (4 schools), Pampanga (4 schools),
Laguna (4 schools), Rizal (2 schools) and Misamis Oriental (4 schools).
The birth of the Continuous Improvement is traced back from the
evolution of the Total Quality Management in Japan after World War II. In

the book of Subburaj Ramasamy (2009), Continuous Improvement comes

from the Japanese word Kaizen which also means gradual and orderly. It is
one of the tools of Total Quality Management (TQM), a holistic and an
umbrella concept for definite success and prosperity of organizations. As of
today, periodic implementation of trainings for administrative efficiency on
the implementation of the continuous improvement are being conducted to
meet the demands of time where education of the youth has been the total
focus to make them gain better competitive advancement in earlier life and
be a successful citizen of the country with the help of the school for their
developmental being.
In the enclosure to DepEd Order No, 83, s 2012 which is the
Implementing Guidelines on the Revised School Based Management of the
Governance of Basic Education Act of 2001 (RA 9155), the vision of change
is based on ACCES or A Child and Community- Centered Education
System. In view of the SBM review and revision, ACCES served to clarify
the guiding principles derived from the concepts of right-based education
and community as stewards or rights bearer in education. From the
Philosophical underpinnings, ACCES espoused Four Principles of a school
system that guides the SBM processes. Among these principles,
Continuous Improvement on the curriculum and the learning systems
anchored on the community and the learners contexts and aspiration is
one. This is under the Principle of Community Based- Learning. The other
principles

include

Leadership

and

Governance,

Accountability

for

performance and Results, and Convergence to Harness Resources for

Education.

At present, enhancing the quality of basic education in the Philippines is

one of the topmost priority. This is because there are many students who
finished basic education that do not possess sufficient mastery of the basic
competencies. Hence, the Department of Education headed by Brother
Armin Luistro implemented the Continuous Improvement (CI) which is
geared towards the attainment of the Departments Mission and Vision.
The vision states,
We dream of Filipinos who passionately love their country and whose
competencies and values enable to realize their full potential and contribute
meaningfully to building the nation. We are a learner- centered public
institution that continuously improves itself to improve its mission.
To attain this vision, the department clearly laid down what every
concern individual should do to carry out its mission. This is,
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment;
Teachers facilitate learning and constantly nurture every learner;
Administrators and staff, as stewards of the institution;
Ensure an enabling and supportive environment for
effective learning to happen;
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long learners.

The Continuous Improvement in schools aims to effectively raise the

quality of basic education in the country. Schools need to gain the

competencies for continuous improvement to enable desired changes
addressing their unique needs.
According to the World Bank Philippine Skills Report in 2009, There is a
serious gap in critical skills of graduates such as problem solving, initiative
and creativity, and to a lesser extent, gaps in job specific technical skills.
Poor quality education is also reflected in the inadequate preparation of
high school graduates for the world of work or higher education.
Assessment done by the prestigious organization Trends in International
Mathematics and Science Study (TIMSS) concluded that the problem about
the present curriculum is squeezing 12 years of basic education into just
10. That students are overloaded with subjects which resulted to poor
quality of basic education .International Test Results like 2003 TIMSS rank
the Philippines 34th out of 38 countries in H S II Math and 43 rd out of 46
countries in HS II Science; For Grade Four, the Philippines rank 23 rd out 25
participating countries in both Science and Math. In 2008, even only with
the Science High School participating in the advanced Mathematics
Category, the Philippines was ranked lowest. These problems have been
taken very seriously by the Department of Education that is why various
programs are implemented to continuously improved the learning output. At
present, improved teacher standards have been achieved by employing
National Competency-Based Teacher Standards (NCBTS) and the Teacher
Strengths and Needs Assessments (TSNA). Also, Competency-Based
Performance Appraisal System for Teachers (CB-PAST) has been
developed to improve the Performance Appraisal System.

A January 13, 2011 press release by the Department of Education, Bro.

Armin Luistro said,
Part of DepEds major thrust in 2011 is to beef up its basic education
performance.This will include system-wide reforms like BESRA which will
be critical if we want all our Filipino children to be literate and imbued with
life skills.

BESRA is a package of policy actions organized under five key reform

thrusts (KRT) to facilitate the attainment of the EFA goal and objectives. It
aims to systematically improve basic education outcomes nationwide. Its
KRTs include continuous school improvement facilitated by active
involvement of stakeholders; better learning outcomes achieved by
improved teacher standards; desired learning outcomes enhanced by
national

learning

strategies,

multi-sector

coordination

and

quality

assurance; improved impact on outcomes resulting from complementary

early childhood education (ECE), alternative learning system (ALS) and
private sector participation; and institutional culture change in DepED to
facilitate school initiatives and assure quality. Luistro explained that DepEd
is entrusted with the great responsibility of ensuring that the almost 25
million students under its care get the best education the State can provide.
DepEd is now fully implementing decentralization in education management
through school-based management (SBM) where school heads are given
the responsibility to secure resources for the school through networking
with community stakeholders. Likewise, they are held accountable for the
desired outcomes.

Another effort to improve the learning difficulty of learners is to assure

that pupils received proper nutrition. This is part of the UN Millennium
Development Goals (MDGs). Thus, The Busog, Lusog, Talino (BLT) School
Feeding Program is implemented. In this program, DepEd, through its
regional offices, identifies students nationwide who are malnourished. SBFP
beneficiaries are selected based on this database. For school year 20122013, the program covered 40,361 (or a mere 7.56%) of the 534,054
identified malnourished students from kindergarten until Grade 6. The small
coverage is largely attributed to budget constraints, DepEd Assistant
Secretary Tonisito M.C. Umali said. DepEds SBFP budget for food is P15
per child and P1 per child for operational expenses, multiplied by 120
feeding days. This sums up to about P1,920 per child.
To top all the improvements, the Department of Education considered
overhauling the basic and secondary curriculum through the K-12 program.
Quoted from the statement of his excellency, President Benigno Aquino III
said,
We need to add two years to our basic education, those who can
afford pay up to fourteen years. Thus, their children are getting the best
universities and the best jobs after graduation. I want atleast 12 years for
our public school children to give them an ever chance of succeeding.
With this statement, more effort should be given emphasis to
Continuous Improvement Programs in schools . The researcher, being a
Master Teacher and a Team leader of the Continuous Improvement
Program of Sto. Nio Elementary school, aimed to conduct the study

focusing on the continuous improvement program to be able to find ways on

its

better

implementation

that

upholds

better

learners

academic

performance and school leadership as well .

Statement of the Problem
This study attempted to determine the extent of the implementation of
Continuous Improvement (CI) and its effect on the learners academic
performance and school leadership in the selected schools of .NCR and
Rizal.
Specifically, it sought answers to the following questions:
1.

What is the extent of implementation of the Continuous

Improvement (CI) Program as perceived by the school administrators and

teachers in the Public Schools in the following dimensions?
a. Task and Timeline
b. Budget and Resources
c. Stakeholder Analysis
d. Evaluation of Implementation Risks
2. What is the level of Learners Academic Performance in the
National Achievement Test?
3.

What is the level of school leadership of the respondent school

based on the school heads rating in the search for the most outstanding
principal of the year 2014-2015?
4.

Is there a significant difference between the extent of

implementation of the Continuous Improvement (CI) Program as perceived

by the two groups of respondents? 8-11
5.

Is there a significant relationship between the extent of

implementation of the continuous improvement program and the level of

learners academic performance?
6.

Is there a significant relationship between the extent of

implementation of the continuous improvement program and school

leadership in the selected public schools of NCR and Rizal?
7. Based on the findings of the study, what quality education
assessment tool can be developed for the implementation of
Continuous Improvement Program?

Significance of the Study

The researcher believes that the significant findings of the study will
benefit the following groups of persons:
To the Schools Division Superintendents, the result of this study could
give them significant inputs on how to evaluate their C.I Programs based on
the quality assessment tool. The results of this study could give baseline
information or insights whether or not the CI program is properly
implemented and can be of real help in the schools total development.
To the school heads, the results of this study could motivate and
encourage them to sustain improvement projects in their school with the
help of linkages and stakeholders from where they can outsource funds
through their leadership.
To the teachers, the results of this research can make them realize that
an improvement is a continual process and follows certain steps. That, they
can start in their own classrooms and be a helping arm of the school heads
in attaining better outcome.
To the pupils, who are the main beneficiaries of school improvement,

the results of this study will pave the way to a better learning. Thus, will
prepare them to become 21st century learners where they will be endowed
with values and competencies that will prepare them to become citizens
ready to build the nation.
To the parents and other stakeholders, their collaboration with the
school principals and teachers will further improve the educational system
where they can help directly or indirectly in attaining quality education which
every school is mustering.
Lastly, the results of this study could give inputs to future researchers in
conducting similar study using other variables for further improvements of
the CIP implementation.
Scope and Delimitations of the Study
This study was limited to the determination of the extent of
implementation of the Continuous Improvement Program and its effect on
the learners academic performance and school leadership in the two
divisions of NCR and selected schools of Rizal during the school year 20142015. The Continuous Improvement Program covers four areas namely:
Task and Timeline, Budget and Resources, Stakeholder Analysis and
Evaluation of Implementation Risk;
The Learners Academic Performance was gauged in terms of the
National Achievement Test and school leadership was taken into account as
part of the study.
There were forty (40) school heads and 721 teachers who were the
respondents of the study.

10

CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter deals with the review of related literature and studies, the
conceptual model of the study, the research hypothesis, and the definition
of terms used in the study.
Review of Related Literature and Studies
To intensify the knowledge and clarify the perception of the problems, a
number of books and periodicals were read to gather insights which were
used by the researcher in conceptualizing this study. Those which have
been found relevant are hereby presented.
Related Literature.
Continuous improvement is an ongoing effort of school management to
improve education transfer, services or system and processes. These
efforts can seek incremental improvement over time or breakthrough
improvement all at once that will aid in making the teaching and learning
more effective. Among the most widely used tools for continuous
improvement is a four-step quality modelthe plan-do-check-act (PDCA)
cycle, also known as Deming Cycle or Shewhart Cycle. Plan: Identify an
opportunity and plan for change based on new inventions in education
arena, innovations and systematic outcome; Do: Implement the change on
a small scale as trial over a period of time to specifically focused on its
execution; Check: Use data to analyze the results of the change and
determine whether it made a difference; and Act: If the change was
successful, implement it on a wider scale and continuously assess results

11

that may be adopted towards school development. If the change did not
work, begin the cycle again. Other widely used methods of continuous
improvement

Management

such

as Six

emphasize

Sigma, Lean,

employee

and Total

involvement

and

Quality

teamwork;

measuring and systematizing processes; and reducing variation, defects

and cycle times (Smiley, 2012).
A culture of continuous improvement is one in which individuals are
growing, learning and contributing to the overall goal. Schools, work
environments, communities and families have the potential to foster
continual improvement. Through ongoing communication, information
sharing, assessments and rewards, individuals and groups can progress
towards personal and organizational goals. Harvey (2012:12) discussed the
steps for developing a culture of continuous improvement namely: 1)
Communicate expectations - In a school environment, expectations may
include

regular

attendance,

class

participation

and

completion

of

homework. All expectations should be communicated clearly and regularly

in order to develop a culture of continuous improvement; 2) Deliver
information and training - Continuous development requires advancement
in knowledge and skills. Schedule ongoing training sessions. Identify the
individual skills required for continuous improvement and provide
opportunities for group members to strengthen those skills. Training
sessions may take place daily, weekly or periodically, depending on the
particular skill; 3) Assess knowledge and skills - Whether in teaching a
group of students or managing a corporate team, use assessment tools to
gauge the progress of individuals. In a school, one might gauge progress by

12

administering regular exams; 4) Explain to everyone why they matter

- People need to know that their contributions make a difference. Their
ideas, questions and thoughts are all important contributions that can
potentially generate new and more productive ways of doing things. 5)
Provide encouragement in order to develop a culture of continuous
improvement - Praise individuals when they show progress in the mastery
of a specific skill. This is especially important when they have worked hard
to learn and improve. 6) Show consistency in approach - Whatever
strategies you use for engendering growth and development, stick with the
plan if it is working. Individuals need to know that the rewards program they
find so motivating will, in fact, be present 6 months down the line when they
have

finally

developed

the

necessary

skills.

7)

Allow

room

for

experimentation and mistakes - People learn through a process of trial and

error. Let students or team members feel that while excellence is the
ultimate goal, achieving it may involve experimentation and imperfection.
In another book authored by Hamilton and Wardwell (2012: 225),
continuous improvement in a management context means a never-ending
effort to expose and eliminate root causes of problems. This is also true in
school management and administration. Usually, it involves many
incremental or small-step improvements rather than one overwhelming
innovation to see to it that affectivity rises in a certain period at a different
level. From a Japanese perspective continuous improvement is the basis
for their business culture. Continuous improvement is a philosophy,
permeating the culture of education system, which seeks to improve all
factors related to the transformation process (converting inputs into outputs)

13

on an ongoing basis. It involves everyone, management and labor activities,

human resources, in finding and eliminating waste in machinery, labor,
materials and execution of services methods. The Japanese word for
continuous improvement, kaizen, is often used interchangeably with the
term continuous improvement. From the Japanese character kai, meaning
change,

and

the

character zen, meaning

good,

taken

literally,

it

means improvement.
According to Mallad (2012: 53), the driving force behind continuous
improvement is dissatisfaction with the status quo, no matter how good the
school is perceived to be. Standing still will allow the competition to
overtake and pass any complacent institution of learning specifically in
private operations. The founder of Honda has been quoted as saying, "In a
race competing for a split second, one time length on the finish line will
decide whether you are a winner or a loser. If one understands that, he
cannot disregard even the smallest improvement." Although continuous
improvement involves making incremental changes that may not be highly
visible in the short term, they can lead to significant contributions in the long
term. This long term goals in education are planned ahead via framework
as basis for improvement check and monitoring activities. It is very
important in school management that administrators will be able to tract its
place and make a head over what they wanted to be in the future. Although
education is not merely a business benefit, the molding of minds is more
than important in the society which should be given utmost consideration
through improvement strategies.
In the same vein, school organizational performance can improve from

14

knowledge gained through experience. Lessons learned from mistakes in

administration mean those mistakes are less likely to be repeated, while
successes encourage workers to try the same thing again or continue to try
new things. While this learning process occurs throughout the school
system it is particularly important for accomplishing the long-term
improvement associated with continuous improvement. In order for
continuous improvement to be successful, the organization must learn from
past experience and translate this learning into improved performance.
Performance in school includes ability to increase graduates apart from
perpetual increase in enrolment over the years and to come. Most of the
time, drop-outs are also measuring records while the teachers ability to
motivate and train students in participation to national and international
undertakings and contest are also to consider. School improvement is not
merely increasing its resources like library holdings, buildings, supplies and
material resources. Include in the improvement considerations are
intangible development through the employee job performance and
teachers commitment to the school (Ninge, 2012:94).
Sean (2013: 66) postulated that part of the learning process is trying
new approaches, exploring new methods and testing new ideas for
improving

the

various

processes

in

school

management.

So

experimentation can be an important part of its organizational learning.

Naturally, many of these worker-led experiments will fail, so it is important to
recognize that there is some risk associated with this experimentation. If
school management is uncomfortable with risk, it may be reluctant to allow
any real degree of experimentation. Obviously, management of schools

15

cannot risk disabling the service process itself or endanger the well-being of
the workforce, but the complete absence of risk can reduce the vision of
those involved in the continuous improvement process. Improvements will
generally come in modest increments of progress. Therefore, school
management must recognize that some experiments will fail as part of the
learning process, and avoid the temptation to harshly judge the perpetrator
as having new but unsuccessful ideas. Some even feel that it is critical to
establish an environment that reinforces the notion that risk is good. Again,
this involves consistency in school management's attitude toward change
and the empowerment of employees. This is more likely happening in the
introduction of new system in the education fields.
According to Bruce (2013: 87), the achievement of continuous
improvement requires a long-term view and the support of top
management. But it is also important that all levels of management actively
support and become involved in the process. Proper support structures of
training, management, resource allocation, measurement, and reward and
incentive systems must be in place for successful adoption. This includes a
willingness to provide financial support and to recognize achievements. It is
desirable to formulate goals with the workers' help, publicize the goals, and
document the accomplishments. These goals give the personnel something
tangible to strive for, with the recognition helping to maintain worker interest
and morale. Improvement is a matter that involves everyone in the
organization. It is not only the duty of the heads but also of those in the
rank-and-file, thus, the cooperation of everyone is enjoined for its
successful implementation.

16

Hans (2013: 64) concluded that continuous improvement requires that

all employees in the school must be involved in the process. Every
employee must be motivated to accept the concept of continuous
improvement process as a means by which the school can achieve a
competitive advantage in the education arena. All involved must push
continuously at the margins of their expertise, trying to be better than before
in every area. Private schools have been very successful with the use of
teams composed of workers and school heads. These teams routinely work
together on problem solving. Moreover, the workers are encouraged to
report problems and potential problems to the teams; their input is as
important as that of school heads who monitors the progress. In order to
establish a problem-solving orientation, workers should receive extensive
training in statistical process control, quality improvement, and problem
solving. On the same stance, school heads must have the motivating factor
to continue with the process overboard through leadership enhancement
training and workshops.
According to Oswald and Warren (2013: 322), problem solving is the
driving force behind continuous improvement. Actually, it can be said to
become a way of life or a culture that must be assimilated into the thinking
of management and workers alike. Workers are trained to spot problems
that interrupt, or have the potential to interrupt, the smooth flow of work
through the system. When such problems do occur, it is important to
resolve them quickly. Also, workers are trained to seek improvements in the
areas of manual services reduction, set-up time and cost reduction,
increasing output rate, and generally decreasing waste and inefficiency. In

17

every improvement system, the most affected are those in the first line
services which causes unacceptable changing implementation. It is
therefore important that higher management must provide support system
that will hone the first line services to resilient the changes that may occur
in the process of improvement. This is done through reward system and
training and development strategies.
Unfortunately, workers in a continuous improvement system have more
stress than their counterparts in more traditional systems. This stress
comes not only from the added authority and responsibility but also from the
fast pace inherent in the system. There is little slack built into the system
and a continual push to improve. For this reason, schools stressing
continuous improvement have suffered severe criticism from some labor
unions. This is an integral part of the improvement but the most important is
be able to meet the labor demands halfway without compromising the
improvement plan. It is also important that improvement plans are
communicated to several ranks including the duty of having them
participate directly or indirectly to the process of improvement. Generally,
school personnel are happier to change if they have personal or actual
participation towards its change. They tend to have sense of ownership
over the change activities thus, support will be easy (Khalid, 2013:44).
Walter (2013: 60) discussed that organizational performance can be
evaluated by giving focus on all its processes or procedures that underlies
its operation. The increase in outputs, efficacy and effectiveness must be in
place and must be in continual height together with aiming to beat the target
set forth in the organization planning stage. Organization performed well,

18

literally, if ones target are met and even exceeded for a certain period of
time. In as much as progress arises, it must be unremitted to consider a
rate of balance as among the period covered in the target or else, such
performance will be affected. Performance measurement are essential to
identify how well an organization works and how it made itself beneficial to
the administrators, employees and clients.
Relatively,

Lewins

(2013:

71)

stated

that

measuring

school

performance, or Instructional Accountability, has become an increasingly

complex game of numbers in rating schools who have improved in their
system every school years. As authorities look at these numbers it is
important to remember that they do not represent a direct linear comparison
where ranking is absolutely the measurement of success, although
commonly a basis of it. They are a measure of growth and improvement
rather than absolute performance. It is also important to recognize that test
scores are only one way of judging a school with its ability to train students
to answer national and international examinations that led to ranking
analysis. It is always encouraged to visit the schools, talk to the teachers
and find out which school will be the best fit for a child. A first ranking school
does not mean it can make improvement to a child which is not inclined to
its area of specialization. Thus, performance measurement is necessarily
being able to bring out the best to every learners at a different condition. It
is then the outcome of making the school as specifically identified in its
expertise as to whether it is academic in nature, technology enhancement,
skills development or its combination.
In the premise of Magarso (2013:84) about the education performance

19

index in Asian nation, it was stressed that the number of graduates and
drop out are always in the scenario. Graduates is the ability of the schools
to motivate the students to finish their studies on a year round analysis
while the drop outs are those who were not able to finish their studies on
time. On the other hand, it was cited that aside from these indicators, the
need to evaluate the school facilities that made the environment of learning
more acceptable and tolerable despite number of problems in the education
sector. It is also noted that sustainability issue must be emphasized in
identifying how well the school perform. Although ability and skills of
teachers were not questioned, it was strongly recommended that this area
is a must to empower the school in its aim of quality education.
School performance according to Sarrabi (2013:30) includes the
following cycle for improvement: 1) to standardize an operation in the
school and activities are planned in a yearly basis for everyones reference.
This is by showing to the stakeholders the entire activity of the school so
that they can tract if such was done in the period through setting up a target
in each action; 2) Measure the operational factors including time, quality,
quantity and some considerable influences in the school activities to be
attained; 3) gauge measurement against performance requirements where
comparison of the actual to target activities are evaluated; 4) innovate to
meet requirements and increase productivity. This is by monitoring activities
before the target are met and make analyzation if it can be accomplished
because as a matter of contingency, the school may innovate and stretch its
capability to be able to meet the target through a much simpler procedure;
5) Standardize the new innovative operation by making a check mark or

20

frame work to serve as baseline information towards development plan and

activities in the future; and 6) continue with the cycle until such time that a
new innovation is found to be more effective and go back to the first step.
Wedan (2013:192) discussed that in the modern climate of high-stakes
testing and educational accountability, the success of a school is measured
by the school's achievement of set performance indicators. These indicators
are intended to demonstrate how effectively the school is preparing pupils
to perform in the real world. While specific regulations vary from state to
state, in many areas, schools are graded upon whether or not they meet
these pre-set indicators and, in some instances, funding decisions are
made based upon the proven success of the educational institution. The
most commonly used performance indicator is standardized test results.
Standardized tests are intended to measure student comprehension in
relation to other pupils in the same academic year. In theory, schools that
are effective will produce students who score proficient on standardized
tests. Most states monitor individual school building as well as school
district standardized test scores and look for trends in test passing or failing.
In some schools, these scores are tied to job retention or bonus granting.
Many teachers argue against the validity of standardized test scores,
insisting that these tests are not a true measure of the complete academic
knowledge of student test takers and, as such, should not be seen as the
only

measure

of

educational

success

or

failure.

Related Studies. The study of Cruz (2012) focused on the assessment of

strategies employed by the school administrators in improving the school
performance. In the study, it was cited that the schools ability to ask funding

21

from the external stakeholders are one of the utmost consideration in

school improvement. The support system that the stakeholders are giving
can be a source of fund that is at the disposal of the administrators. On the
other hand, there were stakeholders that specifically identify the
improvement focus of the funding that they are willing to give. On the other
hand, the internal supports in the activities of the school are on the next
rank. At times, change are being resisted from inside but the importance is
the ability of the administrators to cope up with such differences. Another
strategy is ask funding from private partners and non-governmental
organizations that are willing to share what they have to give credence to
the education system. Finally, administrators also give effort of improving
the status of the school to the community to ask for a better government
subsidy.
The study of Cruz and the present study seems the same in the area
where the focus is school performance identification although the location
and respondents including variables are not the same.
Canayon (2012) studied the management of school improvement
towards an institutional framework. The study put its concentration on
making a framework to serve as guide in the improvement work plan of the
school. The input contains the effort of the school management to maintain
the sustainability of the school financial resources, library resources are
also evaluated, human capital and skills training needs are considered and
technological capability are also looked into. Further, manner of
procurement and financing scheme are evaluated to serve as tool in
analyzation of the schools ability to manage properly what it has owned or

22

is planning to own. The process of the study includes the focus group
discussion on the prepared framework to give meaning to the model and it
jive with the aim of the school. Finally, the output is the evaluated and
recommended framework for the school improvement.
The discussion in the study of Canayon is the same as the present
study because the consideration is on the manner of improving the school
which is similarly situated in the study of the continuous improvement
program of the Department of Education. Meanwhile, the studies differ in
terms of specific variables, output and respondents therewith.
Maruff (2012) made a study on school heads administrative strategies
towards attaining improvement of school at Cebu City. The descriptive
method of research was used in this research with two sets of questionnaire
used to gather the perceptions of the respondents. The highest rating was
given to the planning stage, decision-making stage and implementation
stage. It was indicated that it was very often practiced that school
administrators would include in the planning goings-on the consortia with
other institutions for the school development purposes. Relatively, decision
making are also concentrated on funding for the school improvement which
upshot to its implementation. On the other hand, monitoring and evaluation
is a little weaker since it goes with what the school already have for
development but fail to further evaluate the existing conditions of
improvement.
Thomas (2012) conducted a research on the improvement procedures
employed by administrators as it affects the development of the school. The
aim of the study was to make a system analysis of the schools

23

improvement procedure and how its development are absorbed in a way

that it can help in meeting the most important aim of education which is
transfer of knowledge. The results revealed that improvement management
is necessary in order to provide the best for the leveling of the institution.
Data revealed that among the school administrators, they are more likely
convinced that scholarship grants are the best they have employed to meet
the students needs. Scholarship funding by the national and local
governments are very much employed while the private sectors
participation are recognized as well. Education related institutions may have
some significant contributions but they often choose their recipients at their
own specified level which the school has no control of. As regard facilities
improvement, the administrators are very much inclined in having repairs
and maintenance but building structures are costly on their part. Most of the
time, structures are funded by the local government and national fund but
the school has no direct hand on it. Relatively, funding agencies are asked
by the administrators for help to be able to sustain the number of needs that
the school have. Although loans and aid are available for utilization, it is
always an utmost consideration to have the revolving fund as healthy as
possible to meet the demands of time. Technology focused is considered by
the administrators as one of the utmost on the list with the help of several
governmental organizations which have linked to techno-system and
design. Private sectors also can help at the degree that the private firm is
able or willing to give. Finally, so much of the funding agencies are willing to
shell out resources for technology based projects.
Both the study of Maruff and Thomas have similar topic with the present

24

study as to their discussions on school improvement system which is also

the focus of the present study. On the other hand, the location, variables
and respondents are different.
In the study conducted by Giocando (2010) presented during the 2011
research forum on annual agency in-house review proceedings in the
Kalinga-Apayao State College, it was found out that most schools in the
region needs further rehabilitation and that assessment must be done
periodically to help the management improve its services. Thus, tools in the
assessment of operation is proposed. Focused group discussions were
done so that stakeholders were involved in the process of making the tool.
The principals and school managers involve agreed to use the assessment
tools in their respective schools. The tool will help the administrative units to
assess their performance to be able to maintain or improve their services in
terms of sustainability, responsiveness, timeboundness and manner of
dealing with clients. It will also serve as guide to the managers in deciding
protocols in each day to day activities. It was also identified that ethical
standards in the service to clients must be maintained. The study also
revealed the following insights: 1) management of the school operations
must delegated to someone who is capable, qualified and honest, person
and 2) adequate facilities to maintain the good services are needed and
enhanced efficiency of the personnel in doing their job must be given
consideration.
The study of Giocando similarly chosen to have an assessment tool for
better operational services just like the present study. Personnel who
manned the management and facilities are also considered in both studies.

25

However, they differ in areas and variables included in the research.

The study of Blimpo (2012) presented in the International Research
Forum of School Management in the University of Mumbai determined how
well the school management of Yudaras Wittayalai School In Mai was
managed in accordance with the regulations given by the authorities and
achieve its development fund. The study involved 200 respondents from the
lower and upper secondary education levels and 150 teachers, Results
showed that physically, the school was clean and neat with appropriate
settings; and maintained regularly. The billboards also helped students have
knowledge of school processes and periodic operations. Information on
officials and how they can be reached are also posted and can be accessed
through a functional trunklines. Also, the bulletin board, detailing its
regulation, showed the steps of school services per respective office. In
addition, its time frame, opening at 6:00am and closing at 7:00 pm, was
established for the needs of the students, and for the access of the parents
after work. With this special function, the school was able to get a
development fund from the Asian Development Bank to increase the
capability of the school to enrollment and quality service to students. The
bank account management considered the transparency and accountability
framework of the school that ensure proper execution of services and better
feedback from clients.
The present study and that of Blimpo is similar in focus of school
development. However, Blimpo gave utmost importance to specific funds
given to the institution for its sustainability and improvement while the
present study did not only focus on physical and financial resources but of

26

the leadership and academic level of the pupils.

In another related study, Wangari (2012) evaluated the Watweruwan
School program and presented the results to the Research Institute of
Donghua University. The purpose of the study was to evaluate the
programs implemented by the school administrator during the academic
year of 2011 and suggest framework for its development plan. Respondents
included 296 students, parents and teachers. The study evaluated whether
the current program management of the school to meet quality education
was achieved and realized. Evaluation results revealed conserving context,
input processes, and production indicated in the performance in all aspects.
Details of the performance include: 1)students, parents, and teachers
understand the aim of the program and develop attitude of camaraderie and
school support system; 2) personnel budget and material are adequate, 3)
on duty teachers give or help in the school activities; 4) clean and greening
projects are implemented by the student councils; 5) and students are have
the intense initiation of development strategies. The study concluded that
school program was able to reach or achieve its aims for the quality
achievement of the school, the framework established was further
acceptable for implementation.
Although Wangari and the present study considered development of
school, they differ in their output since the present study proposed an
assessment tool while Wangari suggested framework for its development
plan.
As cited by Migosi (2012), a specific school must be provided with more
convenient atmosphere to stay and be a learning conducive area for the

27

students and teachers considering that they are the focus of the education
institutions. This problem has sprouted several instances and challenges to
schools in Metro Davao specifically the facilities available which are so
limited in nature which the respondents found to be fairly satisfactory.
Number of teachers are also a problem, the ratio and proportion of teachers
and students are fairly satisfactory in every room. The idea of maximization
of place was primarily considered by the school instead of better service.
The study further recommends to put up a additional buildings and improve
facility. The buildings may be acquired through the help of special education
funds of the locality. Tables and chairs which are light and movable may
also be purchased. Another proposal is to have a covered open area to
facilitate bigger activities.
Tanseco (2013) conducted a study on the school improvement
management of Ilocos Sur Polytechnic State College. The study tried to
identify the strengths and weaknesses in school management of the Ilocos
Sur Polytechnic State College in terms of instruction, research, extension
and production for the college. The study proposed the professionalization
of the faculty and employees by training them on instructional services with
separate training programs, and personnel development plans. It was also
proposed to establish a functional research team which will serve as the
arm of the school in establishing its research activities. Extension services
committee may also be establish to uphold the continuous implementation
of the extension office. Finally, the production office may be divided in
several areas like agriculture, sciences and technology areas to ensure
channeling of

grants, aids and to avoid overlapping of work of project

28

managers per production activities.

The study of Migosi and Tanseco focused on school development
scheme and its sustainability which is also the intention of the study but
they differ in other areas of variables and output of the respective studies.
The study of Calim (2011) presented in the 2011 Multidisciplinary
Research Forum in the University of Northern Philippines focused on the
creation of a strategic plan for the Iloilo Polytechnic State College where the
main concern is private-public partnership as means for development. The
faculty and administration personnel were found to have high acceptability
on private institutions help for the school development; thus, the need to
semi-privatize the operations which involves quality production and
marketing is a must so that the school may be able to do its job while
private partners take charge of the other undertakings. In the same ground,
private partners may collaborate with other national and international
agencies for the benefit of the school specifically in tie-up operations
abroad which the school cannot handle on its own due to budget
constraints. The strategic plan includes the creation of a committee to
handle the overseeing and bidding of procurement and in the renewal of the
contracts signed in behalf of the school. The committee will also be involved
in the improvement mechanism for the benefit of the students and other
clients

through

development

strategies

like

seminar,

exchange

students/faculty, tie-up and research activities.

In the study of Rosa (2011) on correlating school administrators role in
school improvement and the teachers evaluation process revealed that a
moderate relationship exist between school administrators overall school

29

improvement and on teachers evaluation. This is based on support given

by the administrators and the trust of the teachers to them. These findings
were clarified through themes where there is a need to understand the
evolving priorities of the school in measuring the school performance and
teachers evaluation. An unanticipated findings that emerge from the study
was the variance in foundation relationships among school administrators
and teachers, main office administrators, and union leadership which further
used as tool in school improvement.
The study of Calim and Rosa are similarly situated with the present
study due to their mirroring on the role of school leaders on the school
development in either partnership with stakeholders or focusing on support
to teachers ability improvement. Meanwhile, the studies differ in other
selections of variables and also on the chosen location of the study.
Another study from Leithwood (2010) shows a great link of educational
leadership to students academic performance. The study demonstrates a
strong positive link between the leadership of the school administrators and
motivation of the students to be able to increase their academic
performance and level of learning outcomes. This was proven by the
uninterrupted achievement of the students in test administered to them,
including examinations conducted by local and national regulations to
identify how well the school perform in molding the students skills and
testing abilities. Further, it was noted that school personnel should be given
proper training with the conduct of training needs analysis to address their
upliftment as part of the school development.
Acosta (2010) conducted a study on school heads ability to improve

30

school performance. Based on the study, a little evidence was found to be

considered as relationship between school performance and school heads
educational attainment and work experience. However, relationship was
evidenced on the community association and friendly attitude of the school
heads to the stakeholders. On the other hand, a mixed evidence on the
relationship between formal training of principalship and professional
development programs attended have great tick to schools ability to
perform. Enhancement program was further recommended where the
education department should be in-charge therewith.
Leithwood and Acostas study have similarity with the present study due
to their intention for school improvement in a continuous manner towards
school performance management. On the other hand, they differ in their
intended proposed output to addressed the weaknesses in the school
administration.

Theoretical Framework of the Study

The study is anchored on the Kaizen Management as a successful
approach in implementing change. Kaizen (the translation of kai (change)
zen (good) is improvement) is a method which became famous from
Imais 1986 book Kaizen: The Key to Japan's Competitive Success. The
processes indicated in this approach includes the following:

Feedback: The core principle of CIP is the (self) reflection of

processes.

Efficiency: The purpose of CIP is the identification, reduction, and

elimination of suboptimal processes.

31

Evolution: The emphasis of CIP is on incremental, continual steps

rather than giant leaps.

Key features of kaizen include:

Improvements are based on many small changes rather than the

radical changes that might arise from Research and Development

As the ideas come from the workers themselves, they are less likely

to be radically different, and therefore easier to implement

Small improvements are less likely to require major capital

investment than major process changes

The ideas come from the talents of the existing workforce, as

opposed to using research, consultants or equipment any of which

could be very expensive

All employees should continually be seeking ways to improve their

own performance

It helps encourage workers to take ownership for their work, and can

help reinforce team working, thereby improving worker motivation.

The elements above are the more tactical elements of CIP. The more
strategic elements include deciding how to increase the value of the
delivery process output to the customer (effectiveness) and how much
flexibility is valuable in the process to meet changing needs. This was the
basis of the researcher in citing Kaizen Management as one of the
theoretical foundation of this study.
Another basis is the CIP or Continual Improvement Process. The CIPconcept is also used in Environmental Management Systems (EMS), such
32

as ISO 14000 and EMAS. The term "continual improvement" is used in ISO
14000, and is understood to refer to an ongoing series of small or largescale improvements which are each done discretely, i.e. in a step-wise
fashion. Several differences exist between the CIP concept as it is applied
in quality management and environmental management. CIP in EMS aims
to improve the natural consequences of products and activities. Secondly,
there is no client-orientation in EMS-related CIP. Also, CIP in EMS is not
limited to small, incremental improvements as in Kaizen, it also includes
innovations of any scale. This theory is another basis which structured the
necessary procedure towards improvement undertakings of schools. The
researcher cited the said concept so that areas of Philippine Education
Continuous Improvement Process may be taken in its chunk for innovation
in attaining its overall goal of quality and accessible education.

Frame 1
Kaizen
Management
as
successful
approach
implementing change

a
in

Continual Improvement Process

refer to an ongoing series of
small
or
large-scale
improvements which are each
done discretely, i.e. in a step-wise
fashion
Governance of Basic Education
Act of 2001 (RA 9155)

Frame 2
1. Implementation of the
Continuous Improvement (CI)
Program

Task and Timeline

Budget and Resources
Stakeholders Analysis
Evaluation of
Implementation Risks

2. Learners Academic
Performance
National Achievement Test
3. School Leadership

Quality Education Assessment Tool

33

Figure 1. Theoretical Framework of the Study

Figure 1 presents Frame 1 showing the Kaizen Management, Continual
Improvement Process, and Governance of Basic Education Act of 2001 (RA
9155) which serve as theoretical structure of the study. On the Frame 2
shows the extent of implementation of the Continuous Improvement (CI)
Program,

Learners

Academic

Performance

in

terms

of

National

Achievement Test and also the school leadership during the school year
2014-2015. Finally, Frame 3 presents the education quality assessment tool
to be proposed by the researcher. The connecting arrows show the
relationship that may arise from each of the frames that would be the basis
of the researcher in developing an assessment tool after the conduct of the
study. Each frame will have significant effect that would help in the
improvement of the implementation of the CIP in public schools. Continuous
improvement is very necessary for school administrators and teachers if
they want to achieve the mission and vision of the Department of
Education.

Conceptual Framework of the Study

Figure 1 Illustrates the conceptual framework which serves as guide of the
study. Specifically, it shows the input, process and output.
The first frame shows the input of the study: the respondents of the
study where the number of which shall be determined using the Slovins

34

Formula and shall be chosen by stratified random sampling in the selected

schools. Contains also are the questionnaires, school data, learners
academic performance and school performance.
In the second frame, the process, includes the following: distribution,
administration and retrieval of the questionnaires and tabulation of data
gathered. Further, the statistical treatment of data and the analysis and
interpretation of the data and information gathered will be the next process.

Input

Respondents:
School administrators

Process
Validation of
questionnaires

Questionnaires

Distribution,
Administration and
Retrieval of the
Questionnaires

School Data

Tabulation of Data

Teachers

Learners academic
performance based on
NAT
School leadership

Statistical treatment of
data
Analysis and
interpretation of data on
information gathered

Output
Extent of implementation of
the Continuous
Improvement (CI) Program
in different dimensions.
Level of Learners Academic
Performance based on NAT
Level of school leadership
based on the school heads
rating in the search for
most outstanding principal
of the year.
Difference between the
extents of implementation
of the Continuous
Improvement (CI) Program
as perceived by the two
groups of respondents
Relationship between the
extent implementation of
the continuous
improvement program and
level of learners academic
performance
Relationship between the
extent of implementation of
the continuous
improvement program and
school leadership
Proposed Quality
Assessment Tool

35

Feedback
Figure 1. Conceptual Model of the Study

For the third frame as output, the following was included: Extent of
implementation of the Continuous Improvement (CI) Program in different
dimensions; Level of Learners Academic Performance; Level of school
performance for the school year 2014-2015; Difference between the extents
of implementation of the Continuous Improvement (CI) Program as
perceived by the two groups of respondents; Relationship between the
extent implementation of the continuous improvement program and level of
learners

academic

performance;

relationship

between

the

extent

implementation of the continuous improvement program and school

performance; and the Proposed Intervention program.
Research Hypotheses
On the basis of the statement of the problem and the research
framework, the hypotheses that were used for this study are the following:
1.

There is no significant difference between the extent of

implementation of the Continuous Improvement (CI) Program as perceived

by the two groups of respondents.
2. There is no significant relationship between the extent of
implementation of the continuous improvement program and the level of
learners academic performance.
3. There is no significant relationship between the extent of
implementation of the continuous improvement program and school

36

leadership in the selected public schools of NCR and Rizal.

Definition of Terms
In order to arrive at a common understanding, the following terms used
in the study are hereby defined:
Academic Performance. It refers to the ability of the students to
knowledge that can help them in their journey of attaining better education.
It may also refer to the grades and rating the students acquire over a period
of time of teaching.
School Leadership. How school leaders guide and improve the
schools performance, communicating and role-modeling the DepEd VMG.
Setting school goals, measuring and recognizing good performance and
encouraging continuous improvement, complying with legal and regulatory
requirements, promoting and ensuring ethical behavior, supporting key
communities.
Continuous Improvement. It refers to a long-term approach to work
that systematically seeks to achieve small, incremental changes in
processes in order to improve efficiency and quality in the institutional
management.
National Achievement Test. It refers to the examination being given to
student every period to know the extent of the knowledge they have learned
in their respective school.
Implementation Plan. Spells out the WHAT (needs to happen), WHO
(will do it), WHEN (it will be completed), and OUTCOME (expected results);
determines tasks and timeline; Prepare budget and resource requirements

37

Perform stakeholder analysis; Evaluate of implementation; and do risk

assessment.

CHAPTER III
Research Design
This chapter presents the method of research used, the sources of
data, the data gathering instrument, the data gathering procedure and the
statistical treatment of data.
Methods of Research
The study will make use of the descriptive methodology of research in
survey form towards its accomplishment. Descriptive method of research is
used to collect data at a certain specified demography and on a criteria set
to identify the problem of the study considering peoples behavior, practices,
beliefs, intentions, attitudes, opinions, judgments, interest, perceptions and
the like then such data are analyzed, organized and interpreted accordingly
(Calderon

et.

al.,2012:65).

The descriptive

research designs

enable

researchers to label an understanding on a certain event or phenomena.

Johnson and Christensen (2012) discussed descriptive research as focused
mainly on providing an accurate description or picture of the status or

38

characteristics of a situation or phenomena considering a criteria towards

analysis of its concepts and systems.
In this study, the descriptive research will be used to make an
assessment of the extent of the implementation of Continuous Improvement
(CI) and its effect on the learners academic performance and school
performance in the selected schools of Marikina City. Further, learners
academic performance and school performance, will be given attention in
the study.
Sources of Data
The main sources of data were the selected public schools in the
Divisions of Marikina, Quezon City and Rizal. There were two groups of
respondents for the study namely the school administrators and teachers.
The school administrators were selected through a total population
taking all of them as respondents. On the other hand, with the utilization of
Slovins formula, the researcher has identified the number of teacherrespondents and select them through a stratified random sampling method
where an equal number of respondents were taken from each stratum of
the recorded population. Only those teachers with plantilla positions were
considered for the study and the distribution of which are presented in Table
1.
Table 1
Distribution of the School, School Administrator and Teacher
Respondents Per Division

39

Sam
No. of
Divisions/Schools

Percentage

Teacher

ples

School
(100%)

Population

20

Head
%

Quezon City
Cubao
North F.V E.S
Balara ES
Lagro ES
Krus Na Ligas
Corazon Aquino ES
Batasan Hills National
H.S
North FV H.S
Balara N.H.S
Sub-Total
Marikina City
Sto. Nino ES
Parang ES
Concepcion IS
Concepcion ES
Barangka ES
Kalumpang ES
SSS
Kapitan Moy ES
San Roque ES
Fortune ES
Marikina ES
Sto. Nino HS
Fortune HS
Sta. Elena HS
San Roque HS
Tanong H.S
Marikina Heights HS
Marikina Science HS
Kalumpang HS
Parang HS
Sub-Total
Burgos ES
Justice Vicente Santiago
ES
San Mateo ES
Sto Nino ES
Ampid NHS
Burgos NHS
Francisco P. Felix Ext.
Guinayang NHS

100

69

14

1
1
1
1
1

100
100
100
100
100

87
133
88
86
203

17
27
18
17
41

100

460

92

1
1
9

100
100
100

210
89
1425

42
18
286

100

80

16

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
20
1
1

100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100

117
91
76
52
35
84
61
38
103
61
50
91
139
38
73
51
46
35
97
1418
51

23
18
15
10
7
17
12
8
21
12
10
18
28
8
15
10
9
7
19
283
10

71

14

1
1
1
1
1
1

100
100
100
100
100
100

71
63
28
107
30
41

14
13
6
21
7
8
40

Sn. Mateo NHS

Silangan NHS
Teresa NHS
Sub-Total
Overall Total

1
1
1
11
40

100
100
100
100
100

148
76
71
757
3600

30
15
14
152
721

The data in the table show that there were 40 administrators from the
Divisions of Marikina City, Quezon City and Rizal who were involved in the
study.
Likewise, it could be seen in the table that there were 3,600 total
teachers population from the three school divisions, hence, 721 or 20
percent were identified as teacher respondents based on the school data.
Data Gathering Instruments
The main instruments which were used in the study were the survey
questionnaire and school data. The questionnaire consisted of inquiry that
helped in making an assessment tool on the extent of implementation of the
Continuous Improvement (CI) Program which served as basis for
enhancement of its operation. It also consists questions relative to the
know-how of the administrators in Continuous Improvement (CI) Program:
Task and Timeline; Budget and resources; Stakeholders Analysis; and
evaluation of implementation risks as variables measured.
The questionnaire was developed by the researcher, reviewed by her
adviser and validated by the experts composed of supervisors, principals
and the former vice-president and dean of the graduate studies in Marikina.
The comments, suggestions and corrections were provided by the
validators and helped in improving the contents of the final copy of the
questionnaire.

41

Data Gathering Procedure

Following the final printing of the questionnaires, the researcher sought
permission to conduct the study through a letter from the Schools Division
Superintendents of NCR and Rizal. After the request to conduct the study
was granted, a letter to the school principals in the three divisions where the
study was administered was secured.
Thereafter, the researcher went to the respective schools to administer
the questionnaires. Retrieval was done after giving an ample time for
respondents to answer the questions posted. The data gathered were
tabulated, analyzed and interpreted for the completion of the study.

Statistical Treatment of Data

The data gathered were treated using the following statistical tools:
Weighted Mean. This was used to determine the extent of
implementation of the Continuous Improvement (CI) Program as perceived
by the school administration and teachers in the Public Schools.
The following shows the scale used in interpreting the data:

Numerical Value
4
3
2
1

Range
3.50-4.0
2.50-3.49
1.50-2.49
1.00-1.49

Levels Descriptive Value

Very High Extent (VHE)
High Extent (HE)
Low Extent (LE)
Very Low Extent)

T-test. This was used to know if there was a significant difference

between the extents of implementation of the Continuous Improvement (CI)
Program as perceived by the two groups of respondents.
Pearson r. This was used to identify if there was a significant

42

relationship between the extent implementation of the continuous

improvement program and level of learners academic performance. The
same tool was used to search if there was a significant relationship
between the extent implementation of the continuous improvement program
and school leadership in the selected public schools of NCR and Rizal.

43