MAGANDANG BUHAY !!!!!. LEVEL OF READINESS OF CALAMBA BAYSIDE NATIONAL HIGH SCHOOL FOR TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY ( TESDA ) ACCREDITATION.
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Slide 1
MAGANDANG BUHAY !!!!!
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LEVEL OF READINESS OF CALAMBA BAYSIDE NATIONAL HIGH SCHOOL FOR
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY ( TESDA )
ACCREDITATION by: DANILO S. TUNGOL MaEd RONALDO M. CANTA MaEd
ISABELITA R. HIZON Ed. D
Slide 3
INTRODUCTION The K- 12 education plan offers a long- term
effect that is very beneficial to Filipinos. Therefore, there must
be a strong will to support K- 12 Educational Plan for the
betterment of the education system and economy. The effectiveness
of educational deliveries depends critically on the quality of
teaching and learning in the classrooms, workshops, laboratories
and other space in which education takes place. The real answers to
improving outcomes from vocational education lie in the classroom,
in understanding the many decisions teachers take as they interact
with students (Lucas, etal,2012).
Slide 4
As to Strengthened Technical Vocational Education Program
(STVEP) the Competency Based Curriculum 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. (Andrada,
2008)
Slide 5
The techvoc program according to DepEd consists of
CompetencyBased Curriculum and Instructional Learning Materials,
Capacity Building Programs, Provision for Tools and Equipment,
Provision for Infrastructure/Facilities Support; Provision for
Competency Assessment Subsidy (CAS), Provision for Additional
Teacher Plantilla Items, Provision for Increased MOOE, Policy
Support/Research and Development, and Monitoring and
Evaluation.
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Lapus (2009) stressed that strengthening technical-vocational
education afforded the students a practical and appropriate
alternative where they could build a career.
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The Strengthened Technical Vocational Education Program (STVEP)
helps the high school graduates find gainful employment whether or
not they get the college diploma. The students skills will give
them competitive advantages to become viable in the cut- throat
employment market place and to compete for world-class skill
recognition.
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REVIEWOFLITERATURE Global Perspective of Technical-Vocational
Education (Fluitman 2005). The focus of UN Millennium Development
Goals (MDG) is on basic and especially primary education (MDG 1).
This emphasis on the first cycle of education contributes to the
neglect of post-basic education and training including technical
and vocational education and training.
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According to International Labor Organization (ILO, 2000),
skills development is central to improving productivity. In turn,
productivity is an important source of improved living standards
and growth. Other critical factors include macroeconomic policies
to maximize opportunities for pro-poor employment growth.
Slide 10
The newer term technical and vocational skills development
(TVSD) is often used to describe flexible skills, learning to
learn, going beyond literacy and numeracy skills and including more
than life skills. TVSD comprises three main types of education or
training: public school-based technical education, in the form of
junior and senior secondary education but non-tertiary
institutions; public vocational training centers and industrial
training institutes; and training in the informal sector which
often include traditional apprenticeship training or traditional
forms of training offered at artisan workshops owned by master
craftsmen/women (King 2007).
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On a press release of 2005, the Department of Education
publicized that under the Strengthened Technical- Vocational
Education Program (STVEP), DepEd supervises a total of 282 tech-voc
high schools where students can take specialization in automotive,
computer hardware service, cosmetology, furniture and
cabinet-making, garments, air conditioning and refrigeration, food
production, crop production, food processing, fish culture, and
fish capture, among others.
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RESEARCH QUESTIONS 1. What is the level of readiness of CBNHS
for TESDA accreditation as assessed by teachers and school
administrators in terms of: In-Service Training (INSET); Production
of Teachers Material; Support for Tools, Facilities and Equipment;
Students Monitoring and Evaluation?
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2. How do the respondents assess the management behavior of the
school administrators in terms of communicating the school
vision-mission, goals and objective, supervising and evaluating
instruction, implementing the curriculum, monitoring and assessing
student progress, and promoting professional development?
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3. Is there a significant relationship between the level of
readiness of CBNHS for TESDA accreditation and the management
behavior of the school administrators?
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CONCEPTUAL FRAMEWORK PROCESS Utilization of survey
questionnaire Data analysis - On the readiness level of CBNHS for
TEADA accreditation Comparative Analysis - On the significance
difference between the assessment of the two sets of respondents on
the level of readiness of CBNHS for TESDA accreditation -On the
observed status of the management of the school administrators
Correlation Analysis - On significant relationship between the
level of readiness and observed status of the management behavior
of the school administrators O UTPUT Designed Plan of Action to
accredit CBNHS as TESDA TESTING CENTER INPUT Assessed Readiness
Level of CBNHS for TESDA accreditation in terms of the following:
INSET Production of Teachers Materials Support for Tools,
Facilities and Equipment Students Monitoring and Evaluation
Observed Status of the School Administrators Management of STVEP in
terms of: Communicating the School Vision- Mission, Goal and
Objective Supervising and Evaluating Instruction Implementing the
Curriculum Monitoring and Assessing Student Progress Promoting
Professional Development Significant relationship between the level
of readiness of CBNHS for TESDA accreditation and the management
behavior of the school administrator. FEEDBACK
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METHODOLOGY AND RESEARCH DESIGN The study used the descriptive
research design to evaluate the perception of each respondent on
the level of readiness of CBNHS for TESDA accreditation through
answering the questionnaire.
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RESULTS AND DISCUSSION SUMMARY OF FINDINGS Table 1: Level of
Readiness of CBNHS for TESDA Accreditation Indicators
RespondentsGrand Mean School AdministratorsTeachers WMVIWMVIWMVI 1.
In-Service Training (INSET)4.56HR3.93R4.25HR 2. Production of
Teachers Material4.80HR3.80R4.30HR 3. Support for Tools, Facilities
and Equipment4.74HR3.73R4.24HR 4. Students Monitoring and
Evaluation4.75HR4.01R4.38HR Average Weighted Mean4.71HR3.87R4.29HR
Legend: 54.21 5.00Highly Ready (HR) 43.41 4.20Ready (R) 32.61
3.40Moderately Ready (MR) 21.81 2.60Less Ready (LR) 11.00 1.80Not
Ready (NR) WM Weighted Mean
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SUMMARY OF FINDINGS Table 2: Assessment in the management
behavior of school administrators Legend: 43.26 4.00Highly Observed
(HO) 32.51 3.25Observed (O) 21.76 2.50Seldom Observed (SO) 11.00
1.75Not Observed (NO) WM Weighted Mean Indicators Respondents Grand
Mean School AdministratorsTeachers WMVIWMVIWMVI 1. Communicating
the School Vision-Mission, Goal and Objective3.78HO3.3HO3.54HO 2.
Supervising and Evaluating Instruction3.79HO3.22O3.51HO 3.
Implementing the Curriculum3.79HO3.19O3.49HO 4. Monitoring and
Assessing Student Progress3.76HO3.15O3.46HO 5.Promoting
Professional Development3.68HO3.3HO3.49HO Average Weighted
Mean3.76HO3.23HO3.50HO
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Table 3: Significant relationship between the level of
readiness of CBNHS for TESDA accreditation and the management
behaviors of the school administrators VariablesGamma -ValueP-
ValueDecisionRemarks In-service Training Communicating the School
Vision-Mission, Goal 0.873 (High correlation) 0.036Reject Ho With
significant relationship Supervising and Evaluating Instruction
0.698 (Moderate correlation) 0.001Reject Ho With significant
relationship Implementing the Curriculum 0.624 (Moderate
correlation) 0.002Reject Ho With significant relationship
Monitoring and Assessing Student Progress 0.975 (Very High
correlation) 0.005Reject Ho With significant relationship Promoting
Professional Development 0.790 (High correlation) 0.003Reject
HoWith significant relationship
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Production of Teachers Material Communicating the School
Vision- Mission, Goal and Objective 0.678 (Moderate correlation)
0.001Reject Ho With significant relationship Supervising and
Evaluating Instruction 0.800 (High correlation) 0.020Reject Ho With
significant relationship Implementing the Curriculum 0.701
(Moderate correlation) 0.001Reject Ho With significant relationship
Monitoring and Assessing Student Progress -0.949 (Negative very
high correlation) 0.039Reject Ho With significant relationship
Promoting Profession al Development 0.400 (Small correlation)
0.004Reject HoWith significant relationship VariablesGamma -ValueP-
ValueDecisionRemarks
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VariablesGamma -ValueP- ValueDecisionRemarks Support for Tools,
Facilities and Equipment Communicating the School Vision- Mission,
Goal and -0.505 (Negative moderate correlation) 0.000Reject Ho With
significant relationship Supervising and Evaluating Instruction
-0.600 (Negative moderate correlation) 0.000Reject Ho With
significant relationship Implementing the Curriculum Versus -0.300
(Negative small correlation) 0.000Reject Ho With significant
relationship Monitoring and Assessing Student Progress Versus
-0.667 (Negative moderate correlation) 0.000Reject Ho With
significant relationship Promoting Profession al Development 0.200
(Slight correlation) 0.000Reject HoWith significant
relationship
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VariablesGamma -ValueP- ValueDecisionRemarks Students
Monitoring and Evaluation Communicating the School Vision- Mission,
Goal and Objective -0.783 (Negative high correlation) 0.011Reject
Ho With significant relationship Supervising and Evaluating
Instruction 0.954 (Very high Correlation) 0.030Reject Ho With
significant relationship Implementing the Curriculum 0.493
(Moderate Correlation) 0.021Reject Ho With significant relationship
Monitoring and Assessing Student Progress -0.313 (Negative Small
correlation) 0.001Reject Ho With significant relationship Promoting
Profession al Development 0.698 (Moderate correlation) 0.003Reject
HoWith significant relationship
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CONCLUSIONS The following are the conclusions drawn by the
researchers based on the findings of the study: 1. The teachers and
school administrators assessed CBNHS as highly ready for TESDA
accreditation since the school has prepared its teachers, students,
and school itself through different relevant programs and
activities conducted.
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2. The management behavior of the school administrator is
highly observed, and plays a significant role in achieving the
required level of readiness of CBNHS for Tesda accreditation.
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3. The management behavior of the school administrators has a
significant relationship on the level of readiness of CBNHS for
TESDA accreditation because of school administrators
empowerment.
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RECOMMENDATIONS 1. The Principal of Calamba Bayside National
High School should create an oversight committee that will
reconcile assessments of the school administrators and teachers
regarding the schools level of readiness for TESDA accreditation.
The said committee will evaluate the lapses found in this study and
make a full report and recommendation in this regard.
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2. The Principal should conduct a school-based management
behavior enhancement program focusing on comprehensive multimedia
technology on teaching, assessment tools and instructional
development.
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3. The Principal and the Head Teacher of STVEP shall require an
action research among all teachers. The objective of each action
research shall be in line with any of the variables of the schools
level of readiness to be an assessment center and any of the facets
of school administrators management behavior and finally the action
plan presented in this study is highly recommended for
implementation since this plan has been prepared as the schools
immediate action on improving its level of readiness for TESDA
accreditation.
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Action Plan to Improve the Level Readiness of CBNHS for TESDA
Accreditation Area of Concern ObjectivesActivitiesPerson Involved
Time frame Resources Success Indicator Support for tools,
facilities and equipment To complete the availability of tools,
facilities and equipment to support the curriculum Conduct of
inventory and evaluation of availability of tools, facilities and
equipment School Administrators Finance Committee Teachers May 2014
to Dec. 2014 MOOE 100% of the tools, facilities and equipment shall
have been available to support the curriculum Teaching materials To
complete the teaching module for each subject area Creation of
research and development team for module development School
Administrators and Teachers April 2014 to May 2014 MOOE 100% of the
teaching modules for each subject was completed Students monitoring
and evaluation To follow up the implementation of the curriculum
based on national standard Creation of curriculum evaluation team
EPS TLE Tesda Coordinator School Administrators Teachers May 2014
MOOE100% of the team shall have been created and the evaluation of
the curriculum shall have been completed