QUALITY ASSURANCE PRACTICES OF PRIVATE SECONDARY

SCHOOL ADMINISTRATORS ON SCHOOL EFFICACY

*1John
Erick F. Cauzon
*1Program Director, Institute of Education, Baliwag Polytechnic College,

*1Baliuag City, Bulacan Philippines

ABSTRACT

This study determined the relationship between administrators’ quality assurance

practices and efficacy of the private secondary schools in District III of Bulacan during the

School Year 2020-2021. With mixed methods of research as research design and seventy-five

(75) teachers and fifteen (15) private school administrators as respondents of the study,

findings showed that the teachers and the private school administrators themselves strongly

agreed that their quality assurance practices were outstanding. Majority of the school

respondents increased their enrollment from School years 2018-2019 and 2019-2020.

Likewise, majority of these private schools registered a one hundred percent retention rate

and zero percent drop-out rate. Interestingly, all these schools had a one hundred percent

graduation rate. Based on the findings of the study, the following conclusions were drawn:

There is a significant difference between the perceptions of the teachers and the private

school administrators themselves as regards their quality assurance practices in terms of

infrastructure. On the contrary, there is no significant difference between the perceptions of

the two groups of respondents with regard to quality assurance practices in terms of faculty

development, fiscal management, school governance and management teaching and learning

support. There is a significant relationship between the private school administrators’ quality

assurance practices and school efficacy in terms of enrolment rate.

Keywords: Quality Assurance. Quality Assurance Practices. School Efficacy.

Introduction

One of the goals of each school is to deliver quality education to all its clientele.

Quality of education has significant impact and invaluable contribution to the area of

human development. Students, therefore, have right to receive quality of education is

associated with different academic and institutional factors. Quality Assurance in the

education parlance is a term that has become very important. The Department of

Education has so many instruments to evaluate the quality assurance of a particular

public school. While in the case of private schools, there’s no standard way to assess

the quality of service they deliver unless the school has undergone an accreditation

from a credible accrediting body. Quality assurance plays pivotal role in the field of

education, because it serves as the foundation for other educational systems. Quality

assurance which means supervision of faculty development, fiscal management,

infrastructure, school governance and management, and teaching and learning

support is a vital weapon in achieving the goals of education.

Quality assurance in education is perceived as an issue that has received

significant attention as indicated in the works of scholars (Bogler; 2001, Cohen; 2006,

and Cooper; 2003). Many authors have tried to associate quality assurance to

education perspective (Kumar, 2017). If we look back in the history QA was first used

during the Middle Ages, unions adopted responsibility for the quality of goods and

services offered by their members, setting and maintaining certain standards for

union membership. QA in industry has received wide approval as an effective

approach for achieving quality and performance enhancements in industry. With its

recognition and acceptance increasing by the day in the private sector, academic

institutions have started to explore the potential for applying the QA to education.

In the present day national and international viewpoints, quality became the

top of most agendas of both public and private institutions. Educational systems

should have always had some kind of checks and balances that are put in place to keep
track of the quality or standards education service needed to be polished. In a book

authored by Allais (2017) she reiterated that QA is an explicit “movement” that comes

with some specific models such as: Total Quality Management and Quality Assurance.

Therefore, Total Quality Management has been adopted by some educational

institutions to improve quality or perhaps to improve their ability to market

themselves. The quality assurance also has also been adopted by some learning

institutions offering basic education up to degree programs in order for program

disciplines in specific areas be recognized by appropriate professional organizations,

meanwhile the latter (accreditation) has also become an important mechanism

wherein the idea behind is to protect the institution and stakeholders specifically the

students for easier employability.

Quality assurance mechanisms fuel the passion in the hearts of school heads

to move forwards and towards higher level of quality manifestation (Javier, 2015) vis-

à-vis institutional purpose. It therefore assumes that there is a standard set against

which the outcome is compared (Ekundayo, 2010). It was also pointed out that

quality is synonymous with standard, efficiency, excellence, relevance and

worthiness (Jaiyeoba & Atanda, 2003). Quality assurance is important for

accountability as well as to support ongoing development of schools and of teaching

and learning.

Faculty development, fiscal management, infrastructure, school governance

and management, and teaching and learning support become a very important

elements in quality assurance. Our first element is faculty development, in an article

published on the official website of Commission on Higher Education “The Faculty

Development Program (FDP) is a critical factor towards building the strong

foundation of an educational system to ensure quality education”. According to

Tanhueco-Tumapon (2020), professional development for teachers is very important

as education is an ever growing and changing field. Low teacher qualification

inevitably leads to low standards of learning achievement among students. This

means that teachers must be updated of the current trends in educational practice.

In the Philippines, the government grants the Department of Education

(DepEd) the highest budget allocation of 691.1 billion in 2018. The said budget will

be used in establishing and maintaining facilities, hiring teaching and non-teaching

personnel and in developing and providing learning materials to students

(Department of Education, 2017). School administrators are obliged to ensure

efficient, effective, economical and ethical operations of fiscal resources since quality

spending drives quality learning outcomes and whatever outputs a school will

accomplish are accounted to these administrators and may affect the school

community and the people within its scope (Guarino, et al., 2009).

According to Bhunia, Kumar and Duary (2016) it has been comprehensively

understood that the infrastructure development in schools is regarded to be having a

considerable influence in enabling them to achieve the desired educational objectives.

As Dada, et al. (2018) opened school building improvement and maintenance as well

as other educational facilities are essential aspects of school plant management which

requires constant attention and careful planning by school administrators. The

infrastructural development is complex and cost intensive, specifically it includes

provision of stimulating learning environment with adequate safety coordination.

School building improvement and maintenance according to the Department of

Education (2010) are essential aspects to the henceforth, school administrators need

to undertake the maintenance and repair using available resources as much as

possible. In addition, educational buildings need to evolve and incorporate technical

innovations in vertically all aspects of school facilities, where administrators should

put in place prudent planning and proactive measures to allow flexible usage of

school facilities.
 The main purpose of educational facilities is to aid, stimulate and facilitate

instructional process they are directly or remotely contributors to an effective,

responsive changing educational program/ course delivery that must provide

physical environment that is comfortable, safe, secure, accessible, well-illuminated,

well-ventilated, and aesthetically planning (Lackney and Picus, 2013). Moreover, it

was noted that school facility consists not only physical structure but even the variety

of building systems such as mechanical, plumbing, electrical and power,

telecommunications, security, and fire prevention systems. According to Blessing, et.

al. (2015) The background design contributes to the “place experience” of the

stakeholders to contribute to a sense of ownership, safety and security, and control,

providing as well as sociality, or crowdedness, still from Blessing et.al. (2015)

observed that educational institutions face pressure to preserve building facilities to

adheres the growing demands of an increasing influx of students and academic

activities. There is no doubt that dilapidated and unhealthy buildings in a decaying

environment depresses the quality of life and contribute to some extent of antisocial

behaviors, conversely, according to Olaniyonu and Gbene (2007) described school

facilities as a controlled environment which facilitates the teaching-learning process

while protecting the physical well-being of the stakeholders. When the development

of infrastructure will take place in schools, then the members will also be able to carry

out their job duties in an efficient manner. Furthermore, it will lead to an increase in

the enrolment of students as well.

School governance and management, according to McGill (2015) a good school

governance and management can transform the culture of school; not just holding

school leaders to account, but involving the entire body of staff, parents and where

possible, the students. According to DeWitt and Slade (2014), “A positive school

climate is an environment in which all people- not just adults or educators- are
engaged and respected and where students, families, and educators work together to

develop, live, and contribute to a shared school vision”.

Esdal (2018), explains that outdated thinking of how to design a school leads

to subpar performance in public education. "Learning experiences could be

redesigned to be far more relevant to student interests and career paths, personalized

to their aptitudes and abilities, and responsive to their culture and identities." The

success of the school defends on how the teacher plans and executes lesson he or she

prepares. Lessons must be carefully designed based on the institutional goals and

present needs. Also, pedagogical approaches and strategies must closely monitor by

the administrators.

School efficacy is another name for smarter schools. It derives from two other

established constructs in cognitive psychology: self-efficacy and teacher efficacy. Self-

efficacy is a person's belief in his/her ability to overcome the difficulties inherent in

performing a specific task in a particular situation (Bandura, 1982), e.g., learning how

to drive a car. School efficacy is an extension of an educational psychology definition

usually applied to a person, now being associated with an organization. In this study,

school efficacy measures in terms of enrollment, retention, drop out and graduation

rate. There are studies say that students dropped from school because of financial

matters other studies say that students do not drop out in isolation from the school;

they drop out as a result of their interaction with the teachers, administrators, peers,

and activities they encounter there. According to Chrodinger (2016), in schools where

many students fail, are retained, or are suspended or expelled, dropout rates are

higher.

As known, school educational systems are very complex and those firmly

stood-by the belief that one model of quality assurance cannot fit all educational

systems articulated from pre-elementary to graduate program to meet and surpass

the set standards generated from the review and data bank in the identification of

strengths and improvement through open and trust-based approaches (Hattie, 2009).

In view of the premise presented above, this study has been conceptualized

with the hope that private school administrators’ quality assurance practices would

establish a significant relationship with school efficacy.

Statement of the Problem

This study determined the relationship between administrators’ quality

assurance practices and efficacy of the private secondary schools in District III of

Bulacan during the School Year 2019-2020.

Specifically, it sought answers to the following questions:

1. How may the quality assurance practices of private secondary school

administrators as perceived by the administrators themselves and the teachers under

their supervision be described in terms of:

1.1 faculty development;

1.2. fiscal management;

1.3. infrastructure;

1.4. school governance and management; and

1.5. teaching and learning support?

2. How may the school efficacy be described in terms of:

2.1. enrollment;

2.2. retention;

2.3. drop-out; and

2.4. graduation rate?

 3. Is there a significant difference between the perceptions of the teachers

and the

private school administrators themselves as regards their quality assurance

practices?

4. Is there a significant relationship between the private school

administrators’

quality assurance practices and school efficacy?

5. How important are the private school administrators’ quality assurance

practices

on school efficacy?

6. Based on the findings of the study what program of activities could be

crafted by

the researcher?

Hypotheses

The following hypotheses were tested in the study:

1. There is no significant difference between the perceptions of the teachers

and the private school administrators themselves as regards their quality

assurance practices.

2. There is no significant relationship between the private school

administrators’ quality assurance practices and school efficacy.

Conceptual Framework

In an article written by Day (n.d.) surfaced two views of interest namely initial

teacher training and school-based initial training. The first issue which is under initial

training concerns the development of competencies. In concept, the use of

competencies is one way of providing national criterion against which progress may
be measured, and basic standards and continuity in professional development

established. However, the ability to achieve quality in teaching rests upon more than

the acquisition of knowledge and skills application but through administrator’s

relationship with teachers, hence affective qualities do play significant role. So, it is

very clear that teaching is not simply about the “delivery of knowledge and skills, but

about transactions”, a moral or ethical dimension in teacher training which must not

be lost. The second issue was the move to a situation of a joint responsibility meaning

a partnership between a school and its teachers, from provider to user-led training

and development resulting a better educated teaching profession for school

practitioners who became teacher trainers and teacher trainees who became learning

support agencies.

Principals play a vital role in ensuring quality education and establishing

collaborative efforts among its students, parents, and stakeholders. Despite

principals’ key leadership role within school improvement processes, little is known

about their perspectives on what might be needed to strengthen teaching and

instruction and promote student learning in the classroom. Understanding the

principal perspective is paramount for understanding what principals may

emphasize and influence through their role within school improvement efforts

(Adelman & Taylor, 2011). Despite their central role within school improvement

efforts, principals are an underrepresented voice in the social work and educational

research on expanded school improvement models. Although there are numerous

studies and meta-analyses that examine the influence of principal leadership on both

instruction and student outcomes (Hallinger & Heck, 1996), and several articles that

suggest strategies principals might use to address nonacademic barriers to student

learning (Adelman & Taylor, 2011a; Skalski & Smith, 2006), few studies qualitatively

explore principals’ perspectives on what contributes to teaching and learning and

whether these perspectives are reflective of key priorities within expanded school

improvement models.

Determining factors of quality in education measuring quality in education

considering the difficulty of not having a consensus on the concept of quality in

education, it is necessary to determine which factors affect quality in education. The

difficulty of clearly distinguishing which are these factors and what impact they have

for the achievement of quality is enormous. Regardless of the difficulties, it is

necessary to identify these factors, since they constitute the basis for developing

programs and plans for quality improvement.

The consideration or determination of these factors should be based on their

predictive nature, i.e. their degree of impact on quality outcomes (national tests, for

example). But existing studies rarely reach conclusive results. Consequently, the

identification of quality factors is usually based on a combination of duly contrasted

acquired experience, a formulation of intentions and the statement of various

hypothetical propositions, only occasionally endorsed by strictly scientific studies

(Murillo; Román, 2010; Tiana-Ferrer, 2006). In order to analyze the managerial

factors affecting good quality outcomes in education, it is necessary to take a look to

the models that have been formulated and implemented around the world in

preschool, primary, secondary, and higher education. Although being different among

them, they can give notions of which are the fundamental factors when addressing

quality in education. In order to analyze the managerial factors affecting good quality

outcomes in education, it is necessary to take a look to the models that have been

formulated and implemented around the world in preschool, primary, secondary, and

higher education. Although being different among them, they can give notions of

which are the fundamental factors when addressing quality in education.

Udouj et al. (2017) emphasized that the perception of managers to the

accompaniment of education programs for the elderly in the US, presenting the model
or the basis for measuring the quality of this type of program, taking into account: (1)

program mission, objectives, and role: A program with a well-defined role will have

both a clear organizational mission and an awareness of the program’s environment;

(2) Components of an effective management system: An effective management

system includes the governance guidelines, the collection of data and use, a planning

process, periodic evaluation, and financial management; (3) Human resources

management and professional development: covering the selection of personnel,

working conditions and professional development. A clear process is needed for the

recruitment and hiring of qualified training and support personnel; and (4) The

learning environment: Programs must offer flexibility in relation with times and

places, a physically safe and psychologically safe environment, and relevant learning

materials and resources for adults.

Under the 2016-2018 mandate of the ET 2020 working groups on schools

(European Commission, Directorate – General for Education, 2015) pointed concerns

toward the need for greater coherence and synergy in quality assurance approaches

specifically the interplay between internal and external mechanisms to ensure

support and improve quality, inclusion, and innovation to best served school

development through ownership of the process and the so-called “out-of-the-box”

thinking mentality, speaking of the internal and external mechanisms though

different in nature for various learning institutions, the bottom-line here are the

complementary objectives supporting and most of all reinforcing each other’s as they

are accountable for the ongoing support school development vis-à-vis teaching and

learning.

Based on the related literature and studies presented above, the researcher

came up with a conceptual framework that will serve as guide in the conduct of the

study.
 Independent Variable Dependent Variable

Quality
School

Assurance
Efficacy
Practices

Figure 1. Paradigm of the Study

It can be noted from Figure 1 that the independent variable is the school

administrators’ quality assurance practices which was measured in terms of faculty

development, fiscal management, infrastructure, school governance and

management and teaching and learning support. The dependent variable was

hypothesized (as implied by the arrowhead) to influence the dependent variable

which is the school efficacy which was described in terms of school enrollment,

retention, drop-out and graduation rates.

Significance of the Study

The findings of the research will be beneficial to the following group of people:

Administrators. The findings of the research may save for self and institutional

evaluation brought about by transparency in quality assurance data coupled with a

thorough review of the quality-driven system.

Faculty. Findings of this study will allow also extend help to faculty members

maintain their standing in school and the community as evidenced by their

outstanding quality assurance practices.

 Quality Assurance Officers/Quality Assurance Enhancement Officers. Results

of the study will serve as basis as they prepare an information dissemination drive in

their respective place of work.

Students. Findings of the study gives student privilege of quality education and

service from the administrator, faculty, facility and curriculum.

Future Researchers. The result of this study will be a useful reference for

future research considering other parameters that are not covered by this piece of

work.

Scope and Limitation of the Study

This study focused on quality assurance practices of private secondary school

administrators in the select private schools who are members of Bulacan Private

Schools Association (BULPRISA) District III and its possible correlation to school

efficacy. Hence, the variables of the study were limited only to quality assurance

practices and school efficacy. The quality assurance practices dealt only on faculty

development, fiscal management, infrastructure, school governance and

management and teaching and learning support. Meanwhile, school efficacy was

limited only on enrollment, retention, drop-out and graduation rates.

The respondents of the study were the secondary school principals and

teachers from the select large, medium, and small private secondary schools in

Baliuag, Bustos, San Ildefonso, San Miguel and San Rafael, Bulacan. This was

conducted in the third to fourth quarters of School Year 2020-2021.

Location of the Study

The study was conducted in the District III, Bulacan. It involved the select

private secondary schools who are members of the Bulacan Private Schools
Association BULPRISA District III. The schools that were included as respondents

were; St. Mary’s College of Baliwag; Colegio de Sto. Nino de Bustos; Montessori de San,

Ildefonso; St. Lukes School of San Rafael; School of Mount St. Mary; St. Jean the Baptise

Academy; Mary and Jesus School, Inc.; Liceo de Buenavista; Sto Nino Academy; Park

Ridge School Montessori; Gardenersfield School Inc.; Holy Child Academy; Goldenville

School of Montessori; Microlink Institute of Science and Technology; and Waminal

Achievers Academy.

These private secondary schools were purposely selected from the

municipalities of Baliuag, Bustos, San Ildefonso, San Miguel and San Rafael and

classified by the researcher as large, medium and small based on the number of

enrollment.
Source: https://www.bulacan.gov.ph/generalinfo/politicalsubdivision.php.

Figure 2. Location Map of the Study

Definition of Terms

To shed the light in understanding, the following terms were operationally

defined.
 Enrollment Rate. As used in the study it refers to the number of students

enrolled in the secondary education level in private schools during the S.Y. 2019-

2020.

Drop-out Rate. It refers to the percentage of students failing to complete the

particular School Year 2029-2020.

Faculty Development. Term refers to the process of providing professional

development to secondary school teachers namely faculty development,

administrator’s encouragement to teachers to pursue higher studies, coaching,

mentoring, provision of psychosocial, emotional, and moral support.

Fiscal Management. This refers to the task of a school principal as in charge of

planning directing, and overseeing of institutions revenues.

Graduation Rate. The term attributes to the so-called “Gross Graduation Rate”

or the total number of graduates during the school year covered by the study.

Infrastructure. It pertains to physical school plant and facilities needed for

school operations which includes classrooms, laboratories, gymnasium, chapel,

library, sanitation facilities, home economics room, clinic among others.

Large Private School. It refers to the private secondary school with reference

to one hundred ninety-six and above population.

Medium Private School. A private secondary school with one hundred sixty-

one to one hundred nine-five population

Quality Assurance. The term pertains to a systematic review of the educational

provision in order to sustain quality and efficiency and encompasses policy measure.

Quality Assurance Practices. An assessment both internal and external as

adopted by school in terms of faculty development, fiscal management,

infrastructure, school governance and management, and teaching and learning

support in order to monitor performance to ensure achievement of quality input in

areas covered from instruction to community outreach and other aspects pertaining

to the school operation.

Retention Rate. It refers to the percentage of the students who stay at school

over a given period of time or within a school year.

School Efficacy. As used in this study, this encompasses enrollment, retention,

drop-out and graduation rate.

School Governance and Management. It refers to strategy implementation

focused in the development of school, its physical plant, human resources, including

finances to attain the dream goals of school.

Small Private School. It refers to the private secondary school with one to one

hundred sixty population

Teaching and Learning Support. It refers to the utilization of objective

evaluation results to measure and improve teaching and learning process.

METHODOLOGY

Research Design

In the conduct of the study, the researcher utilized the mixed methods

research design that involves the collection and analysis of both qualitative and

quantitative data” (Allan, 2013),

Greene (2017) believed that this approach provides researchers with

opportunities to compensate for inherent method weaknesses, on inherent method

strengths, and offset inevitable method biases”. Researchers collect and analyze both

qualitative and quantitative data in a sequential and/or simultaneous and rigorous

manner which integrates the two forms of data.

Quantitative method was applied to describe the quality assurance practices

of private secondary school administrators on school efficacy as well as its influence

to school efficacy.

On the other hand, utilization of interview was essentialized to gather

qualitative data to further explained the quantitative findings of the study. The semi-

structured interview was conducted online by the researcher with the respective

interview participants. Screen recording was applied so that the researcher was able

to captured the entire interview process and the researcher will be able to go over

the recordings upon the analysis of the responses.

Results of the interview was integrated to the quantitative findings of the

study arrived at a more comprehensive and meaningful data analyses and

interpretation.

Data Gathering Technique

 The conduct of this study was formally requested by the researcher through a

request letter addressed to the Dean of the Graduate School and school heads of the

participating schools. The concerned officials granted permission, and data gathering

commenced. Due to the present-day situation COVID-19 pandemic, it was not possible

to float the research instrument personally but instead the researcher made used

links on how to access the questionnaire in the system of Google forms.

Meanwhile, submission or retrieval of the answered questionnaire was done

through online which was the most ideal in this present scenario along with other

reasons such as but not limited to the following: faster, cheaper, quick to analyze, easy

to use by target respondents and researcher, and less time consuming.

Closed-ended questionnaire consisting of two parts were used to obtain the

quantitative data. Part I of the questionnaire was adapted from Dela Salle Supervised

Schools Operational Manual Appendix “C-1” The Accreditation Instrument for Basic

Education” to attain data about the quality assurance practices of the school

administrators. Meanwhile, Part II of the questionnaire was self-made, and was used

to describe the efficacy of the private school respondents.

For the qualitative data collection, interview guide question was used in the semi-

structured interview.

Sampling Procedures

Purposive sampling technique was used to determine the number of

respondents in this study. According to Crossman (2018), purposive sampling

technique is a non-probability sampling that is selected based on the characteristics

of the population and the objective of the study. It is also known as judgmental,

selective, or subjective sampling.

Similarly, this type of sampling can be very useful in situation when the

researcher needs to reach a targeted sample quickly and where sampling for
proportionality is not the main concern. Moreover, this is the best sampling technique

considering that the researcher carefully chose the participants of the school

administrators and teachers in the Bulacan Private Schools Association BULPRISA

District III. The distribution of respondents was presented in Table 1.

Table 1. Respondents of the Study

Teacher
School
School Population Sample
Administrator
(N) (n)
Large
A. St. Mary’s College of Baliwag (Baliwag) 394 5 1
B. Colegio de Sto. Nino de Bustos (Bustos) 350 5 1
C. Montessori de San, Ildefonso (San 233 5 1
Indefonso)
D. St. Lukes School of San Rafael (San 200 5 1
Rafael)
E. School of Mount St. Mary (San Miguel) 310 5 1
Medium
F. St. Jean the Baptise Academy (Baliwag) 190 5 1
G. Mary and Jesus School, Inc. (Bustos) 195 5 1
H. Liceo de Buenavista (San Indefonso) 180 5 1
I. Sto Nino Academy (San Rafael) 190 5 1
J. Park Ridge School Montessori (San 174 5 1
Miguel)
Small
K. Gardenersfield School Inc. (Baliwag) 88 5 1
L. Holy Child Academy (Bustos) 157 5 1
M. Goldenville School of Montessori 151 5 1
(San Ildefonso)
N. Microlink Institute of Science and 133 5 1
Technology (San Rafael)
O. Waminal Achievers Academy (San 85 5 1
Miguel)
For the qualitative phase of the study, the researcher was randomly selected

one teacher and principal per school to participate in the semi-structured interviews.

According to Crouch & Mackenzie (2006) less than twenty participants in qualitative

study was enable the researcher to make a close relationship and thus was improve

the open and frank exchange of information. Moreover, Creswell (1998)

recommended five to twenty-five and Morse (1994) suggest at least six qualitative
sample size may best determined by the time allotted, resources available, and study

objectives (Guest, Bunce & Johnson, 2006).

Data Analysis Scheme

In research statistical techniques were used to interpret the gathered

quantitative data. Statistical treatment of data was vital when it comes to making use

of the gathered data for the study. The collection of raw data was required to carefully

study and understand the collected information (Kalla, 2009).

Range, mean and standard deviation was computed to describe the school

efficacy. This specific formula was used to compute for the mean and standard

deviation. A mean is a mathematical average for the set of numbers provided the data

is in the numerical form while the standard deviation is a measure that is used to

quantify the amount of variation or dispersion of a set of data values (What’s the

Difference: Average, Mean, Median, and Mode, 2018). This was done to establish the

average of the collected data or the mean itself and the gap or the distance between

each result. A low standard deviation indicates that the data points to be close to the

mean (also called the expected value) of the set, while a high standard deviation

indicates that the data points are spread out over a wider range of values.

Meanwhile, weighted mean was computed to describe the quality assurance

practices of the private school administrators. Additionally, Pearson product-

moment correlation coefficient analysis will be done to determine the correlation

between describe the quality assurance practices of the private school administrators

and school efficacy.

t-test for independent samples was utilized to determine if significant difference

existed between the perceptions of the teachers and the school administrators

themselves with regard to their quality assurance practices.

 For the gathered qualitative data, coding was utilized to analyze these data.

Creswell (2012) defined coding as the procedure of fragmenting and classifying text

to form explanations and comprehensive themes in the data. According to Attride-

Stirling, (2011) the process through which researcher gather or ‘tag’ content related

to a specific theme or idea for the purpose of reducing the data by sorting out the

information transcript into manageable and meaningful transcript segments with the

aid of coding framework. Data coding in qualitative research means assigning of

labels codes to different sections of text that are related with different problems

RESULTS AND DISCUSSIONS

This chapter deals with the presentation, analysis and interpretation of the

data collected and the results of the statistical treatment employed in the study with

the purpose of determining the relationship between administrators’ quality

assurance practices and efficacy of the private secondary schools in District III of

Bulacan.

The Quality Assurance Practices of Private Secondary School Administrators

Quality assurance in education includes all policies, measures, planned

processes and actions through which the quality of education is maintained and

developed. Quality of education can be described as the degree to which the education

meets the client’s needs and demands.

The perceptions of the teachers and the school administrators themselves as regards

their quality assurance practices in terms of faculty development, fiscal management,

infrastructure, school governance and management and teaching and learning

support are summarized in Tables 2 to 6.

Faculty Development
 Professional development may be used in reference to a wide variety of

specialized training, formal education, or advanced professional learning intended to

help administrators, teachers, and other educators improve their professional

knowledge, competence, skill, and effectiveness.

The perceptions of the teacher respondents and the school administrators

themselves regarding their quality assurance practices in terms of faculty

development are manifested in Table 2.

Table 2. Quality Assurance Practices of Private Secondary School

Administrators in terms of Faculty development

School
Teacher
Administrat
Item Statement (N=75)
or (N=15)
Mean VD Mean VD
1. Faculty professional development activities are in
accordance with the teaching goals of the school. 4.69 O 4.93 O
2. Teachers are encouraged to pursue higher studies
in their area of specialization. 4.63 O 4.67 O
3. Administration provides opportunity for
professional development such as but not limited to
virtual in-service training and seminars, coaching 4.52 O 4.87 O
and mentoring towards personal and professional
growth.
4. Provision of psychosocial, emotional, and moral
support is sustained and coherently focus especially 4.43 O 4.80 O
in this present situation.
5. Provide performance incentives, rewards,
renumeration and promotion. 4.15 HS 4.40 O

Overall Mean 4.48 O 4.73 O

Legend:
Scale Verbal Description
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Highly Satisfactory (HS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Moderately Satisfactory (MS)
1.00 – 1.80 Needs Improvement (NI)

It can be examined from the table that teachers and the school administrators

themselves gave their highest assessments to item “Faculty professional

development activities are in accordance with the teaching goals of the school”. On

the other hand, these groups of respondents gave their lowest assessments to item

“Provide performance incentives, rewards, renumeration and promotion”. An overall

mean of 4.73 was registered for the school administrators which is bigger than the

computed overall mean of 4.48 for the teacher respondents.

These results imply that in spite of so many challenges in this new normal,

both groups of respondents believe that the private school administrators are doing

their best to provide faculty development among their teachers for them to be ready

and fitted to the current educational environment today. Moreover, these results

indicate that private school administrators are fully aware that professional

development among their teachers in order to easily adapt to the new normal.

As stated by to Tanhueco-Tumapon (2020), professional development for

teachers is very important as education is an ever growing and changing field. This

means that teachers must be updated of the current trends in educational practice.

However, teachers in the private schools cannot afford professional development due

to high cost of the training programs. Much more depressing is that schools cannot

finance their own teachers’ professional development. As a solution, schools only give

free in-house training for their teachers sponsored by some publishing book

companies.

In the conducted interview with the private school administrators, they were

asked to describe their quality assurance practices. These respondents themselves

acknowledge that “The school always make sure that they meet their objectives.

Where in, teachers undergone a lot of trainings and seminars develop and improve

their teaching process that serves as a support to have a quality education so that the

school provides a competent student. Also, this institution paid the right number of

wages for the staffs and teachers.”

Fiscal Management
 Fiscal management is the process of keeping an organization running

efficiently within its allotted budget. Though the word "fiscal" can be used

interchangeably with the word financial, in most cases, fiscal management refers to

money management within a government entity.

Overall, its goal is to improve the way the department operates by properly

planning, recording, and performing procedures that relate to the budget. This

involves a variety of tools, including budget spreadsheets, accounting software, and

guides outlining procedures for department management.

Financial management is one of the most fundamental practices in any

enterprise or business including schools and other educational institutes. Financial

management essentially means planning, organizing, directing and controlling the

financial activities in schools so that the financial resources are used in an efficient

and effective manner.

Table 3. Quality Assurance Practices of Private Secondary School

Administrators in terms of Fiscal Management

School
Teacher
Administrat
Item Statement (N=75)
or (N=15)
Mean VD Mean VD
 1. Transparency and full compliance of the school
with the DepEd, BIR, and DOLE regulations 4.60 O 4.93 O

2. A widespread orientation of financial and

accountability system information to parents. 4.49 O 4.60 O

3. Transparency and integrity in terms of resource

mobilization. 4.44 O 4.60 O

4. School finances are properly managed in

accordance with the prepared annual budget,
4.57 O 4.73 O
liquidity through matched receipts with
expenditures.
5. Approved all financial matters, requisition, and
purchase orders. 4.43 O 4.47 O

Overall Mean 4.51 O 4.67 O

Legend:
Scale Verbal Description
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Highly Satisfactory (HS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Moderately Satisfactory (MS)
1.00 – 1.80 Needs Improvement (NI)

The perceptions of the teacher as respondents and the school administrators

themselves with regard to their quality assurance practices in terms of fiscal

management are summarized in Table 3.

It can be inferred from the table that the teachers and private school

administrators themselves gave their highest assessments to item “Transparency and

full compliance of the school with the DepEd, BIR, and DOLE regulations”. On the

other hand, these respondents gave their lowest assessments to item “Approved all

financial matters, requisition, and purchase orders”. An overall mean of 4.67 was

computed for the private school administrator group which is higher than the

computed overall mean of 4.51 for the teacher respondents. These results indicate

that the private school administrators and the teachers under their supervision

strongly agree that their schools in these pandemic times are ensuring that their

respective school operates within its budget and transparency is a priority.

According to Padilla, et. Al. (2015), effective fiscal management practices are

essential in enhancing transparency, efficiency, accuracy, accountability which enable

an organization to achieve its objectives. Proper fiscal management in schools can be

determined through goal attainment by which in this study was based on the

efficiency in resources utilization with reference to allocated budget. Efficiency

involves attaining maximum benefits toward set goals and objectives.

As mentioned from on top of the principal’s roles, one of the crucial

responsibilities he/she undertakes is managing people, data and processes. In the

article written by Murphy (2014) entitled “In the great scheme of things,” he noted

that leadership challenges are far Schools’ Fiscal Management, Organizational

Climate and Teachers’ Morales from small, or simple. To get the job done, effective

leaders need to make good use of the resources at hand. In other words, they have to

be good managers.” It is then appropriate to assess the fiscal management of schools

and how this affect the teachers’ morale in terms of how administrators bring about

the school climate and culture since financial support and operations is one of the

many factors affecting school success.

Infrastructure

Education infrastructure includes, suitable spaces to learn. This is one of the

most basic elements necessary to ensure access to education. School classrooms are

the most common place in which structured learning takes place with groups of

children.

Table 4. Quality Assurance Practices of Private Secondary School

Administrators in terms of Infrastructure

Teacher School
(N=75) Administrat
Item Statement
or (N=15)
Mean VD Mean VD
1. School environment is kept in sanitary conditions. 4.82 O 5.00 O
 2. Physical facilities provide a conducive atmosphere
for teaching and learning environment. 4.78 O 4.93 O

3. Classroom size and condition are functionally

designed. 4.73 O 4.82 O

4. School buildings are so planned to meet future

expansion needs. 4.53 O 4.78 O

5. Building entrances and exits are planned to ensure

safe and convenient circulation of school population. 4.56 O 4.87 O

Overall Mean 4.69 O 4.88 O

Legend:
Scale Verbal Description
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Highly Satisfactory (HS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Moderately Satisfactory (MS)
1.00 – 1.80 Needs Improvement (NI)

Table 4 presents the concept of the teacher respondents and the private school

administrators themselves with regard to their quality assurance practices in terms

of infrastructure.

It can be glanced from the table that the teachers and the school

administrators themselves gave their highest assessments to item “School

environment is kept in sanitary conditions”. Meanwhile, these groups of respondents

gave their lowest assessments to item “School buildings are so planned to meet future

expansion needs” An overall mean of 4.88 was recorded for the private school

administrators which is higher than the computed overall mean of 4.69 for the

teacher respondents. These results imply that even though there is no face-to-face

classes and the classrooms are not being used, the private school administrators

maintain the school environment clean and ready for use.

According to Bhunia, Kumar and Duary (2016) it has been comprehensively

understood that the infrastructure development in schools is regarded to be having a

considerable influence in enabling them to achieve the desired educational objectives.

When the development of infrastructure will take place in schools, then the members

will also be able to carry out their job duties in an efficient manner. Furthermore, it

will lead to an increase in the enrolment of students as well. The availability of

infrastructural facilities has a considerable impact upon the school environmental

conditions. These facilities are also regarded as one of the important indicators of

ensuring a conducive and favorable learning environment for the students.

School Governance and Management

The success of every school depends on the way it is managed. The need for

the efficient management of schools has placed much more emphasis on the nature

and quality of the work of the head as the leader of a team of professional educators,

and as the manager of the supply and effective use of resources (human, financial and

material). The head therefore needs to gain clear understanding of all the forces and

factors which contribute towards governance of the school.

Table 5. Quality Assurance Practices of Private Secondary School

Administrators in terms of School Governance and Management

Teacher School
(N=75) Administrat
Item Statement
or (N=15)
Mean VD Mean VD
1. Stimulating of a “task-oriented” atmosphere in the
school. 4.59 O 4.67 O
2. The school administrator is interested in
innovation and new ideas as evidence of his/her 4.72 O 4.87 O
school support of innovation.
3. Utilization of data are justified for reason of school
operational improvement beneficial to stakeholders. 4.36 O 4.60 O
4. Strong range of partnership with parents (parental
involvement in and link in the school). 4.59 O 4.93 O
5. The school itself is well-led and managed
particularly to approaches in the enhancement of 4.60 O 4.47 O
performance by all stakeholders’ sectors.
Overall Mean 4.57 O 4.71 O
Legend:
Scale Verbal Description
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Highly Satisfactory (HS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Moderately Satisfactory (MS)
1.00 – 1.80 Needs Improvement (NI)
 Table 5 exhibits the perceptions of the teacher respondents and the private

school administrators themselves with regard to their quality assurance practices in

terms of school governance and management.

It can be obtained from table 5 “The school administrator is interested in

innovation and new ideas as evidence of his/her school support of innovation” got

the highest computed weighted mean from the teacher respondents. On the other

hand, item “Strong range of partnership with parents (parental involvement in and

link in the school)” received the highest computed weighted mean from the school

administrators. A closer look at the table shows that items “Utilization of data are

justified for reason of school operational improvement beneficial to stakeholders”

and “The school itself is well-led and managed particularly to approaches in the

enhancement of performance by all stakeholders’ sectors” obtained the lowest

computed weighted mean scores from the teachers and school administrators,

respectively. An overall mean of 4.71 is registered for the school administrator

respondents which is bigger than the computed overall mean of 4.57 for the teacher

respondents.

An implication that private school administrators are aware that their roles in

this new normal are no longer routine, aiming to the routinely performing the

conduct of the school work according to specific rules and instructions, but became a

function characterized by innovation and creativity to provide appropriate

conditions directed to learners' mental, spiritual, social and physical growth during

these pandemic days.

In order that the management upgrades to the level of dealing with the

challenges, it must possess creative managing. This does not mean that the principal

himself /herself becomes creative rather creates a creative environment stimulating

creative and a climate that embodies creativity, elevates to embrace and deepens the
outputs which return with distinguish and leadership to the enterprise, and with the

ability to achieve, most effectively the goals as prepared (Roussan, 2020).

Teaching and Learning Support

Teaching and learning is a process that includes many variables. These

variables interact as learners work toward their goals and incorporate new

knowledge, behaviors, and skills that add to their range of learning experiences.

Table 6. Quality Assurance Practices of Private Secondary School

Administrators in terms of Teaching and Learning

School
Teacher
Administrat
Item Statement (N=75)
or (N=15)
Mean VD Mean VD
1. Utilization of objective evaluation results to
measure and improve/ enhance teaching and 4.68 O 4.73 O
learning process.
2. Innovative methods of teaching are encouraged
and adapted catered to the needs and capabilities of 4.67 O 4.80 O
the students.
3. Lessons and corresponding activities are
congruent towards school’s vision and mission 4.71 O 4.88 O
statements and school social responsibility.
4. Suggestions are given by school administrators
about possibilities for updating/ upskilling of 4.57 O 4.86 O
teachers’ knowledge and skills.
5. School administrator takes over the class when
4.47 O 4.60 O
the teacher is unexpectedly absent.
Overall Mean 4.62 O 4.77 O
Legend:
Scale Verbal Description
4.21 – 5.00 Outstanding (O)
3.41 – 4.20 Highly Satisfactory (HS)
2.61 – 3.40 Satisfactory (S)
1.81 – 2.60 Moderately Satisfactory (MS)
1.00 – 1.80 Needs Improvement (NI)

Table 6 indicates the perceptions of the teacher respondents and the private

school administrators themselves as regards their quality assurance practices in

terms of teaching and learning.

It can be observed from table 6 the “Lessons and corresponding activities are

congruent towards school’s vision and mission statements and school social
responsibility” received the highest computed weighted mean from the two groups

of respondents. Moreover, the “School administrator takes over the class when the

teacher is unexpectedly absent” garnered the lowest computed weighted mean from

the same groups of respondents. An overall mean of 4.77 is recorded for the private

school administrators which is greater than the computed overall mean of 4.62 for

the teacher respondents.

In accordance to the present findings, Vaughn & Faircloth (2015) asserted that

scholars contend that by following one’s vision, teachers may be able to “speak back”

to institutional directives and therefore more easily meet the individual needs of their

students. By creating a vision for teaching, educators are able to craft an “ideal image”

of what it is they wish to accomplish in their classrooms and use this to sustain them

throughout their teaching career. Teachers who enact a clear vision are often able to

“adjust, modify, and invent” as they use their vision to guide their work.

In the conducted interview with the private school administrators, they are

asked to describe their quality assurance practices. The respondents viz-a-viz key

informants answered that “The quality assurance practices of the school are anchored

on institutional goals and its vison and mission. The mission of the school is the

provision of quality basic education that will produce global citizens who are

endowed with the attributes, and who exemplify the core values of love and justice,

sense of family, self-discipline, excellence, and servant leadership. Pedagogical

approaches and strategies are closely monitored by supervisors.”

The Private School Efficacy

School efficacy refers to the school effectiveness due to collective efficacy by

stakeholders. Measured in terms of enrollment, retention, drop-out and graduation

rate. School efficacy is another name for smarter schools. It derives from two other

established
constructs in cognitive psychology: self-efficacy and teacher efficacy. Self-efficacy is a

person's belief in his/her ability to overcome the difficulties inherent in performing a

specific task in a particular situation (Bandura, 1982), e.g., learning how to drive a

car. School efficacy is an extension of an educational psychology definition usually

applied to a person, now being associated with an organization.

Table 7 exhibits the school performance which was measured by means of

their efficacy in terms of Enrolment Rate, Drop-out Rate, and Graduation Rate for

School Year 2018-2019 and 2019-2020. The enrollment rate, rate of change for the

two school years were computed. For the drop-out and graduation rates, the average

for these school years was obtained.

Table 7. The School Efficacy of Private Schools

School Enrolment Rate Retention Drop-out Rate Graduation Rate
Rate
A 1.20% 100% 0 100%
B 0.57% 100% 0 100%
C 0.91% 100% 0 100%
D -1.48% 100% 0 100%
E 3.33% 100% 0 100%
F -2.06 100% 0 100%
G 3.72% 100% 0 100%
H -3.22 99.73% 0.54% 100%
I 0.53% 100% 0 100%
J -1.69% 100% 0 100%
K 17.33% 98.67% 0 100%
L -1.88% 100% 0 100%
M -6.79% 100% 0 100%
N 10.83% 99.17% 0.83% 100%
O -14.14% 99.50% 0.50% 100%

It can be noticed from the table that school K has the biggest increase in

enrolment (17.33%). On the other hand, school O has the highest decrease in terms

of enrolment (-14.14%).

On retention rate, majority of the school respondents achieved a 100%

retention rate. The lowest retention rate was recorded for School K (98.67%).
 On drop-out rate, School N (0.83%) has the highest drop-out rate followed by

School H (0.54%) and School O (0.50%). The remaining schools did not have any

drop-outs for the School Years 2018-2019 and 2019-2020.

A closer look at the table reveals that all schools had a graduation rate of 100%.

This indicates that all grade ten learners are able to graduate in the aforementioned

school years whereby the results yield that private school administrators are able to

manage their respective schools that is why majority of them increase their

enrollment for school years 2018-2019 and 2019-2020. Moreover, drop-out is very

rare and all graduating learners are able to graduate in the target time.

According to Chrodinger (2016), in schools where many students fail, are

retained, or are suspended or expelled, dropout rates are higher. Students therefore

do not drop out in isolation from the school; they drop out as a result of their

interaction with the teachers, administrators, peers, and activities they encounter

there. School policies and practices as in the cases of discipline and attendance

procedures, promotion and retention policies, tracking, curriculum content, and

student engagement and school membership are among school factors that have been

linked to student decisions to drop out.

The Difference between the Perceptions of the Teachers and the Private School
Administrators themselves as regards their Quality Assurance Practices

The perceptions of the teachers and the school administrators themselves

with regards to quality assurance practices are compared using the t-test for

independent samples. Results of the analyses were presented in Table 8.

Table 8. Results of the t-test Analysis on the Difference between

the Perceptions of the Teachers and the Private School Administrators
themselves as regards their Quality Assurance Practices

Quality Assurance Mean Mean

t-value p-value
Practices Teacher School Diff.
 Administrator
faculty development 4.48 4.73 -0.25 -1.87ns 0.098
fiscal management 4.51 4.67 -0.16 -1.88ns 0.096
infrastructure 4.69 4.88 -0.19 -2.78* 0.024
school governance
4.57 4.71 -0.14 -1.32ns 0.225
and management
teaching and
4.62 4.77 -0.15 -2.29ns 0.052
learning support
Legend: * = Significant (p≤0.05) ns = Not Significant (p>0.05)

It can be noted from the table 8 that significant difference is found between

the perceptions of the teachers and school administrators themselves as regards their

quality assurance practices in terms of infrastructure. This significant difference is

manifested by the computed probability value of 0.024 which is less than the 0.05

level of significance.

These results imply that private school administrators are already satisfied of

the quality practices that they implemented in terms of infrastructure. However, on

the perceptions of the teachers under their supervision these quality assurance

practices are not enough.

A closer look at the table reveals that no significant difference is found

between the perceptions of the two groups of respondents with regard to quality

assurance practices in terms of faculty development (p=0.098), fiscal management

(p=0.096), school governance (p=0.225) and management teaching and learning

support (p=0.052). This no significant difference brought about by the fact that the

computed probability values for these variables are greater than the 0.05 level of

significance.

These expressed that in so far as the quality assurance practices of private

school administrators in terms of faculty development, fiscal management, school

governance and management teaching and learning support are concerned, the

perceptions of the two groups of respondents in this study are the same. Further,

these means that the quality assurance practices of the school administrators in terms

of the aforementioned sub-variables are effective.

 In the same vein, Uzaka (2018) reiterated that quality assurance is important

for accountability as well as to support ongoing development of schools and of

teaching and learning. Well-functioning systems have mechanisms to support and

balance vertical and horizontal, internal and external accountability. Quality

assurance that focused on development supports schools to adapt to the changing

needs of learners. The focus was not only in terms of improvement but also

innovation that is, the development or experimental testing of approaches in different

contexts support quality, equity and efficiency. Approaches to quality assurance may

need to be adapted over time to better meet needs for feedback and decision-making

across systems.

Relationship between Private School Administrators’ Quality Assurance

Practices and School Efficacy

The main objective of the study was to determine the relationship between

administrators’ quality assurance practices and the school efficacy.

In this part of the study, the results of the correlation analysis are presented in

Table 9.

Table 9. Results of the Correlation Analysis on the Relationship

between Private School Administrators’ Quality Assurance
Practices and School Efficacy

Correlation Probability Value

Study Habits Value (p-value) Interpretation
(r-value)
Enrolment Rate 0.901 0.000 Highly Significant
Retention Rate 0.066 0.814 Not Significant
Drop-out Rate -0.250 0.369 Not Significant
Graduation Rate - - -
Legend: Highly Significant: p-value ≤ 0.01 Significant: p-value ≤ 0.05 Not Significant: p-value > 0.05

Examination of tabulated results deliberately shows that highly significant

relationship is found between administrators’ quality assurance practices and school

efficacy in terms of enrolment rate as indicated by the computed probability value of

0.000 which is less than the level of significance of 0.01.

Further scrutiny of the same table revealed that direct relationship existed

between the aforementioned variables as implied by the positive sign of the

computed correlation value of 0.901. This result discloses that as the level of quality

practices of the administrators increases, the number of enrollments in their

respective schools also increases. Further, the correlation value indicated that very

high relationship existed between administrators’ quality assurance practices and

school efficacy in terms of enrolment rate.

Accordingly, Seyfried and Pohlenz (2018) found in their study that using an

ordinary least squares regression model which explains perceived effectiveness

through structural variables and certain quality assurance-related activities of quality

managers was developed. The results shows that support by higher education

institutions’ higher management and cooperation with other education institutions

are relevant preconditions for larger perceive degrees of quality assurance

effectiveness. Moreover, quality managers’ role as promoters of quality assurance

exhibits significant correlations with the school performance in terms of increase in

enrollment, suggesting that when the quality assurance practices of the private school

administrators is efficient and outstanding, more learners would be interested to

enroll in their school.

However, no significant relationship is found between administrators’ quality

assurance practices and school efficacy in terms of retention and drop-out rates as

indicated by the computed probability values for these variables which are greater

than the 0.05 level of significance. This result is due to the fact that the school efficacy

in terms of retention and drop-out rates is almost the same.

 As per the graduation rate, the correlation cannot be computed because at

least one of the variables is constant or all schools have the same efficacy in terms of

graduation rate.

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 This chapter presents the summary of the major findings, the conclusions

arrived at based on the findings, and the recommendations given in accordance with

the conclusions.

Findings

Using the procedures described in the preceding chapter, the answers to the

problems raised in this study were ascertained and summarized as follows: Findings

revealed that: The teacher respondents and the private school administrators

themselves strongly agreed that their quality assurance practices in terms of faculty

development, fiscal management, infrastructure, school governance and

management and teaching and learning support were outstanding.

Majority of the school respondents increased their enrollment from School

Years 2018-2019 and 2019-2020. Likewise, majority of these private schools

registered one hundred percent retention rate and zero percent drop-out rate.

Interestingly, all these schools had a one hundred percent graduation rate.

Significant difference was found between the perceptions of the teachers and

school administrators themselves as regards their quality assurance practices in

terms of infrastructure.

However, no significant difference was found between the perceptions of the

two groups of respondents with regard to quality assurance practices in terms of

faculty development, fiscal management, school governance and management

teaching and learning support.

Highly significant relationship was found between administrators’ quality assurance

practices and school efficacy in terms of enrolment rate.

 However, no significant relationship was found between administrators’

quality assurance practices and school efficacy in terms of retention and drop-out

rates.

For the graduation rate, the correlation cannot be computed because at least

one of the variables is constant or all schools have the same efficacy in terms of

graduation rate.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

There is a significant difference between the perceptions of the teachers and

the private school administrators themselves as regards their quality assurance

practices in terms of infrastructure. On the contrary, there is no significant difference

between the perceptions of the two groups of respondents with regard to quality

assurance practices in terms of faculty development, fiscal management, school

governance and management teaching and learning support.

There is a significant relationship between the private school administrators’

quality assurance practices and school efficacy in terms of enrolment rate. However,

there is no significant correlation between administrators’ quality assurance

practices and school efficacy in terms of retention and drop-out rates.

Recommendations

In light of the findings and conclusions of the study, the following

recommendations were offered:

1. Increase research capabilities of faculty members so they may come up

with a study on drop out in their school.

 2. Maintain the physical infrastructure to entice the parents to enroll their

children in the school.

3. For future researchers, further research along this line may be conducted.

Inclusion of parents as respondents of the study maybe considered to

further study the factors that may affect the private school efficacy.

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Appendix A

Survey Questionnaires for Administrators

Name (optional):_______________________ Date:___________________________

School: _______________________________ Gender: ___________ Age: ______

FOR SCHOOL ADMINISTRATORS

Dear respondent,

I am presently working my research entitled “Quality Assurance Practices of

Private Secondary School Administrators on School Efficacy”. I am personally inviting
you to participate in my research by completing the attached survey questionnaire. I
guarantee that all information will remain confidential and will be utilized for the
purpose of research. Thank you for taking time to assist me in my educational
endeavor.

Sincerely,

John Erick F. Cauzon

Quality Assurance Practices of Private Secondary
School Administrators on School Efficacy

I. Indicate your personal assessment on school administrators’ Quality Assurance

Practices by putting a √ in the column corresponds to the following scale:

5 – Outstanding 3 – Satisfactory
4 – Highly Satisfactory 2 – Moderately Satisfactory 1 – Needs
improvement

A. Faculty Development 5 4 3 2 1
1. Faculty professional development activities are in
accordance with the teaching goals of the school.
2. Teachers are encouraged to pursue higher studies in their
area of specialization.
3. Administration provides opportunity for professional
development such as but not limited to virtual in-service
training and seminars, coaching and mentoring towards
personal and professional growth.
4. Provision of psychosocial, emotional, and moral support
is sustained and coherently focus especially in this present
situation.
5. Provide performance incentives, rewards, renumeration
and promotion.
B. Fiscal Management 5 4 3 2 1
1. Transparency and full compliance of the school with the
DepEd, BIR, and DOLE regulations
2. A widespread orientation of financial and accountability
system information to parents.
3. Transparency and integrity in terms of resource
mobilization.
4. School finances are properly managed in accordance with
the prepared annual budget, liquidity through matched
receipts with expenditures.
5. Approved all financial matters, requisition, and purchase
orders.
C. Infrastructure 5 4 3 2 1
1. School environment is kept in sanitary conditions.
2. Physical facilities provide a conducive atmosphere for
teaching and learning environment.
3. Classroom size and condition are functionally designed.
4. School buildings are so planned to meet future expansion
needs.
5. Building entrances and exits are planned to ensure safe
and convenient circulation of school population.
D. School Governance and Management 5 4 3 2 1
1. Stimulating of a “task-oriented” atmosphere in the school.
2. The school administrator is interested in innovation and
new ideas as evidence of his/her school support of
innovation.
3. Utilization of data are justified for reason of school
operational improvement beneficial to stakeholders.
4. Strong range of partnership with parents (parental
involvement in and link in the school).
5. The school itself is well-led and managed particularly to
approaches in the enhancement of performance by all
stakeholders’ sectors.
E. Teaching and Learning Support 5 4 3 2 1
1. Utilization of objective evaluation results to measure and
improve/ enhance teaching and learning process.
2. Innovative methods of teaching are encouraged and
adapted catered to the needs and capabilities of the
students.
 School Enrollment Enrollment Rate of Drop-out Drop-out Graduation Graduation
Rate Rate Change Rate Rate Rate Rate

SY. 2018- SY 2019- SY. 2018- SY 2019- SY. 2018- SY 2019-

2019 2020 2019 2020 2019 2020

3. Lessons and corresponding activities are congruent

towards school’s vision and mission statements and school
social responsibility.
4. Suggestions are given by school administrators about
possibilities for updating/ upskilling of teachers’ knowledge
and skills.
5. School administrator takes over the class when the
teacher is unexpectedly absent.

II. Please indicate the pertinent data for school year 2019-2020.

The questionnaire used above is adapted from Dela Salle Supervised Schools
Operational Manual Appendix “C-1” The Accreditation Instrument for Basic
Education”.

This is also the end of the survey. Thank you very much for your utmost
cooperation.

The Researcher
 Appendix C

Survey Questionnaires for Teachers

Name (optional):_______________________ Date:___________________________

School: _______________________________ Gender: ___________ Age: ______

FOR TEACHERS

Dear respondent,

I am presently working my research entitled “Quality Assurance Practices of

Private Secondary School Administrators on School Efficacy”. I am personally inviting
you to participate in my research by completing the attached survey questionnaire. I
guarantee that all information will remain confidential and will be utilized for the
purpose of research. Thank you for taking time to assist me in my educational
endeavor.

Sincerely,

John Erick F. Cauzon

Quality Assurance Practices of Private Secondary
School Administrators on School Efficacy

I. Indicate your personal assessment on school administrators’ Quality Assurance

Practices by putting a √ in the column corresponds to the following scale:

5 – Outstanding 3 – Satisfactory
4 – Highly Satisfactory 2 – Moderately Satisfactory 1 – Needs
improvement

A. Faculty Development 5 4 3 2 1
1. Faculty professional development activities are in
accordance with the teaching goals of the school.
2. Teachers are encouraged to pursue higher studies in their
area of specialization.
3. Administration provides opportunity for professional
development such as but not limited to virtual in-service
training and seminars, coaching and mentoring towards
personal and professional growth.
4. Provision of psychosocial, emotional, and moral support
is sustained and coherently focus especially in this present
situation.
5. Provide performance incentives, rewards, renumeration
and promotion.
B. Fiscal Management 5 4 3 2 1
1. Transparency and full compliance of the school with the
DepEd, BIR, and DOLE regulations
2. A widespread orientation of financial and accountability
system information to parents.
 3. Transparency and integrity in terms of resource
mobilization.
4. School finances are properly managed in accordance with
the prepared annual budget, liquidity through matched
receipts with expenditures.
5. Approved all financial matters, requisition, and purchase
orders.
C. Infrastructure 5 4 3 2 1
1. School environment is kept in sanitary conditions.
2. Physical facilities provide a conducive atmosphere for
teaching and learning environment.
3. Classroom size and condition are functionally designed.
4. School buildings are so planned to meet future expansion
needs.
5. Building entrances and exits are planned to ensure safe
and convenient circulation of school population.
D. School Governance and Management 5 4 3 2 1
1. Stimulating of a “task-oriented” atmosphere in the school.
2. The school administrator is interested in innovation and
new ideas as evidence of his/her school support of
innovation.
3. Utilization of data are justified for reason of school
operational improvement beneficial to stakeholders.
4. Strong range of partnership with parents (parental
involvement in and link in the school).
5. The school itself is well-led and managed particularly to
approaches in the enhancement of performance by all
stakeholders’ sectors.
E. Teaching and Learning Support 5 4 3 2 1
1. Utilization of objective evaluation results to measure and
improve/ enhance teaching and learning process.
2. Innovative methods of teaching are encouraged and
adapted catered to the needs and capabilities of the
students.
3. Lessons and corresponding activities are congruent
towards school’s vision and mission statements and school
social responsibility.
4. Suggestions are given by school administrators about
possibilities for updating/ upskilling of teachers’ knowledge
and skills.
5. School administrator takes over the class when the
teacher is unexpectedly absent.

The questionnaire used above is adapted from Dela Salle Supervised Schools
Operational Manual Appendix “C-1” The Accreditation Instrument for Basic
Education”. This is also the end of the survey. Thank you very much for your utmost
cooperation.

The Researcher
 Appendix D

Semi-structured Questionnaire for Administrators and Teachers

Guide Question for Semi-Structured Interview

For the School Administrator:

1. Describe your quality assurance practices.

2. Do you have a faculty development program in your school? If yes, how effective it
is? If none, why?

3. How effective is the fiscal management in your school?

4. Describe your school environment.

5. Describe your styles in managing your school.

6. How effective is your teaching and learning support?

7. How important are your quality assurance and practices in improving school
efficacy?

For the Teacher:

1. Describe the quality assurance practices of your school administrator.

2. Does your school provide a faculty development program? If yes, how effective it
is? If none, why?

3. How effective is the fiscal management of your school administrator?

4. Describe your school environment.

5. Describe the management styles of your school administrator.

6. How effective is the teaching and learning support of your school administrator?

7. How important are your school administrator’s quality assurance and practices in
improving school efficacy?