LA CONSOLACION COLLEGE BAAO: A CASE STUDY ON INSTITUTIONAL

EFFECTIVENESS

AZALIA PESANTE-PEYRA

ABSTRACT

This study inquired on the extent of effectiveness of La Consolacion College Baao as an

educational institution in terms of High Expectations, Mission and Catholic Identity, School Wide
Goals, Practices and Policies, Academic Excellence and Assessment, Positive Climate of School,
Involvement of Parent and Community, Leadership of Principal and School Head, Effectiveness of
Teaching, Physical Environment and Materials of the School, Activities and Programs of the School.

Descriptive method was employed in this investigation. The findings revealed that the
approach embraced by the school is effective as evidenced by the mean scores in the nine areas of
evaluation particularly the factors that form the organization and philosophy of the school, and the
positive school climate as observed by the respondents. The areas of consideration for review relate to
parents’ engagement in school activities, facilities and teachers’ salary.

The study proposes that school administration should not only support its curricula and
services to upkeep student success but should also strengthen parent/family involvement in school
activities, review the current compensation scheme of the institution, and consider regular evaluation
of school operation along the different areas assessed in this study.

Key Words: Institutional Effectiveness, School Curricula and Services, Regular Evaluation

INTRODUCTION

The performance of an academic institution is generally the basis of gauging, whether it is

effective or not in its delivery of learning outcomes. Thus, evaluating the school's effectiveness
becomes more critical, especially with the K to 12 Basic Education Program, which aligns learning
performance with the international practice.
In the Philippines, education is administered and controlled by the Department of Education
(Dep. Ed). The department is taking charge of the new K-12 primary education with complete and
exclusive control on public school and minimal regulations over private schools.
Under this curriculum, schools are mandated to be functional enough to provide the students'
needs and support the vision of this framework with expanded learning time efforts, thus achieve its

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goal of equipping every graduate with life and career skills. In particular, the schools must implement
and sustain the central aim to provide essential competencies to everyone, and to achieve functional
literacy for all or the 2015 National plan of Action on Education for All (EFA). Ensuring that every
Filipino has the necessary competencies is equivalent to providing all Filipinos with the basic learning
needs or enabling all Filipinos to be functionally literate." (Philippine Education for all (EFA) 2015
Plan, Erika Mabazza, October 2014).
The competencies attending to these goals, however, take time to develop; thus, the institution
and other factors that support it needs to be given attention.
According to Sisman (2011), institutional effectiveness is the process of identifying expected
outcomes, evaluating its extent, and providing evidence of improvement. A capable academic
institution then should have clear goals and objectives, demonstrate the program's success or progress,
and communicate its program's impact on its stakeholders. It should also be sensitive and responsive,
ethical, and appealing, and have satisfied personnel.
Hence, any academic institution should always have an evaluation program that will give
feedback, whether it is still active or not. The primary purpose of evaluating school is to attain justice and
quality in the learners' outcomes. The evaluation processes are effective internally if the school community and
the stakeholders understand how individuals and groups of learners are performing towards meaningful results.
These processes also inform the administrators on what needs to be changed and actions to be taken for
improvement on learner outcomes and the modification to be made, including the kinds of practices for learners.
(https://www.ero.govt.nz/assets/uploads/ero-15569-effective-school-evaluation-june16-full-web-002.pdf).
For comprehensive evaluation to determine the extent to which the objectives are achieved, is
the primary concern of the present study. It is important to periodically assess an institution to ensure
that it is indeed effective in executing its goals and mission. Evaluating the effectiveness of an
institution likewise can help the administration identify areas for improvement and ultimately realize
these set goals efficiently. (Https: //meera.snre.umich.edu/evaluation-what-it-and-why-do-it.).

The present study then aimed to investigate and uncover the evidence of efficacy that has
sustained a long-standing school in the Bicol Region. To look after the spiritual growth of the youth
and the need for a catholic school in the place, Baao Parochial School was founded in 1940. In 1946,
the name of the school Sta. Monica academy was changed. In 2012, a formal resurvey was conducted
for the Basic Education Department and the school passed the PAASCU re-accreditation both for
elementary and high school departments. It was given 5 yrs. re-accredited status without an interim
visit. Due to the congregational mandate, the name of the school was changed again from Sta. Monica
Academy to La Consolacion College Baao (LCCB), and in the last five years, it has seen an increasing
trend of enrollment. From a population of 1,103 students in 2015-2016, the school currently nurtures
1, 200 for the school year 2019-2020.
This study then focused on the areas of the school's programs, policies, and practices. For
further improvement of the institution, this paper likewise looked into the strengths as well as
weaknesses that delay the growth and development of the school.
The general objective of this study is to give valuable feedback on the different areas of the
school operation especially those that need improvement. The results of the evaluation hope to
contribute to advance the educational goals, and educative environment of LCCB to enhance the
quality of achievement of the students.

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 Hence, the present study would look into the feedback coming from all the stakeholders and
other factors considered in the investigation to determine the effectiveness of the school’s practices as
it has reached its 78th years of operation. This is a convenient time to reflect, revisit, and evaluate the
school's performance that has endured over time, and to ensure its viability as it faces the challenges in
the new millennium.
Theoretical Framework
This study is based on the Research Synthesis on Effective Leadership by Sweeney (1997), which
provides specific criteria for school effectiveness, and Edmond’s (1997) Effective Schools Research
theory which looks at the given areas of school efficiency and determine the effectiveness of schools,
the teachers, administrators, parents and the outside community. The criteria used to rate the school
are the following: High Expectations, Mission and Catholic Identity. They emphasize achievement
that foster academic success and communicated mission, School-wide Goals, Practices and Policies on
instructional goals and objectives, programs and practices, Assessment on Academics, Positive School
Climate, Parent and Community Involvement, Principal leadership, and Teaching Effectiveness. The
results were compared to see if the school's demographics and socio-economic background affected
the effectiveness of the school based on Edmonds' Effective Schools Research theory.
Conceptual Framework

La Consolacion College Baao-

Model of Institutional
Effectiveness

 High Expectations, Mission, Catholic

Identity
 School-Wide Goals, Practices,


Policies,
Academic Excellence and
Students
Assessment
 Positive School Climate Employees
 Parent and Community Involvement
 Principal/School Head Leadership Parents
 Teaching Effectiveness
 Physical Environment and Materials Alumni
of the School
 Activities and Programs in School

LCCB- EFFECTIVE INSTITUTION

IN BAAO

Figure 1 - Conceptual Framework

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 Figure 1 illustrates how the different aspects of school development as proposed in the
Research Synthesis on Effective Leadership by Sweeney (1997) are perceived by the LCC-B
stakeholders.

The independent variables of the study are the aspects of development such as: High
Expectations, Mission and Catholic identity, School-Wide Goals, Practices and Policies, Academic
Excellence, Positive School Climate, Teaching Effectiveness, Parent and Community Involvement,
Principal/School Head Leadership, Physical Environment, Materials in School and Activities and
Programs in School. The dependent variable is the perceived effectiveness along aspects of
development of LCCB as a model institution.

STATEMENT OF THE PROBLEM

The present study investigated how La Consolacion College Baao by the internal and external
stakeholders in terms of effectiveness, especially that it is already 79 years in service to the community
of Baao as a catholic and accredited school.
This study determined the effectiveness of LCCB as an institution. Specifically, it sought to
answer the following:
1. How do the stakeholders perceive the effectiveness of LCCB in terms of?
a. High Expectations, Mission and Catholic Identity
b. School-wide Goals, Practices, and Policies
c. Academic Excellence and Assessment
d. Positive School Climate
e. Parent and Community Involvement,
f. Principal/School Head Leadership
g. Teaching Effectiveness
h. Physical Environment and Materials of the School
i. Activities and Programs of the School
2. What are the perceived strengths and weaknesses of the institution based on the scores?
3. What are the implications of the school management given the results of the study?

METHODS

Mixed- method sequential explanatory design was used to collect and analyze the numerical
and qualitative data in two successive phases within this study. This particular method was employed
because of its suitability to the problem. The researcher organized the combination of numerical and

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qualitative data within a single study. The differences between numerical and qualitative results from
the respondents' experiences are examined. The case study approach was likewise used by the
researcher that builds the verbal descriptions of behavior and experiences among the stakeholders;
however, numerical data were still collected to generate the needed two kinds of data (Creswell,
Fetters, and Ivankova, 2004).
The two phases of Explanatory Sequential design used are the following: the quantitative phase
where a survey questionnaire was distributed to the respondents and followed by a qualitative data-
gathering phase using the focus group discussion (FGD) where diverse opinions, comments, and
perceptions regarding the effectiveness of the school were elicited. The numerical results from the
survey responses were summarized and tabulated then they were substantiated using the responses
from the FGD to better understand how the personal experiences of the respondents’ tie-up with the
results of the instrument used. (Creswell, 2003).
The study was conducted in the sole catholic school in the municipality of Baao, Camarines
Sur, formerly known as Sta. Monica Academy. It is now named La Consolacion College, and it is
currently one of the four private schools in the place.
Respondents of the Study

INTERNAL EXTERNAL
STUDENTS EMPLOYEE PARENTS ALUMNI GRAND
TOTAL
Grade 12 35 Faculty 35 SHS Parents 20 From Brgy. Sn. Nicolas
Grade 11 15 NTP 15 JHS Parents 10 20
GS Parents From Brgy. Del Rosario
10 20
Pre-school Parents From Brgy. La Medalla
10 10
TOTAL 50 50 50 50 200

For Quantitative data, a total of 200 respondents were chosen through random sampling fish
bowl approach. Of this number, 100 were internal participants (50 from enrolled students, and 50
employed respondents), and 100 external respondents composed of 50 parents and 50 alumni from the
community of Baao. For qualitative data, 12 focus group discussions were conducted to 3 groups of
students. Each group was composed of 10 members including Student Coordinating Body, Schools’
Publication officers and Club Activity Presidents. FGD was also conducted to 3 groups for the
personnel wherein each was composed of 10 members including Personnel Officers, SHS, JHS and
Grade school teachers. For the Parents, the 3 groups were composed of 10 each coming from the
Parents Core Group Officers, and selected Homeroom Presidents from each level in the grade school
and High School. And for the Alumni, the 3 groups were composed of residents from the nearby
Barangay of San Nicolas, Salvacion and San Roque. They are not parents of any students in the
school.
Prior to the study, the researcher sought first the permission of the LCC School Head in
identifying the participants particularly the SHS students, teachers and the non- teaching personnel in
the study. Then, the researcher conducted a survey to obtain data from the chosen respondents for 2

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weeks. After which the researcher retrieved the accomplished survey questionnaire and then, the
researcher coded, summarized, and tabulated the collected information. The qualitative research of the
study was conducted through 12 focus group discussions to further explore on the research topic. It
was facilitated by a moderator with a secretary taking down the responses from the participants.
The study made use of a validated survey questionnaire for the quantitative phase, and focus
group discussion to generate the qualitative data.
The Institutional Effectiveness Survey Questionnaire was the major tool in the gathering of
data to determine the characteristics of La Consolacion College Baao as an institution. It is composed
of 100 items divided into 12 sub items such as: High Expectations, Mission and Catholic Identity,
School-wide Goals, Practices and Policies, Academic Excellence and Assessment, Positive School
Climate, Parent and Community Involvement, Principal/School Head Leadership, Teaching
Effectiveness, and Physical environment and materials at the school.

Using Cronbach Alpha for internal consistency, the 100 item-questionnaire got .973 which
indicates high reliability. It means that the questions most likely would measure what the researcher
intends it to measure.
The researcher used 4 point scale for rating where 4- means to a great extent, 3-to a large
extent, 2- To some extent, and 1-Not at all. The researcher formulated the instrument by referring to
the different evaluation tools on Schools’ Effectiveness and combined the common concepts to ensure
comprehensiveness in scope aligned with the focus of the study. Cronbach Alpha was then used for
internal consistency validation.

The Focus Group Discussion (FGD) on the other hand was employed to gather respondents’
experiences, or views and perceptions relative to the research problem. The method called Constant
Comparative with various investigators and 3 Inter-Coder reliability was used to summarize results
from the minutes of the discussions.
For the survey questionnaire, the researcher used the following descriptors to explain the range
of scores and its interpretation.

Survey Questionnaire Descriptors and Interpretations

Descriptor Scale Verbal Interpretatio

To a Great Extent 3.41-4.00 Extremely High

To a Large Extent 3.01-3.40 Very High
To some Extent 2.61-3. 00 High
Not at All 2.21-2.60 Average
1.81-2.20 Low
1.41-1.80 Very Low
1.00-1.40 Extremely Low

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 The purpose of the survey was to determine the effectiveness of La Consolacion College Baao
as an academic institution and to identify the key areas that the stakeholders deemed to be positively
operational and which ones need to be improved.
To protect the respondents involved in the study, the researcher asked permission first through
a letter if they want to contribute in the study by answering the survey form provided to them. The
letter also assured the recipients that if they respond positively to the request, all the information
shared will be treated with utmost confidentiality.
Descriptive statistics was employed in this study. Summaries of the results taken from the
survey questionnaire were provided as basis of numerical analysis of data together with figures
showing the perceptions of the stakeholders. The researcher used the Descriptive Statistical method to
provide a general understanding of the school’s effectiveness by averaging all the responses from
varied groups of respondents and comparing the means to see how the responses differ in their
valuation.
Finally, to identify, analyze, and interpret patterns of meaning across a dataset in qualitative
data, Thematic Analysis (TA) was used. It rendered substantiation to the respondents’ answers in the
survey questionnaire to address the different types of research questions posed in the study. The data
were collected from the focus group discussion using the Constant Comparative method with varied
investigators and 3 Inter-Coders, who formulated the codes or themes of each response from the
participants of the FGD. After which, The Inter-coder reliability (ICR) check was used to measure
agreement between multiple coders (Harris & Burke, 2011) and the Benchmark scale for Kappa’s
value commonly used for calculating agreements among coders.

RESEARCH AND DISCUSSIONS

Table 1. Perceived Effectiveness of La Consolacion College Baao Stakeholders

Areas of Institutional Effectiveness INTERNAL RESPONDENTS EXTERNAL RESPONDENT

Students Employees Parents Alumni
T
M VI M VI M VI M VI
a. High Expectations, Mission & Catholic Identity 3.33 VH 3.59 EH 3.51 EH 3.39 VH 3.46
b. School- wide Goals, Practices and Policies 3.29 VH 3.47 EH 3.44 EH 3.29 VH 3.37
c. Academic Excellence and Assessment 3.31 VH 3.50 EH 3.52 EH 3.25 VH 3.40
d. Positive School Climate 3.33 VH 3.55 EH 3.94 EH 3.37 VH 3.55
e. Parent and Community Involvement 3.07 VH 3.30 VH 3.45 EH 3.17 VH 3.25
f. Principal/School Head Leadership 3.20 VH 3.52 EH 3.60 EH 3.24 VH 3.39
g. Teaching Effectiveness 3.18 VH 3.35 VH 3.27 VH 3.25 VH 3.26
h. Physical Environment and Materials of the School 3.15 VH 3.43 VH 3.54 EH 3.25 VH 3.34
i. Activities and Programs of the School 3.28 VH 3.48 VH 3.59 EH 3.35 VH 3.43
Total 3.24 VH 3.47 EH 3.56 EH 3.28 VH 3.39

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 Table 1 shows how the internal and external stakeholders perceive La Consolation College
(LCC) in terms of its effectiveness along the investigated indicators. It can be gleaned from the data
that the two groups of participants (internal and external) rated the institution highly effective in all
areas with just a slight variation on some fields of operation.
Both the employees (internal stakeholders) and the parents (external stakeholders) are
extremely satisfied in relation with the college’s High Expectations, Mission & Catholic Identity with
M= 3.59, and M= 3.51 respectively; School- wide Goals, Practices and Policies with M=3.47 and M=
3.44; Academic Excellence and Assessment with M=3.50 and M= 3.52; Positive School Climate with
M= 3.55 and M= 3.94; and Principal/School Head Leadership with M= 3.52 and M= 3.60.
The result is a manifestation of the respondents’ overall positive perception of the school’s
operation especially on its identity as an institution and how it communicates its goals and policies
with the community. Both the internal and external groups of the stakeholders validate the positive
climate of the school and its perceptible relationship with the community where it operates. As
external respondents, the parents specifically perceive the school as highly effective because they
considered it as an avenue, in the holistic development of their respective sons and daughters given the
school’s welcoming attitude, acceptance and appreciation of individual’s uniqueness as articulated in
its vision as Community of Friends with God and others.
This finding reiterates Harris’ (2002) view that parents choose the school with certain
standards and principles where love reigns without discrimination and constitute a good teaching
learning process.
During the Focus Group Discussion, both the parent and student respondents articulated the
same high regard to the institution by saying that what constitutes effective Positive school climate is
that the sisters, the middle administrators, and the leaders of the school communicate with the parents
if there are new programs and policies using all means of communication. (“Ipinapaalam po sa amin
nila sister at middle admin at ng mga leaders ng school kung may mga bagong programa ” ). Student
A observed that “Ang mga employees po ay mga role model, knowledgeable, approachable,
responsible and religious naman ”. “Ang Love and concern, respect, acceptance, appreciation ay
kitang kita sa kanila” (the employees are good role models, knowledgeable, approachable, responsible
and religious. They also show love and concern, respect, acceptance, and appreciation)
Moreover, the employees’ (internal stakeholders) and alumni’s (external stakeholders)
responses were also positive on High Expectations, Mission and Catholic Identity area of
effectiveness. It was mentioned that “dinidiscuss naman po ang mga findings at feedbacks sa parents’
general assembly, meetings or conferences; then, ang approach and strategies po ng mga teachers ay
tama naman on the type of students”. (The findings and feedback are also discussed during the general
assembly, meetings, or conferences. And the approach and strategies of the teachers are appropriate to
the level of students). Student B appreciated the school activities related to the Mission and Catholic
Identity saying, “ gustong-gusto ko ang mga activities tulad ng teambuilding with retreats every year.
Ang mga resources at materials ay accessible, there is award and recognition, at meron ding kakaibang
appreciation ang bawat isa as community of friends. Nagbibigay rin ang madre ng regalo pag may
birthday at Christmas.” (I love the activities like the teambuilding with retreats every year. The
resources and materials are accessible, there is award and recognition, and everyone feels appreciated
as community of friends. The sisters also give gifts during birthdays and Christmas). The other
student- respondents concurred with this simple affirmation and gratitude to the school.

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 Compared to the other indicators, the area on Parent and Community Involvement got the
lowest perceived effectiveness rating from the students (M=3.07), employees (M= 3.30), and alumni
(M= 3.17). Based on the FGD responses, feed backing, conference and consultation schedule with the
parents are not religiously done. One employee observes, “Ang ibang parents hindi naman pumupunta
sa school para kunin ang report cards ng mga anak nila during the release of cards”, ang mga test
papers are not signed by the parents since the students do not probably show them to their parents”
(Some parents do not go to school to get their child’s report card on distribution schedule. The test
papers are not even signed by the parents since the students do not probably show them to their
parents).
Teaching effectiveness on the other hand, though rated very high by all the stakeholders has an
overall low mean score of 3.26 compared with the other indicators. The FGD results disclosed some
areas of concern like poor classroom management, disruptive student behavior, and excessive
homework. One student shared, “May mga teachers na mahina ang classroom management kaya ang
ibang studyante ay walang disiplina, classroom discussion is not interactive, ang mga tanong ay hindi
masyadong mahirap sagutin, at napakaraming pinagagawa, assignments, projects and activities sa
isang araw” (There are teachers with poor classroom management that’s why some students are not
well disciplined, classroom discussion is not interactive, the questions are not appropriate to the level
of students, and there are many0 tasks, assignments, projects and activities given in a day). An
alumnus commented that the people of Baao usually have high regard and expectations of LCC in
terms of Identity and Mission as it is the only Catholic school in the place.
It can be implied that the school in general is perceived positively by all its stakeholders along
the indicators probed in the study. However, if the school has to maintain its present standing and
ensure its effectiveness in the coming academic years, it has to build more on its relationship with the
external stakeholders particularly the parents as they are the direct clientele of the institution. How the
school communicate with them can be critical in the sustainability of the school. Further, teaching
effectiveness is another important area that needs to be given attention. The classroom interaction or
the learning process is the main business of the school, thus, it needs close monitoring in all aspects.
The learning outcome is generally one of the frontline variables of the school’s effectiveness.
Stakeholders’ Perceived Strengths and Weaknesses of La Consolacion College Baao (LCCB) as an
educational institution
STRENGTHS AND WEAKNESSES M VI

A. The institution has high outlook of accomplishment for all students in terms of 3.68 EH
academics
B. School policy on discipline is written 3.67 EH
C. The school’s academic program focused on the 21st century skills implemented 3.58 EH
through effective instruction
D. Parents are viewed by the principal and teacher as important collaborators 3.64 EH
E. The school has parents core group that is responsible for the partnership activities 3.48 EH
between parents and personnel
F. The Principal/school head takes accountability for providing vibrant objectives 3.59 EH
G. The teachers attend seminar –workshop to enhance their competence as 3.53 HEHE
EH
professionals.
H. The school is a safe place to learn. 3.66 EH
I. The coordinator of Student Activities supervises election/selection for the Student 3.51 EH
Council Body (SCB), the school has parents core group that is responsible for the

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 partnership activities between parents and personnel.
J. The program review processes are systematic 3.24 VH
K. There is an evident feed backing about the result of evaluation 3.24 VH
L. The salaries of the teachers are appropriate for the socio economic condition 2.91 H
in the community
M. The faculty uses evaluation results in daily instructional planning
3.20 VH
N. Reverence and trust exists in the school between personnel and students
3.46 EH
O. Administrative officers work harmoniously and effectively with one 3.46 EH
another.
P. Parents actively participate in school activities 3.09 VH
Q. The principal/school head observes classroom and offers helpful 3.28 VH
suggestions
R. Teachers are happy of the salary they received every pay day 2.79 H
S. Students support most extra-curricular activities (not just sports) 3.32 VH
T. The faculty uses evaluation results in daily instructional planning 3.20 VH
U. The program review processes are systematic 3.24 VH
V. There is an evident feed backing about the result of evaluation 3.24 VH

Table 2. Strengths and Weaknesses of LCCB as an Educational Institution

Legend: Numerical Value Verbal Interpretation

3.41-4.00 Extremely High
3.01-3.40 Very High
2.61-3.00 High
2.21-2.60 Average
1.81-2.20 Low
1.41-1.80 Very Low
1.00-1.40 Extremely Low

Table 2 shows the strengths and weaknesses of La Consolacion College Baao (LCCB) as
perceived by the Stakeholders. Generally, the respondents perceive the school as extremely effective in many
given areas of evaluation. The indicators which have the highest mean scores are The institution has high
outlook of accomplishment for all students in terms of academics (M=3.68), School policy on discipline is
written (M=3.67), The school is a safe place to learn (M=3.66), and Parents are viewed by the principal and
teacher as important collaborators (M=3.64). These are the leading characteristics that the respondents
have observed in the long years of operation of La Consolacion College as an education provider in
the town of Baao, and probably one of the feeder schools in the region. The rest of the indicators were
likewise given highly effective rating that implies commendation and approval from the stakeholders
except for the two indicators relating to the salary of the teachers which were rated just above average
(M=2.91, and M=2.79).
During the Focus Group discussion, the students validated academic excellence being the top
priority of the school. Complementing this is the school’s policy in terms of discipline outlined in the
handbook. On the other hand, the school leaders and teachers view parents as important collaborators.
They consider the feedback of the parents as an avenue for them to grow responsibly in continuing the
tradition of quality education and working on areas for improvement. The Principal/school head takes

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 accountability for providing vibrant objectives attuned to the needs of the present time and
implemented through effective instruction. Correspondingly, the teachers attend seminar workshops to
enhance their competence as professionals.
From the employees’ perspective, the school is viewed as a very generous institution. It
supports teacher development and send them to seminars and other trainings. However, they have also
observed that after two or three years, some teachers leave the school. As the school’s collaborator, the
parents are responsible for the partnership activities with LCCB. Annually, the parents’ core group is
elected and serves as the voice of all the parents. The members initiate plans for the activities all
throughout the year in coordination with the Coordinator of Student Affairs and the school Head.

Evaluations are useful not only in helping the institution identify its strengths but also its
weaknesses to define a path for necessary improvement. As good as the results may sound, the data in
the present study also indicate some areas for enhancement. For instance, the indicators that were rated
just above average are related to teachers’ compensation as well as evaluation and feedback, i.e., The
salaries of the teachers are appropriate for the socio economic condition in the community (M=2.91),
and Teachers are happy of the salary they received every pay day (M= 2.79); The faculty uses
evaluation results in daily instructional planning (M=3.20), The program review processes are systematic
(M=3.24), and There is an evident feed backing about the result of evaluation (M=3.24).

The school may be highly effective in some of the evaluated areas, but it could be adversely
affected by the salary rate component. The importance of education could be equated with teacher
productivity, and the effect of pay on teacher performance is self-evident. It has been widely observed
that school performance is adversely affected where compensation does not provide living cost
adjustment. By the same token, it is most often the reason for teacher turnover. Hence, this aspect of
evaluation might as well be given consideration by the administration.
Nearly close to teachers’ salary is parents’ participation in school activities. The indicator
Parents actively participate in school activities was rated M=3.09 by the respondents. The FGD
responses disclosed sentiments from some participants that not all parents attend school activities.
Since the parents equally provide a vital support system to help the learners succeed, their
participation and active engagement in school can significantly impact the long term success of their
children.
Finally, an issue on evaluation can also be gleaned from the results. The indicators, The faculty
uses evaluation results in daily instructional planning (M=3.20), The program review processes are
systematic (M=3.24), There is an evident feed backing about the result of evaluation (M=3.24), and The
principal/school head observes classroom and offers helpful suggestions (M=3.28) all fall under “very
high” rating but they belong to the lower rank of evaluation.
The FGD results indicated that evaluation results are not immediately discussed to employees
(teachers) and students but are given during the end of the school year. The students said that they
seldom receive immediate feedback with regards to their performance in class which was reiterated by
the parents. The teachers in turn, mentioned a similar observation as regards classroom observation done
by their Heads.

Implications of the results to the School Management

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 The following are the implications of the foregoing results to the school management:
Since the groups of respondents indicated that there is a need to intensify parents’ involvement
in school activities, the administrators have to build more on their relationship with the external
stakeholders particularly the parents as they are the direct clientele of the institution. How the school
communicate with them can be critical in the sustainability of the school.
Teaching effectiveness is another important area that needs to be given attention. Because the
classroom interaction or the learning process is the main business of the school, it therefore needs
close monitoring in all aspects. The learning outcome is generally one of the frontline variables of the
school’s effectiveness; thus, this area must be a priority for improvement.

The school also needs to sustain the good positive climate that prevails in the community. The
administration, and employees should work hand in hand with the parents in developing value oriented
learners equipped with knowledge and skills to face the challenges of life beyond school, and who
have imbibed the Catholic identity of the school contributing to the well-being of the society.

The existing harmonious relationship between and among the sisters, parents, administrators,
personnel down to the students should be maintained to provide a vital support system to help student
success as well as to attract more potential clients.

Parents may be invited to officiate in some activities to make them feel the significance of their
vital role as collaborators; involve them in the evaluation of the programs or activities so that their
participation will be improved. Open communication between the teachers and the parents must
likewise be sustained to maintain good rapport.

The indicators on teachers’ salary were areas also rated just above average by the respondents.
Even though the school may be highly effective in some of the evaluated areas, the issue on
compensation could adversely affect the efficiency of the school. Teacher productivity equates to
quality education, and the effect of pay on teacher performance is self-evident. Hence, this area of
school operation needs attention and consideration. The administration should arrest the issue by
careful planning on how to increase the salary of the teachers to keep them from leaving the school or
at least encourage the experienced ones to stay.

Teaching effectiveness should be given focus and priority since effectiveness of teachers is
related to student achievement. Encouraging teachers to attend seminars and workshops particularly on
values integration, teaching strategies and assessment may well contribute to the effectiveness of the
school. It would address both competence in instruction as well as evaluation feedback which were
observed as a weakness by the students and parents. For them to be able to provide quality instruction,
accurately assess student performance and give immediate feedback, school’s support is needed.

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 Finally, the results of the present study imply that there is a need to review some programs and
policies including salary scale, supervisory program, provisions on the review, control amendments of
the evaluation including the feed backing sessions, performance appraisal of each personnel, personnel
training and in service programs especially that mostly of the teachers are new.

Vis a vis with classroom instruction, the learning environment should also be attended to. The
kind of facilities and materials available in the school may impede or enhance the learning outcomes.
Poor ventilation and lighting, inadequate instructional resources affect motivation and meaningful
learning. Thus, it is important to periodically assess programs and adapt school activities to ensure
they are effective and relevant to the learners and the whole academic community in the fulfillment of
the institutional mission and goal.

CONCLUSIONS

On account of the abovementioned outcomes, the following conclusions were drawn:

The school in general gained high approval from all its stakeholders along the indicators
probed in the study. However, if the school has to maintain its present standing and ensure its
effectiveness in the coming academic years, it has to build more on its relationship with the external
stakeholders particularly the parents as they are the direct clientele of the institution. How the school
communicate with them can be critical in the sustainability of the school.
Further, teaching effectiveness is another important area that needs to be given attention. The
classroom interaction or the learning process is the main business of the school, thus, it needs close
monitoring in all aspects. Evaluation and constructive feedback must go hand in hand to ensure
optimal performance outcome.

The school also needs to sustain the good positive climate that prevails in the community. The
existing harmonious relationship between and among administrators, parents, teachers, and other
personnel should be maintained to provide a vital support system to help student success as well as to
attract more potential clients.

Finally, It has been found in this study that the stakeholders associate teacher turnover to
salary. Thus it is an area for review if the school has to maintain its standing as an institution that
provides quality education. An improved salary scheme will not only reduce turnover but will also
attract good teachers. The consideration of varied opinions on school effectiveness may call on
administrators to view the current situation more objectively, and this can possibly lead to quality,
significant and meaningful decisions based on particular viewpoints of institutional efficacy. It can
also lead the institution to a new path for growth and development considering varied perceptions from
the stakeholders especially on the areas that delay school growth and development.

RECOMMENDATIONS

Based on the foregoing results and conclusions of the study, the following recommendations are
offered:
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 1. Teaching effectiveness must be given top priority in school as it is the most important factor
contributing to student achievement. Faculty Development Program of the school focused on
instruction may be designed including aspects of benchmarking, attendance to seminars
workshops and conferences, as well as other professional training opportunities.

2. Since the lowest among all the areas of school effectiveness is the Parents and Community
Involvement the school in collaboration with the Parents’ Core Group should devise a strategy
on how to motivate the parents to participate, collaborate and support schools’ activities and
programs to achieve its maximum level of Involvement. Activities must be engaging, relevant
and accommodating to the busy parents who do not have time to be in school. With that, they
will look for a meaningful time to be involved in the school.
3. The school may likewise design a succession plan to continuously face the challenge of
teacher turnover so that effective leadership is not compromised.
4. The school may include in the School Improvement Plan under Physical Environment and
Materials of the school, the provision on more distributed sanitary drinking fountains to meet
the needs of the students, installation of stable internet connection that impedes the
Technology subjects in the SHS, and upgrading of facilities in the Home Economics and
Science Laboratories.
5. The administration may review the current compensation scheme of the school and consider
the possibility of increasing the employees’ salary based on performance-related progression.
6. Further research on other factors that contribute to school effectiveness using statistical
comparisons between and among variables is suggested to determine how leadership accounts
for school improvement and to inform future planning for both learning and teaching

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Creswell, J. (2009); Education research, Planning, Conducting and evaluating quantitative and

qualitative Research, 2nd edition Upoper Sadlle River,Pearson Merril Phentica Hall.

Creswell, J., Fetters, and Ivankova (2004). Designing a Mixed Method study in Primary

Creswell, J. (2003). Research Methods-Quantitative, Qualitative and Mixed Method

Harris (2002) The Role of Organizational Climate and Culture in the school improvement process: A

review of the Knowledge Base.

Harris and Burke (2011). Intercoder Reliability for Qualitative Research Repository.

(Https://www.ero.govt.nz/assets/uploads/ero-15569-effective-school-evaluation-june16-full-web-

002.pdf).

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(Https: //meera.snre.umich.edu/evaluation-what-it-and-why-do-it.).

(Philippine Education for all (EFA) 2015 Plan, Erika Mabazza, October 2014.)

Sweeney, James (1997). An effective School Evaluation Checkist in assessing the Effectiveness of

schools.

Sisman, Y. 2(2011). Teachers’ Expectations and School Administration; Keys of Better

Communication in Schools.

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