The Administration of Tiwi Community College
The Administration of Tiwi Community College
Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1158
The Administration of Tiwi Community College
Niño C. Clarianes
Master in Public Administration
Daniel B. Peña Memorial College Foundation Inc.
Ziga Avenue, San Juam Tabaco City
Publication Date: 2025/04/22
Abstract: This study explored the administration of Tiwi Community College for the academic year 2024-2025. It
specifically answered the following sub-problems: 1. What are the areas in educational administration that are being
managed in Tiwi Community College? 2. What is the level of administration along instruction, research, student affairs
and services, community extension and linkages, and physical facilities? 3. What is the extent of effectiveness of the
educational administration along curriculum, students, and faculty? 4. What are the challenges met in the administration
of Tiwi Community College; and 5. What administrative plan may be proposed to address the challenges met? It utilized
the descriptive-survey method. The respondents to this study are the teaching and non-teaching personnel of Tiwi
Community College. There are sixty (60) total respondents to this study. Out of this number, forty-two (42) are teaching
personnel who are regular and full-time instructors in the college and eighteen (18) are non-teaching personnel. Total
enumeration was applied in this study. A questionnaire is the main tool of this thesis. The statistical measures used in the
quantification of the data are frequency count, percentage, weighted mean, and ranking.
How to Cite: Niño C. Clarianes (2025) The Administration of Tiwi Community College.
International Journal of Innovative Science and Research Technology, 10(4), 950-960.
https://doi.org/10.38124/ijisrt/25apr1158
I. INTRODUCTION The 1987 Philippine Constitution says every citizen
has the right to quality education. Laws like Republic Act
Many countries recognize the importance of college No. 7160 (Local Government Code) and Republic Act No.
education and vocational training in boosting economic 7722 (CHED Act) give local governments the power to
growth and human development. Emerging nations focus on create and manage community colleges and allow CHED to
improving their education systems to produce skilled oversee higher education institutions.
graduates who can compete in the global market. While
many countries have made progress in providing quality In Tiwi, Albay, the local government established Tiwi
education, they need to keep upgrading their systems to Community College (TCC) in 1994 to make education more
meet modern workforce demands. accessible. New laws like Republic Act No. 10931
(Universal Access to Quality Tertiary Education Act) allow
Education is a powerful tool to fight poverty and help TCC to offer free tuition and financial aid, while Republic
people take part in society and government. The United Act No. 11448 (Transnational Higher Education Act)
Nations highlights that a well-educated and active mind is enables partnerships with international schools. These helps
one of life’s greatest rewards. This is why Sustainable improve education quality and open global opportunities.
Development Goal No. 4 aims to ensure inclusive, quality But unlike national universities, TCC depends on local
education for all, covering everything from early childhood government funding, which can be limited.
to university and vocational training..
Community colleges like TCC not only increase access
Community colleges play a big role in giving to higher education but also create local jobs. However, they
underprivileged groups access to affordable post-secondary face challenges like political influence in hiring, low
education. These colleges help students gain academic and funding, and limited resources. To ensure quality, they are
technical skills needed in today’s fast-changing world. evaluated by accrediting agencies under the Federation of
However, their success depends on good policies, better Accrediting Agencies of the Philippines (FAAP).
teaching, strong community ties, research efforts, modern
facilities, and quality student services. TCC is one of three local colleges in Albay’s First
District. It started in 1994 with three programs: Elementary
Education, Secondary Education, and Office
Administration. From being housed in shared spaces, it now
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
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has its own campus and has updated its curriculum to meet prospective job security of students and the sustainability of
current needs. the community at large. Applicability as a characteristic of
the community college revolves around the idea that
Despite challenges, community colleges have adapted community colleges are institutions at the forefront of
to serve their communities. However, more studies are preparing America’s workforce. Applicability refers to the
needed on how these colleges are run—covering instruction, push to make curricula relevant to the needs of society so
research, student services, community outreach, and that students leave community colleges prepared to work.
facilities. The researcher, a faculty member at TCC, Community colleges utilize apprenticeships as ways to offer
conducted this study to better understand the administration students opportunities for on-the-job training and financial
of local community colleges and to help improve their assistance while corporate partners will benefit from low
management in the future. paid workers who are still enrolled in school. While the
ever-expanding corporate presence will remain, schools will
II. THEORETICAL FRAMEWORK be challenged with the task of centering learning and
ensuring that community colleges stand to the ideals of
This study is anchored in four key theories: affordability and applicability. A school’s success depends
Educational Administration Theory, Theory of Instruction, on the focus to create career pathways that are demanding
School Facility Theory, and Curriculum Theory. and timely; thus, avoiding educational barriers to students.
Educational Administration Theory emphasizes the effective
use of resources and leadership to achieve educational goals, Bailey et al., (2015) 5 added that community colleges
highlighting the need for school leaders to navigate both contribute to Science,
external and internal influences. The Theory of Instruction
by Engelmann and Carnine underscores the central role of Technology, Engineering, and Mathematics (STEM)
instruction in shaping standards, curriculum, and education as well as to the workforce in a variety of ways.
assessment, though it notes the lack of universal guidelines Although it is quite impossible to determine how much they
for effective teaching. School Facility Theory stresses the contribute or to assess the effectiveness of policies and
importance of well-maintained infrastructural, instructional, programs to strengthen STEM education in community
and physical environments in supporting learning outcomes. colleges. In many highly developed countries, community
Lastly, Macdonald’s Curriculum Theory guides colleges focus on transfer-oriented programs like biology,
administrators in designing curricula that balance psychology, engineering and mathematics. Bahr et al.,
knowledge content, practical implementation, and cultural (2017) 6 mentioned that these colleges also offer a more
values. Together, these theories support the idea that strong expansive technical training in the fields of healthcare and
leadership, quality instruction, appropriate facilities, and computer information servicing. Given the scientific
relevant curricula are essential for effective community knowledge and technical skills that these programs impart—
college administration. and the types of jobs that students from these programs
occupy, there is a need to consider a lot in the offerings of
III. REVIEW ON LITERATURES AND STUDY these programs. A broader definition is also more useful for
economic analysis of STEM. Community college graduates
Daniel et al., (2014) 1 noted that in today’s labor in the STEM workforce earn considerably more than their
market, it is almost impossible to be unaffected by the peers in non-STEM fields, suggesting that the STEM skills
global forces influencing the economy. Students attending acquired in community college are in demand and are
two-year institutions need to be prepared to live, work, and valued by employers. Accordingly, government investment
thrive in that global marketplace. This effort enhances the in STEM should reflect this economic potential.
learning environment, strengthens the local economy,
increases the prestige of the institution, and improves the The Philippines, as a developing country, faces
global competence of students. These are the benefits that tremendous challenges in pursuing quality education.
community college leaders generally acknowledge and Pocaan (2022) 12 , wrote that problems exist inside the
understand. However, according to Phipps (2015) 2 education system and affected by both internal and external
although many community college leaders recognize these factors. In particular, the higher educational sector is
benefits, some may also view international efforts as included in the system. Manalang (2018) 13 , argued that the
secondary to the mission of serving the local community and highest educational sector, including community colleges,
do not want administrators, staff, and faculty spending too experiences a lot of these challenges. These include, among
much time on them. others, private-for- profit schools, massive student
enrollments, and many more. The author argued that access
Another identified contribution of community colleges and quality of higher education are serious issues. The local
is applicability. Weerts (2014) 4 , mentioned that colleges have potential roles in addressing the above
applicability is when a student attends a community college problems and offer interesting prospects for education
and can later apply what they learned while serving in their change and policy. However, Dayrit (2015) 14 , mentioned
role as a part of the labor market. The concept of that over the years, there also persist issues and concerns
applicability tends to shift when it is quantified by its benefit about how community colleges respond to the challenges,
to corporate entities instead of how it benefits the which include globalization. Access to higher education
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
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may have many meanings in different contexts. This include The administration of community colleges is an important
providing open admissions in the college, and low and even part in improving the operations of the college. The
free tuition rates. Moreover, the term covers engaging in participation and support of all education stakeholders are
outreach initiative and other student services. necessary in creating a successful college. The paper of
Bickerstaff (2020) 22 , discussed what is known about
Tan (2011) 16 , illustrated the community colleges in humanities coursework in community colleges. It then
some parts of the country proactively responding to the outlined three (3) key challenges facing humanities
challenges of producing graduates who have the leadership education in this higher education sector: (1) an
acumen to transform productive human capital thatpossesses oversimplified identification of community colleges as
creativity and innovations. Further, community colleges providers primarily of vocational education, (2) limited
have a major role in propelling the country’s socioeconomic professional supports for community college humanities
and political transformation. These need effective faculty, and (3) weak humanities transfer pathways between
administration of community colleges. Community colleges community colleges and destination four-year colleges. The
serve their community in several ways, including the benefit paper goes on to describe current efforts that attempt to
to community citizens and their economy. In some address these challenges and concludes with a call for future
community colleges, residents who live where the college is research intended to enhance the understanding of the
located receive reduced tuition rates. Additionally, the local humanities in community colleges and the ways humanities
businesses receive revenue from college students and education in community colleges might be strengthened and
employees, and local businesses are provided with an improved. The authors used documentary analysis and a
educated workforce. This is important for local communities quantitative research method to come up with the data. The
to take note of. Orbeta (2013) 17 , mentioned that above-mentioned work is related to the present paper since
community colleges have been viewed by residents, state both deal with community colleges. Bickerstaff focused on
legislators, and policy makers as catalysts for sustaining the challenges by the community colleges and this was also
high-quality of life opportunities These are manifestations covered in this study. This thesis explored more of it since it
that community colleges can aid local community members included the level of administration as well as the
in working to reduce the poverty level in their effectiveness of administration along the five (5) areas.
neighborhoods as well as bring about a better quality of life These areas are instruction, research, student affairs and
for all. services, community extension and linkages, and physical
facilities. The research design which is quantitative, is
According to Manasan (2013) 18 , the leadership of the common in both studies but differs in the technique in
community college is vital to the success of the community. gathering the data. This work utilized survey while the work
The writer supplemented that in rural areas where of Bickerstaff employed documentary analysis.
community college, play such a substantial role in
workforce development, college leaders need to be vigilant The study of Nguyen (2023) 23 , evaluated a speaker
in their protection of serving their communities’ needs. Not series of community college studies presentations. The
only does the president of a rural community college need to seven (7) monthly presentations were led by professors and
serve students, staff, and faculty of the college, but also, an institutional researcher who conducted research on
must serve the community by meeting with business leaders, community colleges. Example presentation topics included
attending funerals, making appearances, and raising money the history ofcommunity colleges, policy reforms in
for the institution. The community college and those who community college developmental education, and transfer
represent it fill several roles throughout the community by receptive culture. The presentations’ primary audience was
building partnerships with those in which they serve. The community college students. The writer interviewed twelve
administration of the college is also an important factor in (12) community college student attendees and then analyzed
the success of community colleges. James (2011) 19 , interview transcripts using structural coding and thematic
emphasized that while administration of community college analysis. Two themes were identified.
ensures there is no deflection from carrying out the
institution’s mission, the leadership must create multiple Daniel et al., (2023) 24 explored how community
pathways applicable to the diverse needs of enrolled college faculty described their lived experiences concerning
students. He suggested the voluntary framework of their work. Specifically, the study examined faculty work in
accountability denoted how community colleges’ student terms of teaching, service, and other scholarly work. A
support services should be evaluated to ensure they maintain phenomenological approach was taken to understand the
their mission and remain relevant to the communities they individuals’ shared experience of being faculty at a
serve. community college. This study exemplified both the
descriptions and reasons for using a qualitative
Toquero (2020) 21 , mentioned that community transcendental phenomenological approach. The research
colleges in the country serve as an engine for economic as question for this study focused on the lived experiences of
well as educational growth. These colleges are the producers community college faculty. Through qualitative data
of graduates who directly serve the community. The collection, community college faculty are able to provide
opportunities to earn a college degree and eventually pursue insight into and share their stories about their lived
a career encourage students to enroll in community colleges. experiences, which is a complex and nuanced area of study.
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The sub-questions under the umbrella of the research of anything that one may wish to study. This utilized the
question focus on what the faculty do and how they feel survey design since it gathered the structured data from the
about what they do. By using transcendental teaching and non-teaching personnel of Tiwi Community
phenomenological approach for the study, the faculty were College to gain deeper insights related to the educational
able to share what their experiences have been and how they administration of Tiwi Community College. The challenges
have experienced it. met by the respondents in the administration of Tiwi
Community College were also identified.
Blanquisa &; Berdin (2022) 32 , determined the critical
issues in the administration of community colleges. V. FINDINGS, CONCLUSIONS AND
Specifically, it addressed the following: identify the RECOMMENDATION
common critical issues in community colleges along
administration, organizational culture, human resource This chapter presents the summary of the study, the
development, instruction, operations- funding, facilities, and important findings, the conclusions drawn and the
student services; determine how critical issues affect the recommendations offered in relation to the present study.
administration of community colleges along the quality of The presentation also includes a section with topics that
instruction, delivery of student services, and school future researchers may consider in their future endeavors.
development; and propose a draft bill on the regulation of
community colleges. This study used a mixed research A. Summary
design with questionnaires as the primary data collection This study explored the administration of Tiwi
tool. The respondents have varied perceptions of the critical Community College for Academic Year 2024-2025. It
issues in community colleges. These are considered diverse specifically answered the following sub-problems: 1. What
areas of important government issues that require special are the areas in educational administration that are being
attention, specifically strengthen the proposed bill on managed in Tiwi Community College?; 2. What is the level
renaming and converting community colleges to state of administration along instruction, research, student affairs
universities. The administrators and faculty members, and services, community extension and linkages; and
should discuss the varied perceptions o0f the respondents on physical facilities?; 3. What is the extent of effectiveness of
the critical issues for better administration and learning of the educational administration along curriculum, students
the students with the help and support of the faculty in and faculty?; 4. What are the challenges met in the
community college. The plan of converting community administration of Tiwi Community College; and 5. What
colleges to state universities should materialize with the administrative plan may be proposed to address the
support of the government, faculty, and parents of the challenges met?
students in their yearning for progressive community
colleges. This study that dealt with the administration of It utilized the descriptive-survey method. The
Tiwi Community College is interconnected with the work of respondents to this study are the teaching and non-teaching
Blanquisa & Berdin. Both studies focused on personnel of Tiwi Community College. There are sixty (60)
community colleges and their administration. The areas that total respondents to this study. Out of this number, forty-two
the two (2) studies shared commonalities are instruction, (42) are teaching personnel who are regular and part timer
student services, and facilities. The studies differ in research instructors in the college, and eighteen (18) are non-teaching
method. The present study purely utilized the quantitative personnel. Total enumeration was applied in this study. A
research method while the above work employed a mixed questionnaire is the main tool of this thesis. The statistical
method, which means a quantitative as well as qualitative measures used in the quantification of the data are frequency
research method. However, both studies used a count, percentage, weighted mean and ranking.
questionnaire as a main tool in gathering the data.
B. Findings
IV. METHODOLOGY The findings of the study are as follows:
This research study utilized the descriptive-survey There are five (5) areas in educational administration
method. It is descriptive, for it presents the areas in that are covered in this study. These are instruction,
educational administration being managed in Tiwi research, student affairs and services, community
Community College. It also identified the level of linkages, and physical facilities. The researcher
administration along instruction, research, students’ affairs employed two (2) groups of respondents. These are the
and services, community extension and linkages, and teaching personnel composed of forty-two (42) faculty
physical facilities. As viewed by Vizcarra (2003) 1 members of Tiwi Community College and the non-
, descriptive studies are useful in obtaining the prevailing teaching staff composed of eighteen (18) respondents. It
status or condition of the problem, which is essential in is reflected that in instruction, it obtained a frequency of
understanding the past and the future. The author added that 42 or 100 %, so with research, student affairs and
it is a method that collects detailed and factual information services, community extension and linkages, and
to describe the present phenomenon. Meanwhile, Sanchez physical facilities. The non-teaching also checked all
(1998) 2 , cited that descriptive research includes all studies five (5) with a frequency of 18 or 100 % in instruction,
that purport to present facts concerning the nature and status
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1158
research, student affairs and services, community followed by provides updated syllabus and descriptions of
extension and linkages, and physical facilities. subjects taught with a rating of 4.41; conducts regular
This study explored the level of administration of Tiwi assessments of theperformance of students, teachers and
Community College along five (5) areas. These areas are administrations with a rating of 4.38; follows an outcome-
instruction, research, student affairs and services, based education with a rating of 4.30; and lastly, promotes
community extension and linkages, and physical the development of competencies that enables learners to
facilities. Weighted mean was employed to analyze the adapt to a knowledge-based society and participate actively
data. in all spheres of life with a rating of 4.23. The level of
administration of Tiwi Community College along
Instruction. The teaching personnel rated all five (5) instruction has an average of 4.36 with an adjectival
indicators on the level of administration of Tiwi description of very high.
Community College, along with instruction having an
adjectival description of very high. The indicator with Research. The teaching personnel rated all five (5)
the highest weighted mean of 4.52 is obtained in offers indicators on the level of administration along research
courses that are relevant and recognized by the with an adjectival description of high. The indicator with
Commission on Higher Education and/or Technical the highest weighted mean of 4.09 is obtained from
Education and Skill Development Authority. This is encourages public presentation and publication of
trailed by the indicator follows an outcome-based research outputs. It is followed by enforces policies and
education with a rating of 4.48; then provides updated guidelines in the conduct of educational researches with
syllabus and descriptions of subjects taught with a rating a rating of 4.07; improves quality of research through
of 4.45; conducts regular assessment of performance of constant evaluation and support with 4.02 and
students, teachers and administrations with a rating of strengthens research culture in every classroom by
4.42; and lastly, promotes the development of integrating research activities with a rating of 4.00. The
competencies that enables learners to adapt a indicator with the lowest weighted mean of 3.95 is
knowledge-based society and participate actively in all obtained from the indicators allocates incentives for
spheres of life with a rating of 4.40. The level of instructors and students with commendable research
administration of Tiwi Community College along with works. The level of administration of Tiwi Community
instruction as rated by the teaching personnel has an College along research as rated by the teaching
average weighted mean of 4.45 with an adjectival personnel has an average weighted mean of 4.03 with an
description of very high. adjectival description of high.
The non-teaching staff rated three (3) indicators with The non-teaching staff, on the other hand, rated two (2)
very high adjectival description and two (2) indicators with indicators with very high adjectival description and three (3)
high. The indicators with very high adjectival description high adjectival description. The indicators with very high
are: offers courses that are relevant and recognized by the description are encourages public presentation and
Commission on Higher Education and/or Technical publication of research outputs with a rating of 4.45. This is
Education and Skill Development Authority with a rating of followed by enforces policies and guidelines in the conduct
4.46; provides updated syllabus and descriptions of subjects of educational researches, with 4.32. The indicators with
taught with a rating of 4.37; and conducts regular high adjectival descriptions are improves quality of research
assessments of the performance of students, teachers, and through constant evaluation and support with a rating of
administrations with a rating of 4.34. The indicators with 4.12; strengthens research culture in every classroom by
high adjectival descriptions are conducts regular integrating research activities with a rating of 4.02; and
assessments of the performance of students, teachers and lastly, allocates incentives for instructors and students with
administrations with a rating of 4.12; and promotes the commendable research works with a rating of 3.61. The
development of competencies that enables learners to adapt level of administration of Tiwi Community College along
to a knowledge-based society and participate actively in all research as rated by the non-teaching personnel has an
spheres of life with a rating of 4.06. The level of average weighted mean of 4.10 with an adjectival
administration of Tiwi Community College along the description of high.
instruction as rated by the non-teaching personnel has an
average weighted mean of 4.27 with an adjectival The combined ratings of the teaching and non-teaching
description of very high. personnel on the level of administration of Tiwi Community
College have the following results: encourages public
The combined ratings of the teaching and non-teaching presentation and publication of research outputs with a
personnel shows that all the indicators have an adjectival rating of 4.27. This has an adjectival description of very
description of very high. The ratings arranged from highest high. The rest of the indicators have high adjectival
to lowest reveal that the indicator with the highest average description. These are: enforces policies and guidelines in
weighted mean of 4.49 as rated by the teaching and on- the conduct of educational researches with a rating of 4.19;
teaching personnel is offers courses that are relevant and improves quality of research through constant evaluation
recognized by the Commission on Higher Education and/or and support with 4.07; strengthens research culture in every
Technical Education and Skill Development Authority. It is classroom by integrating research activities with 4.01; and
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
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lastly, allocates incentives for instructors and students with assists students in the development and participation to
commendable research works with a rating of 3.78. The various programs and services that focus on the academic
level of administration of Tiwi Community College along as well as non-academic aspects of students’ lives with a
research as rated by the teaching and non-teaching personnel rating 3.95 . The indicator with the lowest average weighted
has an average weighted mean of 4.06 with an adjectival mean of 3.80 is obtained from the indicators provides
description of high. personal and psychological counseling services with access.
All these numerical ratings have an adjectival description of
Student affairs and services. The teaching personnel high. The level of administration of Tiwi Community
rated all the indicators on the level of administration College along student affairs and services as rated by the
along student affairs and services with an adjectival two (3) groups of respondents has an average weighted
description of high. The indicator with the highest mean of 3.97 with an adjectival description of high.
weighted mean of 3.84 is promotes inclusions and
participation among students and organizations. It is Community extension and linkages. There are three (3)
followed by offers opportunities for the active indicators on the level of administration of Tiwi
involvement of students and organizations in the affairs Community College along community extension and
of Tiwi Community College with a rating of 3.82; then, linkages that obtained a high adjectival description.
assists students in the development and participation to These are: ensures a stable funding support from local
various programs and services that focus on the government unit, other government agencies, non-
academic as well as non-academic aspects of students’ government organizations and other stakeholders with a
lives with a rating of 3.78; and supports the students in rating of 3.76; encourages community leaders in the
their academic, social, emotional, vocational, spiritual activities of the college with a rating of 3.52; and
growth and holistic development so they are able to involves highly capable personnel and staff in terms of
enhance their potentials to the fullest with a rating of delivery extension services with a rating of 3.45. Two (2)
3.67; and lastly, provides personal and psychological of the indicators have moderate adjectival description.
counseling services, with access with a rating of 3.62. These are: engages with the community in the
The level of administration of Tiwi Community College implementation of the plans, programs and activities of
along student affairs and services as rated by the the college to partner barangays with a rating of 3.31
teaching personnel, has an average weighted mean of and sponsors recognition events for education
3.75 with an adjectival description of high. stakeholders with a rating of 3.29. The level of
administration of Tiwi Community College along
The non-teaching personnel rated three (3) indicators community extension and linkages as rated by the
with very high adjectival descriptions. These are: supports teaching personnel has an average of 3.47, which is high.
the students in their academic, social, emotional, vocational,
spiritual growth, and holistic development so they are able The non-teaching personnel rated four (4) out of five
to enhance their potentials to the fullest with a rating of (5) indicators with a high adjectival description. The
4.43; promotes inclusions and participation among students indicator with the highest weighted mean of 3.67 is ensures
and organizations with a rating of 4.24; and offers a stable funding support from the local government unit,
opportunities for the active involvement of students and other government agencies, non-government organizations
organizations in the affairs of Tiwi Community College with and other stakeholders with a rating of 3.67. It is followed
a rating of 3.22. The rest of the indicators have high by encourages community leaders in the activities of the
adjectival description. These are: assists students in the college with a rating of 3.53; involves highly capable
development and participation to various programs and personnel and staff in terms of delivering extension services
services that focus on the academic as well as non-academic with a rating of 3.50 and engages with the community in the
aspects of students’ lives with a rating of 4.12; and provides implementation of the plans, programs and activities of the
personal and psychological counseling services with access college to partner barangays with a rating of 3.46. The
with a rating of 3.98. The level of administration of Tiwi indicator with the lowest weighted mean of 3.14 and with an
Community College along with student affairs and services adjectival description of moderate is sponsors recognition
as rated by the non-teaching personnel has an average events for education stakeholders. The level of
weighted mean of 4.20 with an adjectival description of very administration of Tiwi Community College along
high. community extension and linkages as rated by the non-
teaching personnel has an average of 3.46, which is high.
The combined ratings of the teaching and non-teaching
personnel reveal the following: supports the students in their The combined ratings of the teaching and non-teaching
academic, social, emotional, vocational, spiritual growth personnel reveal that there are three (3) indicators with a
and holistic development so they are able to enhance their high adjectival description and two (2) with moderate
potentials to the fullest with a rating of 4.05; promotes adjectival description. The indicators with high adjectival
inclusions and participation among students and descriptions are: ensures a stable funding support from local
organizations with a rating of 4.04; offers opportunities for government unit, other government agencies, non-
the active involvement of students and organizations in the government organizations and other stakeholders with a
affairs of Tiwi Community College with a rating of 4.02; and rating of 3.71; encourages community leaders in the
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
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activities of the college with a rating of 3.52; and involves Tiwi Community College along physical facilities as rated
capable personnel and staff in terms of delivering extension by the teaching and non-teaching personnel has an average
services with a rating of 3.47. The two (2) indicators with of 3.34, which is moderate.
moderate adjectival descriptions are engages with the
community in the implementation of the plans, program,s The extent of effectiveness of the administration in Tiwi
and activities of the college to partner barangays with a Community College is determined along three (3) areas.
rating of 3.38; and sponsors recognition events for These areas are curriculum, students, and faculty.
education stakeholders with a rating of 3.21. The level of Weighted mean was utilized to summarize the data.
administration of the Tiwi Community College along
community extension and linkages as rated by the teaching Curriculum. There are three (3) indicators on the extent
and non-teaching personnel has an average of 3.46 which is of effectiveness of the administration of Tiwi
high. Community College along the curriculum as rated by the
teaching personnel that obtained an adjectival
Physical facilities. The teaching personnel rated two (2) description of very high. The indicator with the highest
indicators with high adjectival description. These weighted mean of 4.44 is obtained from the indicator
indicators are: affords sufficient, separate and accessible provides updated programs and course offerings. It is
facilities for both men and women with a rating of 3.57; closely followed by promotes relevant curriculum
and installs fire alarm system with enough fire content with a rating of 4.43 and enhances the
extinguishers and other safety devises with a rating of development of knowledge, practical skills and values as
3.50. The three (3) indicators with moderate adjectival articulated by the mission, vision and goals of the
description are: provides storage facilities and college with a rating of 4.38. The last two (2) indicators
equipment with a rating of 3.12; organizes movable have an adjectival description of high. These are:
classroom partitions that allow possible changes in the encourages the use of various assessment techniques and
dimensions and arrangement of classes with 2.93; and efficient grading system with a rating of 3.57; and
offer facilities for students with special needs with a supports integration of modern and innovative use of
rating of 2.74. The level of administration of Tiwi learning resources with a rating of 3.48. The extent of
Community College along physical facilities as rated by effectiveness of the administration of Tiwi Community
the teaching personnel has an average of 3.17, which is College along curriculum as rated by the teaching
moderate. personnel has an average of 4.06 with an adjectival
description of high.
The non-teaching personnel rated three (3) indicators
with high adjectival description. These are: affords There are two (2) indicators on the extent of
sufficient, separate, and accessible facilities for both men effectiveness of the administration of Tiwi Community
and women with a rating of 3.84; installs in fire alarm College along the curriculum as rated by the non-teaching
system with enough fire extinguishers and other safety personnel with an adjectival description of very high. These
devises with a rating of 3.65; and provides storage facilities include provides updated programs and course offering with
and equipment with a rating of 3.56. Two (2) of the 4.48 and promotes relevant curriculum content with a rating
indicators have an adjectival description of moderate. These of 4.43. The three (3) remaining indicators have and
are: organizes movable classroom partitions that allow adjectival description of high. These are: enhances the
possible changes in the dimensions and arrangement of development of knowledge, practical skills and values as
classes with a rating of 3.34; and offer facilities for students articulated by the mission, vision, and goals of the college
with special needs with a rating of 3.17. The level of with a rating of 4.08; encourages the use of various
administration of Tiwi Community College along physical assessment techniques and efficient grading system with a
facilities as rated by the non-teaching personnel has an rating of 4.06; and supports integration of modern and
average of 3.51, which is high. innovative use of learning resources with a rating of 3.56.
The extent of effectiveness of the administration of Tiwi
The combined ratings of the teaching and non-teaching Community College along the curriculum as rated by the
personnel reveal that there are two (2) indicators with an non-teaching personnel has an average of 4.12 with an
adjectival description of high and three (3) with moderate adjectival description of high.
adjectival descriptions. The indicators with high adjectival
description are: affords sufficient, separate, and accessible The combined ratings of the extent of effectiveness of
facilities for both mean and women with a rating of 3.70, administration along curriculum reveal that the indicator
and installs fire alarm system with enough fire extinguishers with the highest average weighted mean of 4.46 is provides
and other safety devices with a rating of 3.57. The indicators updated programs and course offering. This is followed by
with moderate adjectival description are as follows: provides promotes relevant curriculum content with 4.43; and
storage facilities and equipment with a rating of 3.34; enhances the development of knowledge, practical skills,
organizes movable classroom partitions that allow possible and values as articulated by the mission, vision, and goals
changes in the dimensions and arrangement of classes with of the college with a rating of 4.23. The two (2) indicators
a rating of 3.13; and offer facilities for students with special with an adjectival description of high are: encourages the
needs with a rating of 2.95. The level of administration of use of various assessment techniques and efficient grading
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system with a rating of 3.81; and supports integration of
modern and innovative use of learning resources with a Faculty. The teaching personnel of Tiwi Community
rating of 3.52. The extent of effectiveness of the College rated one (1) indicator with an adjectival
administration of Tiwi Community College along description of very high. This indicator is motivates
curriculum as rated by the teaching and non-teaching teachers to pursue professional development initiatives
personnel has an average of 4.09 with an adjectival with a rating of 4.59. The rest of the indicators have high
description of high. adjectival descriptions. These are: enhances faculty
productivity and performance witha rating of 4.05;
Students. The teaching personnel rated all five (5) retains high quality faculty and teaching staff with 3.98;
indicators on the extent of effectiveness of the creates a culture of excellence among faculty with a
administration of Tiwi Community College along with rating of 3.57; and raises the level of job satisfaction
students having an adjectival description of high. The among faculty with a rating of 3.55. The extent of
indicator with the highest weighted mean of 4.05 is effectiveness of the administration of Tiwi Community
obtained in improves academic performance of students. College along with faculty as rated by the teaching
This is followed by encourages strong student personnel has an average of 3.95 with an adjectival
participation on college activities with 3.81. Next on the description of high.
list is delivers equitable and accessible student services
and programs with a rating of 3.74. It is followed by The non-teaching personnel of Tiwi Community
strengthens link between students and other education College rated one (1) indicator with an adjectival description
stakeholders with a rating of 3.69. The indicator with the of very high. This indicator is motivates teachers to pursue
lowest weighted mean of 3,51 is obtained from increases professional development initiatives witha rating of 4.28.
college enrollment and completers. The extent of This is followed by raises the level of job satisfaction
effectiveness of the administration of Tiwi Community among faculty with a rating of 4.08. This is immediately
College along students as rated by the teaching personnel followed by enhances faculty productivity and performance
has an average of 3.76, with an adjectival description of with a rating of 4.07. Next on the list is retains high quality
high. faculty and teaching staff with a rating of 4.00. The
indicator with the lowest weighted mean of 3.50 is creates a
The non-teaching personnel rated one (1) indicator on culture of excellence among faculty. The extent of
the extent of effectiveness of the administration of Tiwi effectiveness of the administration of Tiwi Community
Community College along with students having very high College along with faculty as rated by the non-teaching
adjectival description. This indicator is improves academic personnel has an average of 3.99 with an adjectival
performance of students with a rating of 4.44. The rest of the description of high.
indicators have an adjectival description of high. These are
arranged from highest to lowest, to wit: encourages strong The combined ratings of the two (2) groups of
student participation in college activities with a rating of respondents disclose that one (1) indicator obtained a very
4.04; increases college enrollment and completers with high adjectival description with an average weighted mean
rating of 4.02; delivers equitable and accessible student of 4.43. This indicator is motivates teachers to pursue
services and programs with a rating of 4.00 and lastly, professional development initiatives. It is followed by
strengthens the link between students and other education enhances faculty productivity and performance with a rating
stakeholders with a rating of 3.46. The extent of of 4.06. Next on the list is retains high quality faculty and
effectiveness of the administration of Tiwi Community teaching staff with 3.99. This is followed by raises the level
College along students as rated by the non-teaching of job satisfaction among faculty with a rating of 3.81 and
personnel has an average of 3.99 with an adjectival creates a culture of excellence among faculty with a rating
description of high. of 3.53. All these indicators have an adjectival description of
high. The extent of effectiveness of the administration of
The combined ratings of the two (2) groups of Tiwi Community College along students as rated by the
respondents disclose that one (1) indicator obtained a very teaching and non-teaching personnel has an average of 3.97
high adjectival description with an average weighted mean with an adjectival description of high.
of 4.24. This indicator is improves academic performance of
students. The rest of the indicators have an adjectival The two (2) groups of respondents selected from the
description of high. These are: encourages strong student three (3) challenges presented and were allowed multiple
participation in college activities with a rating of 3.92; responses. Three (3) challenges covered each of the
delivers equitable and accessible student services and areas explored by the researcher. Along instruction, the
programs with a rating of 3.87; increase college enrolment challenge, which is the use of common and traditional
and completers with a rating of 3.77; and strengthens the teaching and evaluating techniques, obtained the highest
link between students and other education stakeholders with number of frequencies of twenty-four (24) or first in
a rating of 3.57. The extent of the effectiveness of the rank as indicated by teaching personnel. This is followed
administration of Tiwi Community College along students by inadequate monitoring of professional development of
as rated by the teaching and non-teaching personnel has an teachers to improve the quality of instruction with
average of 3.87 with an adjectival description of high. thirteen (13) with a rank of second and inconsistent
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course outline and specification with actual delivery of offerings to actual community needs with eight (8) or third
instruction with eleven (11) or third in rank. The non- in rank. The non-teaching personnel, the highest total
teaching personnel rated the challenges as follows: use of frequency of thirteen (13) with a rank of first is obtained in
common and traditional teaching and evaluating weak collaboration with community partners. This is
techniques with eighteen (18) or first in rank; inadequate followed by the challenge which is unsupportive education
monitoring of professional development of teachers to stakeholders with ten (10) or second and a mismatch of
improve the quality of instruction with seventeen (17) course offerings to actual community needs with nine (9) or
with a rank of second and inconsistent course outline third in rank. The sum of squares reveals that weak
and specification with actual delivery of instruction with collaboration has 2 with a rank of first; unsupportive
fourteen (14) or third in rank. The sum of ranks reveals education stakeholders with four (4) or second in rank, and a
the following: use of common and traditional teaching mismatch of course offerings to actual community needs
and evaluating techniques with two (2) and on final rank with six (6) or third in rank.
of first; inadequate monitoring of professional
development of teachers to improve the quality of In the area of physical facilities, there are thirty-five
instruction with four (4) and a final rank of seconds and (35) teaching personnel who checked on the challenge of
inconsistent course outline and specification with actual large class size, which is first in rank. This is followed by
delivery of instruction with six (6) or third in rank. thirteen (13) or second in rank in unprioritized item in the
Annual Investment Plan and School Development Plan and
Along research, the challenges which is the lack of lastly, high cost of labor and constructional materials with
incentives for exemplary research work, obtained the eight (8) or third in rank. The non-teaching personnel rated
highest number of frequencies of twenty-five (25) or first in the challenge large class size with fifteen (15) or first in
rank, as indicated by teaching personnel. This is followed by rank; unprioritized item in the Annual Investment Plan and
weak research culture among instructors and students with School Development Plan, with fourteen (14) or second in
twelve (12) with a rank of second and inadequate support of rank and lastly, high cost of labor and constructional
administration to research with six (6) or third in rank. The materials with twelve (12) or third in rank. The sum of
non-teaching personnel rated the challenges as follows: lack ranks discloses that large class size obtained two (2) or first
of incentives for exemplary research work with sixteen (16) in the final rank; unprioritized item in the Annual Investment
or first in rank; weak research culture among instructors Plan and School Development Plan with four (4) and final
and students with fifteen (15) with a rank of seconds and rank of second; and lastly, high cost of labor and
inadequate support of administration to research with constructional materials with six (6) or third in rank.
thirteen (13) or third in rank. The sum of ranks reveals the
following: lack of incentives for exemplary research work The researcher prepared an administrative plan to
with two (2) and final rank of first; weak research culture address the topmost challenges identified in the five (5)
among instructors and students with four (4) and final rank areas of concern. The administrative plan uses the format
of second; and lastly, inadequate support of administration utilized in local community colleges. This is an annual
to research with six (6) or third in rank. plan, and the parts include the following: objectives,
strategies/activities, timeframe, personnel responsible,
In the area of student affairs and services, there are fund and fund source, and means of verification. Each of
sixteen (16) teaching personnel who checked on the the areas in educational administration covered in this
challenge of uncooperative students and organizations study with the identified topmost challenge was provided
which is first in rank. This is followed by eleven (11) or with an intervention. Along with instruction, to address
second in rank in diverse needs of students and lastly, the use of common and traditional teaching and
overpopulation of students with ten (10) or third in rank. evaluating techniques, the researcher aims to enhance the
The non-teaching personnel rated the challenge of skills of the faculty members to use innovative and state-
uncooperative students and organization with fifteen (15) or of-the-art teaching and evaluation techniques. The
first in rank; overpopulation of students with thirteen (13) or proposed activities and strategies include the conduct of
second in rank, and lastly, diverse needs of students with a three-day training on 21st century pedagogy and
eleven (11) or third in rank. The sum of ranks disclose that monthly evaluation of teaching and learning activities by
uncooperative students and organization obtained 2 or first the school administrators. The time frame covers June
in final rank. The other two (2) challenges have the same 2025 to May 2026 with the human resource office,
sum of ranks of 5, thus with the same final rank of 2.5th. faculty, school administrators as persons and offices
These are the diverse needs of students and the responsible. The fund needed for the training is around
overpopulation of students. 200,000.00 and the monthly evaluation around
24,000.00. To encourage the conduct of research and
Along with community extension and linkages, the motivate students and faculty researchers, the research
challenge rated by the teachers with the highest number of proposed that the college administrator may craft policy
frequencies of seventeen (17) is obtained in weak on financial incentives and conduct the Gawad Parangal
collaboration with community partners. It has a rank of first. sa Mananaliksik ng Taon, on May and December 2025,
This is followed by unsupportive education stakeholders respectively. The total cost for these activities is
with nine (9) or second in rank; and mismatch of course 55,000.00. The means of verification include school
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Volume 10, Issue 4, April – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25apr1158
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