BRIGADA ESKWELA TO IMPROVEKEY PERFORMANCE INDICATORS

DR. PANCHO G. BALAWAG, AL HADJChief – Schools Governance and Operations Division

Sugod Na!

Introduction

• The low school performance dates back several decades ago. Luna (1997) notes that “on account of low school performance of public Elementary and Secondary school has been observed decades back until recently, numerous studies have been conducted in the Philippines in order to find solutions to the continuously deteriorating performance of educational system brought about by an array of factors.”

Performance

• School and non-school factors found to affect school achievement have been researched and reinvestigated to get down to root causes of the problem and empirically-based solutions derived from these investigations have proven futile particularly on the secondary level because of minimal attention given to principals managerial skills.

•A significant question posed is:

What are the skills and expertise required of the principal?

Theoretical Framework• anchored on the evaluation model of Casley and Lury

(1982) which stressed that an effective organization needs the desired managerial skills as one of the most important factors that will contribute greatly on the attainment of quality output.

Managerial Skills

• Conceptual• Human• Technical

Brigada Eskwela Program

• Participation of stakeholders

• Resource mobilization• Social marketing• Linkaging

KEY PERFORMANCE INDICATOR

ACCESS• NET ENROLMENT RATIO• Gross Enrolment Rate

QUALITY• Mean Percentage Score-

National Achievement Test

EFFICIENCY• School leavers rate• Drop outs rate• Completion rate• Cohort survival rate

Figure 1. Conceptual Paradigm of the research study showing the independent and dependent variables of the study

Conceptual Framework

Independent Variables Dependent Variables

Statement of the Problem1. What is the level of conceptual skills, human skills, and technical skills of the managers?

2. What is the extent of the DepEd Brigada Eskwela program implementation in terms of resource mobilization, participation of stakeholders, social marketing and linkaging?

3. Are there significant relationships between the management skills and the DepEd’s KPIs?

4. What are the relationships that exist between the Brigada Eskwela Program and to the DepEd’s KPIs?

5. Is there significant influence of the management skills to the DepEd’s KPIS?

1. What is the level of conceptual skills, human skills, and technical skills of the managers?

2. What is the extent of the DepEd Brigada Eskwela program implementation in terms of resource mobilization, participation of stakeholders, social marketing and linkaging?

3. Are there significant relationships between the management skills and the DepEd’s KPIs?

4. What are the relationships that exist between the Brigada Eskwela Program and to the DepEd’s KPIs?

5. Is there significant influence of the management skills to the DepEd’s KPIS?

MethodologyResearch Design Descriptive-Correlational Method

Locale of the Study Cotabato City Division and Tacurong City Division of DepEd Region XII

Respondents of the Study

school heads and principals coming from Cotabato City division = 60 heads Tacurong City division = 40

total number of respondents = 100

Sampling Techniques Stratified Purposive Sampling

Methodology

Research Instrument The survey questionnaire was divided into three parts used to gather the data needed. The part I focused on the managerial skills, while part II deals on the Brigada Eskwela Program, and part III concentrated on the Key performance indicator of the study.

Statistical TreatmentThe non-parametric statistics was used on the descriptive data, while measurement of relationship and the degree of influence, the parametric statistics such as Pearson Product Moment Correlation and regression was used respectively.

Summary of Findings

Skills Mean Description

Conceptual Skills 3.87 Above Average

Human Skills 3.92 Above Average

Technical Skills 4.10 Above Average

TOTAL MEAN 3.96 Above Average

Legend:

4.51 - 5.0 Excellent (E)3.51 - 4.5 Above Average

(AA) 2.51 - 3.5 Average (A)1.51 - 2.5 Below Average

(BA)0.50 - 1.5 Poor (P)

Statement of the Problem No. 1Summary of the Level of Conceptual, Human and Technical Skills of the Managers.

Summary of FindingsStatement of the Problem No. 2

Summary of the Extent of the DepEd Brigada Eskwela Program Implementation in terms of resource mobilization, participation of stakeholders, social marketing and linkaging. 

Indicators Mean Description

resource mobilization 4.30 Above Average

participation of stakeholders 4.27 Above Average

social marketing 4.24 Above Average

linkaging 4.12 Above Average

TOTAL MEAN 4.23 Above Average

Legend:

4.51 - 5.0 Excellent (E)3.51 - 4.5 Above Average

(AA) 2.51 - 3.5 Average (A)1.51 - 2.5 Below Average

(BA)0.50 - 1.5 Poor (P)

Summary of Findings

 Statement of the Problem No. 3Relationships between Management Skills and DepEd’s KPIs.

Access Quality Efficiency Overall

Conceptual Skills -0.210* -0.168 0.258** 0.133

Human Resource -0.006 -0.115 0.048 -0.034

Technical Skills 0.156 -0.004 -0.051 0.149*

Summary of FindingsStatement of the Problem No. 4

Relationships that exist between the Brigada Eskwela Program and the DepEd’s Key performance Indicators.

Access Quality Efficiency Overall

Resource Mobilization -0.281* -0.016 -0.226* -0.142

Stakeholders Participation 0.155* 0.050 0.135 0.211*

Social Marketing 0.067 -0.141 0.078 0.106

Linkages 0.08 -0.079 0.012 0.082

Summary of FindingsStatement of the Problem No. 5

Significant Influence of the Management Skills to DepEd’s KPIs Access, Quality and Efficiency

KPIs p value Interpretation

Conceptual SkillsAccessQuality

Efficiency

.092

.104

.019

Not SignificantNot Significant

Significant

Human Skills

AccessQuality

Efficiency

.533

.240

.451

Not SignificantNot Significant Not Significant

Technical Skills

AccessQuality

Efficiency

.038

.996

.846

SignificantNot Significant Not Significant

Summary of FindingsStatement of the Problem No. 6

Significant Influence of the of the Brigada Eskwela Program to DepEd’s KPIs Access, Quality and Efficiency

Brigada Eskwela KPIs p-value InterpretationAccess .020 Significant

Resource Mobilization Quality .625 Not SignificantEfficiency .050 Significant

Access .280 Not SignificantStakeholders’ Participation Quality .208 Not Significant

Efficiency .047 Significant

Access .515 Not SignificantSocial Marketing Quality .464 Not Significant

Efficiency .492 Not Significant

Access .529 Not SignificantLinkages/Partnership Quality .028 Significant

Efficiency .851 Not Significant

Conclusions1. The conceptual skills, human skills, and technical skills of the school administrators

were all rated above average.

2. The Brigada Eskwela Program Implementation was rated above average.

3. There are significant relationships between the management skills to the DepEd’s KPIs Access, Quality and Efficiency.

1. The conceptual skills, human skills, and technical skills of the school administrators were all rated above average.

2. The Brigada Eskwela Program Implementation was rated above average.

3. There are significant relationships between the management skills to the DepEd’s KPIs Access, Quality and Efficiency.

Conclusions4. The relationships that exist between the Brigada Eskwela Program are: resource mobilization with access to basic education and school leavers rate, stakeholders participation with access to basic education and the overall efficiency.

5. The technical skills of the managers was significantly influencing the efficiency in terms of access to basic education, while conceptual skills of the school administrators was influencing significantly the efficiency in terms of school leavers.

6. The resource mobilization of Brigada Eskwela Program influenced significantly the efficiency in terms of access to basic education.

4. The relationships that exist between the Brigada Eskwela Program are: resource mobilization with access to basic education and school leavers rate, stakeholders participation with access to basic education and the overall efficiency.

5. The technical skills of the managers was significantly influencing the efficiency in terms of access to basic education, while conceptual skills of the school administrators was influencing significantly the efficiency in terms of school leavers.

6. The resource mobilization of Brigada Eskwela Program influenced significantly the efficiency in terms of access to basic education.

Recommendations1. The managerial skills of the school new school administrators must be enhanced to improve the key performance indicator of the Department of Education.

2. The resource mobilization, linkages and partnership, and stakeholders participation must be fully improved in order to improve the Key Performance Indicator of the Department of Education.

3. A similar study with additional variables and greater scope must be undertaken to validate the studyresult and improve the key performance indicator of the Department of Education.

4. Formulation of appropriate policies responded to the research results and findings a. Policies on strengthening cascading process in reaching out schools and teachers. b. Policies on strengthening the capability building of School Heads managerial skills c. Policies on Exploration of Best Brigada Eskwela Practices and Technology to radiate culture of excellence d. Policies on Strengthening Resource Mobilization and Linkages for Quality School Based Management Operation. e. Policies on Integration of Best Brigada Eskwela Technology / Practices in all Schools Improvement Plan (SIP) / CIP of teachers.

ACTION PLAN BASED FROM THE RECOMMENDATIONS OF THIS STUDYRECOMMENDATIONS OF

THE STUDY PROGRAM/ACTIVITY TIME FRAME STRATEGIES PERSONS INVOLVED RESOURCES/BUDGET NEEDED EXPECTED OUTPUT

Continue the training program or information drive relative to the implementation of K to 12 Senior High School for further understanding to develop interest and awareness. The secondary school principals must be transformational leaders with the advent of this implementation.

Degree Program: M.A. Ed.D. National Certificate

Non-degree Program:

Generative Series of

Seminars/Trainings on the following :

a) K to 12 SHS Implementation b) Social

Marketing

Degree Program: June 2015 - onwards Non-degree Program: Summerof 2015 and 2016

Degree Program: avail of Special programs such as

scholarship Non-Degree

Program: INSET

In-depth coaching and mentoring

SGOD - HRD CID EPS PSDS

School Heads Teachers

MOOECapacitated personnel for

K to 12 SHS Implementation

Paradigm shift

Social marketing skills of the secondary school principals and teachers

Further research or study must be conducted to monitor, evaluate, and assess the extent of the preparation for this program.

Degree Program: M.A. Ed.D.

Non-degree Program:

OPLAN: Action Research Program

Degree Program: June 2015 - onwards Non-degree Program:

Twice in a School Year

Degree Program: avail of Special programs such as

scholarship Non-Degree

Program: INSET

In-depth coaching and mentoring

Division/Disrict/School Research Forum

SGOD - Planning & Research SGOD - HRD CID EPS PSDS School Heads

Teachers

MOOE

Degree Programs: Finished Ed.D./Ph.D. disseration and/or M.A. thesis presented/endorsed for Division/Regional/National Research Conference completed at least 1 action research in a year instituitonalized action research

Thank you!

STUDY RESULT ACTION PLANPROGRAM/ACTIVITY TIME FRAME STRATEGIES PERSONS INVOLVED RESOURCES/BUDGET

NEEDED EXPECTED OUTPUT

1. Pre-Planning May 2015 Gathering of both internal/external inputs SGOD Personnel none

Identification of Technical inputs from the results of the research.

2. Planning Process May 2015 Planning writeshop SGOD Personnel none Action Plan

3. Presentation of the Action Plan May 2016 Presentation during

ProgCom/ManComSDS, ASDS, EPS, PSDS, School Heads and Stakeholders

none Adoption of the Action Plan/Contract of Support

4. Particulars A. Provision on capability through the orientation on the following:

I. Resource Mobilization Skills April-May 2015 Orientation Workshop and

Focus Group Discussion School Heads Php 15,000 to be sourced out

Enhanced the leadership skills of all the participants

II. Social Networking and Linkages April-May 2015 Stakeholders Process

approach EPS and PSDS Php 15,000Improved Brigada Eskwela Technology. Capacitated School Heads/Stakeholders.

III.Managerial Skills April-May 2015 CIPO Teachers and Stakeholders Php 15,000 Strong partnership and alliances.

IV.Massive Advocacy cum Social Marketing March-May 2015

Caravan, Recorida, Symposium, and Utilization of Media

SDS, ASDS, EPS, PSDS, SGOD, SH, Teachers and Stakeholders

To be sourced outPublic awareness and improved stakeholders involvement

B. Documentation April 2015 Orientation and WorkshopBrigada Eskwela coordinators and school heads

Php 10,000Systematic and orderly management of records and data

C. Expansion or radiation of best Brigada Eskwela Schools Implementers Technology

Year round Mentoring and Coaching School Heads and Brigada Eskwela coordinators none

Radiation of Culture of Excellence on Brigada Eskwela Technology

D. Monitoring and Evaluation Year round

Adoption of Monitoring and Evaluation Protocols through DTAT

Division Office Monitoring and Evaluation Team and School Heads

Php 10,000 from the MOOE

Identifying gaps, issues and concerned need improvement

E. Interpretation, Analysis, Utilization of Monitoring and Evaluation results

QuarterlyDatabase Process Approach and Quantitative or Qualitative Approach

Division Office Monitoring and Evaluation Team none

Target the legitimate issues and appropriate technical assistance be given for policy determination

F. Evaluation of the best Brigada Eskwela Schools July-August 2015 Used of Standard CriterionDivision Office Monitoring

and Evaluation TeamPhp 10,000 from the MOOE Constructive Competition

G. Policy Formulation August Consolidation of M & E Results as basis SGOD Unit None

Institutionalization of Research Study Results / Recommendation

cont. STUDY RESULT ACTION PLANSTRATEGIES PERSONS INVOLVED RESOURCES/BUDGET

NEEDED EXPECTED OUTPUT

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