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MAGANDANG BUHAY !!!!!

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LEVEL OF READINESS OF CALAMBA BAYSIDE NATIONAL HIGH SCHOOL FOR TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY ( TESDA ) ACCREDITATION by: DANILO S. TUNGOL MaEd RONALDO M. CANTA MaEd ISABELITA R. HIZON Ed. D

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INTRODUCTION The K- 12 education plan offers a long- term effect that is very beneficial to Filipinos. Therefore, there must be a strong will to support K- 12 Educational Plan for the betterment of the education system and economy. The effectiveness of educational deliveries depends critically on the quality of teaching and learning in the classrooms, workshops, laboratories and other space in which education takes place. The real answers to improving outcomes from vocational education lie in the classroom, in understanding the many decisions teachers take as they interact with students (Lucas, etal,2012).

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As to Strengthened Technical Vocational Education Program (STVEP) the Competency Based Curriculum aims to help lessen the dropout rate in high school and help lessen job-skills mismatch of graduates and labor market needs of local industries. It is geared towards providing technical-vocational students with TESDA certifiable skills while still in the high school. (Andrada, 2008)

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The techvoc program according to DepEd consists of CompetencyBased Curriculum and Instructional Learning Materials, Capacity Building Programs, Provision for Tools and Equipment, Provision for Infrastructure/Facilities Support; Provision for Competency Assessment Subsidy (CAS), Provision for Additional Teacher Plantilla Items, Provision for Increased MOOE, Policy Support/Research and Development, and Monitoring and Evaluation.

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Lapus (2009) stressed that strengthening technical-vocational education afforded the students a practical and appropriate alternative where they could build a career.

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The Strengthened Technical Vocational Education Program (STVEP) helps the high school graduates find gainful employment whether or not they get the college diploma. The students skills will give them competitive advantages to become viable in the cut- throat employment market place and to compete for world-class skill recognition.

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REVIEWOFLITERATURE Global Perspective of Technical-Vocational Education (Fluitman 2005). The focus of UN Millennium Development Goals (MDG) is on basic and especially primary education (MDG 1). This emphasis on the first cycle of education contributes to the neglect of post-basic education and training including technical and vocational education and training.

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According to International Labor Organization (ILO, 2000), skills development is central to improving productivity. In turn, productivity is an important source of improved living standards and growth. Other critical factors include macroeconomic policies to maximize opportunities for pro-poor employment growth.

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The newer term technical and vocational skills development (TVSD) is often used to describe flexible skills, learning to learn, going beyond literacy and numeracy skills and including more than life skills. TVSD comprises three main types of education or training: public school-based technical education, in the form of junior and senior secondary education but non-tertiary institutions; public vocational training centers and industrial training institutes; and training in the informal sector which often include traditional apprenticeship training or traditional forms of training offered at artisan workshops owned by master craftsmen/women (King 2007).

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On a press release of 2005, the Department of Education publicized that under the Strengthened Technical- Vocational Education Program (STVEP), DepEd supervises a total of 282 tech-voc high schools where students can take specialization in automotive, computer hardware service, cosmetology, furniture and cabinet-making, garments, air conditioning and refrigeration, food production, crop production, food processing, fish culture, and fish capture, among others.

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RESEARCH QUESTIONS 1. What is the level of readiness of CBNHS for TESDA accreditation as assessed by teachers and school administrators in terms of: In-Service Training (INSET); Production of Teachers Material; Support for Tools, Facilities and Equipment; Students Monitoring and Evaluation?

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2. How do the respondents assess the management behavior of the school administrators in terms of communicating the school vision-mission, goals and objective, supervising and evaluating instruction, implementing the curriculum, monitoring and assessing student progress, and promoting professional development?

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3. Is there a significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behavior of the school administrators?

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CONCEPTUAL FRAMEWORK PROCESS Utilization of survey questionnaire Data analysis - On the readiness level of CBNHS for TEADA accreditation Comparative Analysis - On the significance difference between the assessment of the two sets of respondents on the level of readiness of CBNHS for TESDA accreditation -On the observed status of the management of the school administrators Correlation Analysis - On significant relationship between the level of readiness and observed status of the management behavior of the school administrators O UTPUT Designed Plan of Action to accredit CBNHS as TESDA TESTING CENTER INPUT Assessed Readiness Level of CBNHS for TESDA accreditation in terms of the following: INSET Production of Teachers Materials Support for Tools, Facilities and Equipment Students Monitoring and Evaluation Observed Status of the School Administrators Management of STVEP in terms of: Communicating the School Vision- Mission, Goal and Objective Supervising and Evaluating Instruction Implementing the Curriculum Monitoring and Assessing Student Progress Promoting Professional Development Significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behavior of the school administrator. FEEDBACK

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METHODOLOGY AND RESEARCH DESIGN The study used the descriptive research design to evaluate the perception of each respondent on the level of readiness of CBNHS for TESDA accreditation through answering the questionnaire.

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RESULTS AND DISCUSSION SUMMARY OF FINDINGS Table 1: Level of Readiness of CBNHS for TESDA Accreditation Indicators RespondentsGrand Mean School AdministratorsTeachers WMVIWMVIWMVI 1. In-Service Training (INSET)4.56HR3.93R4.25HR 2. Production of Teachers Material4.80HR3.80R4.30HR 3. Support for Tools, Facilities and Equipment4.74HR3.73R4.24HR 4. Students Monitoring and Evaluation4.75HR4.01R4.38HR Average Weighted Mean4.71HR3.87R4.29HR Legend: 54.21 5.00Highly Ready (HR) 43.41 4.20Ready (R) 32.61 3.40Moderately Ready (MR) 21.81 2.60Less Ready (LR) 11.00 1.80Not Ready (NR) WM Weighted Mean

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SUMMARY OF FINDINGS Table 2: Assessment in the management behavior of school administrators Legend: 43.26 4.00Highly Observed (HO) 32.51 3.25Observed (O) 21.76 2.50Seldom Observed (SO) 11.00 1.75Not Observed (NO) WM Weighted Mean Indicators Respondents Grand Mean School AdministratorsTeachers WMVIWMVIWMVI 1. Communicating the School Vision-Mission, Goal and Objective3.78HO3.3HO3.54HO 2. Supervising and Evaluating Instruction3.79HO3.22O3.51HO 3. Implementing the Curriculum3.79HO3.19O3.49HO 4. Monitoring and Assessing Student Progress3.76HO3.15O3.46HO 5.Promoting Professional Development3.68HO3.3HO3.49HO Average Weighted Mean3.76HO3.23HO3.50HO

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Table 3: Significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behaviors of the school administrators VariablesGamma -ValueP- ValueDecisionRemarks In-service Training Communicating the School Vision-Mission, Goal 0.873 (High correlation) 0.036Reject Ho With significant relationship Supervising and Evaluating Instruction 0.698 (Moderate correlation) 0.001Reject Ho With significant relationship Implementing the Curriculum 0.624 (Moderate correlation) 0.002Reject Ho With significant relationship Monitoring and Assessing Student Progress 0.975 (Very High correlation) 0.005Reject Ho With significant relationship Promoting Professional Development 0.790 (High correlation) 0.003Reject HoWith significant relationship

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Production of Teachers Material Communicating the School Vision- Mission, Goal and Objective 0.678 (Moderate correlation) 0.001Reject Ho With significant relationship Supervising and Evaluating Instruction 0.800 (High correlation) 0.020Reject Ho With significant relationship Implementing the Curriculum 0.701 (Moderate correlation) 0.001Reject Ho With significant relationship Monitoring and Assessing Student Progress -0.949 (Negative very high correlation) 0.039Reject Ho With significant relationship Promoting Profession al Development 0.400 (Small correlation) 0.004Reject HoWith significant relationship VariablesGamma -ValueP- ValueDecisionRemarks

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VariablesGamma -ValueP- ValueDecisionRemarks Support for Tools, Facilities and Equipment Communicating the School Vision- Mission, Goal and -0.505 (Negative moderate correlation) 0.000Reject Ho With significant relationship Supervising and Evaluating Instruction -0.600 (Negative moderate correlation) 0.000Reject Ho With significant relationship Implementing the Curriculum Versus -0.300 (Negative small correlation) 0.000Reject Ho With significant relationship Monitoring and Assessing Student Progress Versus -0.667 (Negative moderate correlation) 0.000Reject Ho With significant relationship Promoting Profession al Development 0.200 (Slight correlation) 0.000Reject HoWith significant relationship

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VariablesGamma -ValueP- ValueDecisionRemarks Students Monitoring and Evaluation Communicating the School Vision- Mission, Goal and Objective -0.783 (Negative high correlation) 0.011Reject Ho With significant relationship Supervising and Evaluating Instruction 0.954 (Very high Correlation) 0.030Reject Ho With significant relationship Implementing the Curriculum 0.493 (Moderate Correlation) 0.021Reject Ho With significant relationship Monitoring and Assessing Student Progress -0.313 (Negative Small correlation) 0.001Reject Ho With significant relationship Promoting Profession al Development 0.698 (Moderate correlation) 0.003Reject HoWith significant relationship

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CONCLUSIONS The following are the conclusions drawn by the researchers based on the findings of the study: 1. The teachers and school administrators assessed CBNHS as highly ready for TESDA accreditation since the school has prepared its teachers, students, and school itself through different relevant programs and activities conducted.

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2. The management behavior of the school administrator is highly observed, and plays a significant role in achieving the required level of readiness of CBNHS for Tesda accreditation.

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3. The management behavior of the school administrators has a significant relationship on the level of readiness of CBNHS for TESDA accreditation because of school administrators empowerment.

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RECOMMENDATIONS 1. The Principal of Calamba Bayside National High School should create an oversight committee that will reconcile assessments of the school administrators and teachers regarding the schools level of readiness for TESDA accreditation. The said committee will evaluate the lapses found in this study and make a full report and recommendation in this regard.

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2. The Principal should conduct a school-based management behavior enhancement program focusing on comprehensive multimedia technology on teaching, assessment tools and instructional development.

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3. The Principal and the Head Teacher of STVEP shall require an action research among all teachers. The objective of each action research shall be in line with any of the variables of the schools level of readiness to be an assessment center and any of the facets of school administrators management behavior and finally the action plan presented in this study is highly recommended for implementation since this plan has been prepared as the schools immediate action on improving its level of readiness for TESDA accreditation.

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Action Plan to Improve the Level Readiness of CBNHS for TESDA Accreditation Area of Concern ObjectivesActivitiesPerson Involved Time frame Resources Success Indicator Support for tools, facilities and equipment To complete the availability of tools, facilities and equipment to support the curriculum Conduct of inventory and evaluation of availability of tools, facilities and equipment School Administrators Finance Committee Teachers May 2014 to Dec. 2014 MOOE 100% of the tools, facilities and equipment shall have been available to support the curriculum Teaching materials To complete the teaching module for each subject area Creation of research and development team for module development School Administrators and Teachers April 2014 to May 2014 MOOE 100% of the teaching modules for each subject was completed Students monitoring and evaluation To follow up the implementation of the curriculum based on national standard Creation of curriculum evaluation team EPS TLE Tesda Coordinator School Administrators Teachers May 2014 MOOE100% of the team shall have been created and the evaluation of the curriculum shall have been completed

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KORONADAL.pptx

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THANK YOU AND GOD BLESS TO ALL