BRIGADA ESKWELA TO IMPROVE
KEY PERFORMANCE INDICATORS
Sugod Na!
DR. PANCHO G. BALAWAG, AL HADJ
Chief – Schools Governance and Operations Division
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.”
•
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.
Independent Variables
Dependent Variables
Managerial Skills
KEY PERFORMANCE
INDICATOR
•Conceptual
•Human
•Technical
Brigada Eskwela Program
•Participation of
stakeholders
•Resource mobilization
•Social marketing
•Linkaging
ACCESS
•NET ENROLMENT RATIO
•Gross Enrolment Rate
QUALITY
•Mean Percentage ScoreNational 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
Statement of the Problem
1. What is the level of conceptual skills, human skills, and technical skills of the managers?
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?
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
4. What are the relationships that exist between the Brigada Eskwela Program and to the DepEd’s KPIs?
DepEd’s KPIs?
5. Is there significant influence of the management skills to the DepEd’s KPIS?
5. Is there significant influence of the management skills to the DepEd’s KPIS?
Methodology
Research Design
Descriptive-Correlational Method
Locale of the Study
Cotabato City Division and Tacurong City Division of
DepEd Region XII
school heads and principals coming from Cotabato City
division = 60 heads Tacurong City division = 40
Respondents of the Study
total number of respondents = 100
Sampling Techniques
Stratified Purposive Sampling
Methodology
Research Instrument
Statistical Treatment
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.
The 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
Statement of the Problem No. 1
Summary of the Level of Conceptual, Human and Technical Skills of the Managers.
Legend:
Skills
Mean
Description
Conceptual Skills
3.87
Above Average
Human Skills
3.92
Above Average
Technical Skills
4.10
Above Average
3.96
Above Average
TOTAL MEAN
4.51 - 5.0
3.51 - 4.5
2.51 - 3.5
1.51 - 2.5
0.50 - 1.5
Excellent (E)
Above Average (AA)
Average (A)
Below Average (BA)
Poor (P)
Summary of Findings
Statement 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
4.12
Above Average
4.23
Above Average
linkaging
TOTAL MEAN
Legend:
4.51 - 5.0
3.51 - 4.5
2.51 - 3.5
1.51 - 2.5
0.50 - 1.5
Excellent (E)
Above Average (AA)
Average (A)
Below Average (BA)
Poor (P)
Summary of Findings
Statement of the Problem No. 3
Relationships 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 Findings
Statement 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 Findings
Statement of the Problem No. 5
Significant Influence of the Management Skills to DepEd’s KPIs Access, Quality and Efficiency
Conceptual Skills
Human Skills
Technical Skills
KPIs
p value
Interpretation
Access
Quality
Efficiency
.092
.104
.019
Not Significant
Not Significant
Significant
.533
.240
.451
Not Significant
Not Significant
Not Significant
Access
Quality
Efficiency
Access
Quality
Efficiency
.038
.996
.846
Significant
Not Significant
Not Significant
Summary of Findings
Statement 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
Interpretation
Resource Mobilization
Access
Quality
Efficiency
.020
.625
.050
Significant
Not Significant
Significant
Stakeholders’ Participation
Access
Quality
Efficiency
.280
.208
.047
Not Significant
Not Significant
Significant
Social Marketing
Access
Quality
Efficiency
.515
.464
.492
Not Significant
Not Significant
Not Significant
Linkages/Partnership
Access
Quality
Efficiency
.529
.028
.851
Not Significant
Significant
Not Significant
Conclusions
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.
Conclusions
4. The relationships that exist between the Brigada Eskwela Program are: resource
4. The relationships that exist between the Brigada Eskwela Program are: resource
mobilization with access to basic education and school leavers rate, stakeholders
mobilization with access to basic education and school leavers rate, stakeholders
participation with access to basic education and the overall efficiency.
participation with access to basic education and the overall efficiency.
5.
5. The
The technical
technical skills
skills of
of the
the managers
managers was
was significantly
significantly influencing
influencing the
the efficiency
efficiency in
in terms
terms
of
of access
access to
to basic
basic education,
education, while
while conceptual
conceptual skills
skills of
of the
the school
school administrators
administrators was
was
influencing
influencing significantly
significantly the
the efficiency
efficiency in
in terms
terms of
of school
school leavers.
leavers.
6. The resource mobilization of Brigada Eskwela Program influenced significantly the
6. The resource mobilization of Brigada Eskwela Program influenced significantly the
efficiency in terms of access to basic education.
efficiency in terms of access to basic education.
Recommendations
1. 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 study
result 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 STUDY
RECOMMENDATIONS OF
THE STUDY
PROGRAM/ACTIVITY
TIME FRAME
STRATEGIES
Continue the training
program or information
drive relative to the
Degree Program:
implementation of K to 12
M.A.
Senior High School for
Ed.D.
Degree Program:
further understanding to
National Certificate
avail of Special programs
Degree Program:
develop interest and
Non-degree Program:
such as scholarship
June 2015 - onwards
awareness. The secondary Generative Series of
Non-Degree Program:
school principals must be Seminars/Trainings on the Non-degree Program:
INSET
Summerof 2015 and 2016
transformational leaders
following :
In-depth coaching and
with the advent of this
a) K to 12 SHS
mentoring
implementation.
Implementation
b) Social Marketing
Social marketing skills of
the secondary school
principals and teachers
Further research or study
Degree Program:
must be conducted to
M.A.
monitor, evaluate, and
Ed.D.
assess the extent of the
Non-degree Program:
preparation for this
OPLAN: Action Research
program.
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
PERSONS INVOLVED
SGOD - HRD
CID
EPS
PSDS
School Heads
Teachers
SGOD - Planning &
Research
SGOD - HRD
CID
EPS
PSDS
School Heads
Teachers
RESOURCES/BUDGET
NEEDED
EXPECTED OUTPUT
MOOE
Capacitated personnel for
K to 12 SHS
Implementation
Paradigm shift
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
STUDY RESULT ACTION PLAN
PROGRAM/ACTIVITY
TIME FRAME
STRATEGIES
PERSONS INVOLVED
1. Pre-Planning
May 2015
Gathering of both
internal/external inputs
2. Planning Process
May 2015
Planning writeshop
3. Presentation of the
Action Plan
May 2016
Presentation during
ProgCom/ManCom
April-May 2015
Orientation Workshop and
School Heads
Focus Group Discussion
4. Particulars
A. Provision on
capability through the
orientation on the
following:
I. Resource
Mobilization Skills
II. Social Networking
April-May 2015
and Linkages
III.Managerial Skills
April-May 2015
IV.Massive Advocacy
March-May 2015
cum Social Marketing
B. Documentation
April 2015
RESOURCES/BUDGET
NEEDED
SGOD Personnel
none
SGOD Personnel
SDS, ASDS, EPS, PSDS,
School Heads and
Stakeholders
none
none
EXPECTED OUTPUT
Identification of Technical
inputs from the results of
the research.
Action Plan
Adoption of the Action
Plan/Contract of Support
Php 15,000 to be sourced Enhanced the leadership
out
skills of all the participants
Improved Brigada Eskwela
Stakeholders Process
Technology. Capacitated
EPS and PSDS
Php 15,000
approach
School
Heads/Stakeholders.
Strong partnership and
CIPO
Teachers and Stakeholders Php 15,000
alliances.
Caravan, Recorida,
SDS, ASDS, EPS, PSDS,
Public awareness and
Symposium, and
SGOD, SH, Teachers and To be sourced out
improved stakeholders
Utilization of Media
Stakeholders
involvement
Brigada Eskwela
Systematic and orderly
Orientation and Workshop coordinators and school Php 10,000
management of records
heads
and data
cont. STUDY RESULT ACTION PLAN
STRATEGIES
PERSONS INVOLVED
RESOURCES/BUDGET
NEEDED
EXPECTED OUTPUT
C. Expansion or
radiation of best Brigada
Eskwela Schools
Year round
Implementers
Technology
School Heads and Brigada
Mentoring and Coaching
none
Eskwela coordinators
D. Monitoring and
Evaluation
Year round
Adoption of Monitoring Division Office Monitoring
Php 10,000 from the
and Evaluation Protocols and Evaluation Team and
MOOE
through DTAT
School Heads
Quarterly
Database Process
Approach and
Quantitative or
Qualitative Approach
Division Office Monitoring
none
and Evaluation Team
F. Evaluation of the best
July-August 2015
Brigada Eskwela Schools
Used of Standard Criterion
Division Office Monitoring Php 10,000 from the
and Evaluation Team
MOOE
Constructive Competition
G. Policy Formulation
Consolidation of M & E
Results as basis
SGOD Unit
Institutionalization of
Research Study Results /
Recommendation
E. Interpretation,
Analysis, Utilization of
Monitoring and
Evaluation results
August
None
Radiation of Culture of
Excellence on Brigada
Eskwela Technology
Identifying gaps, issues
and concerned need
improvement
Target the legitimate
issues and appropriate
technical assistance be
given for policy
determination
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