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This study was conceptualized to assess the total quality management culture
of selected private schools in CALABRAZON which lead to the conceptualization of
a proposed Total Quality Management Manual for Private Secondary Schools.
Theoretical Framework
The first, and overriding, feature of TQM is the company’s focus on its
customers. Quality is defined as meeting or exceeding customer expectations. The
goal is to first identify and the meet customer needs. TQM recognizes that a
perfectly produced product has little value if it is not what the customer wants.
Therefore, we can say that quality is customer driven. However, it is not always easy
to determine what the customer wants, because tastes and preferences change.
Also, customer expectations often vary from one customer to the next. For example,
in the auto industry trends change relatively quickly, from small cars to sports utility
vehicles and back to small cars. The same is true in the retail industry, where styles
and fashion are short lived.
Hypotheses
Research No. 2
Theoretical Framework
The theoretical basis for this study is the choice theory of William Glasser, a
psychiatrist who thought to be one of the greatest educational thinkers of our time.
He contends that behavior is school will not improve until we teachers change the
way we work with students.
William Glasser’s choice theory also teaches that the brain gives everyone
the self-directing capability that is required to fulfill life needs. As a result, behavior is
chosen in continuing attempt to make life the kind of experience that everyone wants
it to be- a good life. To guide us in this life making effort, we have a built – in set of
basic needs that require continuous fulfillment. To understand this good life process
and its impact on education, one must understand the basic human needs and
examine how the brain seeks to fulfill them. These basic needs are built into our
genetic code such as: (1) surviving: this need mandates that we have in ways that
produce food, shelter, and safety; (2) Belonging: This need requires that we connect
to our world: to be with people who know and care about us and to be accepted or
even better appreciated; (3) Gaining Power. This need demands that we learn, i.e.
gain knowledge and skill to use our lives. The more we know, the more we can do.
Knowledge and skill are the basic ingredients of self-esteem; (4) Having Fun: This
need charges that we behave in ways that bring joy and satisfaction into our lives.
Having fun strengthens us psychologically and physically. It results from
accomplishment, recreation, and entertainment; (5) Being Free: This need obligates
us to be in control of our lives, set to goals to make plans, to choose behaviors, to
evaluate results and to decide what to do next.
Moreover, Glasser conceptualized that all of our behavior is our best attempt
to meet the five basic needs. He also asserted that it is up to teacher to make school
adequately interesting and otherwise satisfying to students’ needs.
In this study, the researcher explored the teachers’ qualities that would
influence students to do things and would lead to better behavior thus achieving a
successful learning experience as a result of effective and successful instructional
management.
Hypothesis
Teacher as a Person
a. Caring
b. Fairness and Respect
c. Interactions with students
d. Enthusiasm
Students’
e. Dedication in teaching Perception on
Teachers Teacher
f. Reflective practices
Teacher as a Classroom Manager and Qualities
Organizer
Critical Component
a. Classroom Management based on Students’
b. Organization Perception
c. Disciplining Students
Organizing for Instruction:
a. Importance of Instruction
Students Positive
b. Time allocation Feedback of their Teacher
c. Teacher’s expectation
d. Instruction Plans
Implementing Instructions:
a. Instructional strategies
b. Contents and expectations Effective Instructional
Management
c. Complexity
d. Questioning
e. Student engagement
The Teacher Teaching:
Monitoring Student Progress and Potential
a. Homework
b. Monitoring student Progress
c. Responding to student needs and
abilities
Research No. 3
TRAINING MODEL
This study aims to assess the status and identify the managerial skills
development and training programs of the institution managers of selected private
institutions of higher learning in Cavite as basis for a development and training skills
intervention model of these institutions of higher learning.
Theoretical Framework
The means to achieve such effective management have been technical and
transformational. The technical means have involved the development of human
resource management systems, for example, more sophisticated recruitment and
selection procedures, complex pay and reward policies, the monitoring of the staff
performance and outcomes. Transformational approaches adopt a more radical
approach, arguing the that while technical developments may be helpful, they will
not be sufficient to equip staff of their organizations to transcend discontinuous
change (Lumby 2007). A more functional change process may be needed, for
example using the concept and practice of a learning organization. The latter
assumed a leadership role which is primarily to manage learning (Senge, 2000).
From the Input (I) Block, the dimensions of the managerial skills in the areas
of communicating skills, exhibiting leadership, managing task, managing people,
managing interpersonal dimensions and solving problems; and the proposed
managerial skills development and training models are transformed and evaluated
by the groups of respondents/ subjects.
The process (P) variables undergo various processes where the research
procedures will be undertaken.
Finally, in the Output (O) block, the paper would have come out with a
Proposed Adminstrative Developemnt and Training Skills Model for the perusal of th
High School Principal in the Division of Secondary Schools in South Cavite as a
retooling to make them more competent and effective leaders.
The feedback will again be sourced out as basis for future input and process
of the setting of the study.
Research Paradigm
INPUT PROCESS
Dimensions of Managerial
Skills
Communicating
Skills
Exhibiting leadership Gathering of data
FEEDBACK
2. The position held by the personnel, age and years of service has no great
impact in the attainment of quality. Meanwhile, the population of the schools
and the number of staff do not affect the culture of quality but the schools
years of operation and number of non-teaching staff contributes to the culture
of quality.
4. The students have rated excellent to the most critical components among the
Teachers’ Qualities as to: the Teachers Teaching: Monitoring student progress
and potentials, organizing for instruction and implementing instruction. This
means that the students have rated them as excellent considering that the
teachers should put more effort in monitoring student progress and potentials.
The students also have given rate of excellent as the teachers should put
emphasis to Organizing for Instruction so that the delivery of instructions in
the class will be systematic. As being rated excellent by the students,
accordingly basing to the organized instructions, it must be implemented by
the teachers in delivering the lesson to the class.
5. The least critical among the Teachers qualities are: the Teacher as a Person
and the Teacher as a Classroom Manager and Organizer. Although the
students have a very good, still they felt that these two qualities of a teacher
are important in achieving effective instructional management. In the
Teachers as a Person, the teacher should practice fairness and respect in
dealing with students, must have enthusiasm in teaching and have reflective
practice in her teaching process. As to The Teacher as Classroom Manger
and Organizer, the teacher should impose discipline among students, must
check on inappropriate behavior and use appropriate disciplinary measures. It
is therefore necessary to conclude that teachers’ qualities are pre-requisites
of instructional management.
6. Although there are strong indications that institutions have pursued that
enhancing the administrative skills of their school administrators, there is a
great possibility that not much emphasis was given to their executive training
and development program for them to retool their managerial skills and have
their administrative competency and confidence in managing people;
therefore, a need analysis the conceptualizing the issues and concerns and
having a thorough understanding of the training and development needs and
placing the need for one on a wider perspective.
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Submitted to:
October 4, 2015