Republic of the Philippines

MARINDUQUE STATE COLLEGE

GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

MANAGEMENT PLANNING AND CONTROL
Summer Term, AY 2021-2022

COURSE ENRICHEMENT PAPER NO. 1

Integration Activity
AGENCY MANAGEMENT PROFILE SCANNING

Direction: Conduct internal scanning of your agency’s management profile according to the
functions of management discussed in Topic 1. Identify at least three practices in each function.

MANAGEMENT MANAGEMENT PRACTICE

FUNCTION
1. Planning
Planning can be defined as “thinking in
advance what is to be done, when it is
to be done, how it is to be done and by
whom it should be done”. In simple
words we can say, planning bridges the
gap between where we are standing
today and where we want to reach.
Planning involves setting objectives
and deciding in advance the
appropriate course of action to achieve
these objectives so we can also define
planning as setting up of objectives and
targets and formulating an action plan
to achieve them.
Another important ingredient of
planning is time. Plans are always
developed for a fixed time period as no
business can go on planning endlessly.
Source:
https://www.yourarticlelibrary.com/or
ganization/importance-of-planning-
its-features-limitations-process-and-
types/8652
OF THE AGENCY
As part of the Department of Education, we adhere to the Basic
Education Plan 2030. It is considered as the first long-term plan
of the Department for basic education that covers Kindergarten to
Senior High School including non-formal education, BEDP 2030
aims to address the current challenges faced by the basic education
sector through its four pillars, namely access, equity, quality, and
resiliency and wellbeing.
In the school level, there is the School Implementation Plan or
SIP that lays down the school management plan for the next three
(3) consecutive year. This is complimented by the Annual
Implementation Plan or the AIP.
References:
https://www.deped.gov.ph/2022/06/16/deped-partners-commit-
to-achieve-basic-education-development-plan-2030-
goals/?utm_source=rss&utm_medium=rss&utm_campaign=depe
d-partners-commit-to-achieve-basic-education-development-
plan-2030-
goals#:~:text=Considered%20as%20the%20first%20long,equity
%2C%20quality%2C%20and%20resiliency%20and
https://www.deped.gov.ph/wp-
content/uploads/2022/05/DO_s2022_024.pdf

https://www.deped.gov.ph/2019/04/22/school-improvement-plan-
sip-instructional-
videos/#:~:text=The%20enhanced%20School%20Improvement%
20Plan,of%20three%20consecutive%20school%20years.

https://www.deped.gov.ph/wp-
content/uploads/2015/09/DO_s2015_44_0.pdf

2. Organizing The organizational chart of the Department of Education in

general (below):
the function of management which
follows planning. It is a function in
which the synchronization and
combination of human, physical and
financial resources takes place. All the
three resources are important to get
results. Therefore, organizational
function helps in achievement of
results which in fact is important for
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

the functioning of a concern.
According to Chester Barnard,
“Organizing is a function by which the
concern is able to define the role
positions, the jobs related and the co-
ordination between authority and
responsibility.

Source:
https://www.managementstudyguide.c
om/organizing_function.htm

The organizational chart of the Department of Education in the

Central Office (below):
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

The organizational chart of the Department of Education in the
Regional Office (below):

The organizational chart of the Department of Education in the

Division Office (below):
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

The organizational chart of the Department of Education in the
Station (School) Office (below):

The structure of Philippine basic education as a government

organization or agency went into various structural or
organizational changes.
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque
MASTER OF PUBLIC ADMINISTRATION
3. Staffing
Staffing refers to the continuous
process of finding, selecting evaluating
and developing a working relationship
with current or future employees. The
main goal of staffing is to fill the
various roles within the company with
suitable candidates.
Source:
https://www.talentlyft.com/en/resourc
es/what-is-
staffing#:~:text=Staffing%20definitio
n,the%20company%20with%20suitab
le%20candidates.
References:
https://www.affordablecebu.com/load/schools_universities/organi
zational_structure_chart_of_deped/23-1-0-8418
https://www.deped.gov.ph/about-deped/central-office/
https://www.deped.gov.ph/organizational-chart-deped/
https://depedpines.com/organizational-structure/
https://www.deped.gov.ph/wp-
content/uploads/2016/04/DO_s2016_19_0.pdf
https://www.deped.gov.ph/about-deped/history/
In terms of staffing, it is always coupled with organizing as a
function of management and administration. Staffing is the
continuous process of hiring, selecting, and placing qualified
employees in all appointive positions in the government.
Nowadays, the focus is human resources management of
recruitment and promotion.
In the Government, there are strict rules and standards covering the
creation, maintenance, and abolition of offices under the law. In
2004 under the purview of Executive Order No. 366 issued under
the authority by then President Gloria Macapagal-Arroyo. E.O.
366 or DIRECTING A STRATEGIC REVIEW OF THE
OPERATIONS AND. ORGANIZATIONS OF THE
EXECUTIVE BRANCH AND PROVIDING OPTIONS. AND
INCENTIVES FOR GOVERNMENT EMPLOYEES WHO MAY
BE AFFECTED BY THE RATIONALIZATION OF
FUNCTIONS AND AGENCIES OF THE EXECUTIVE
BRANCH. This gives rise to the GOVERNMENT
RATIONALIZATION PROGRAM headed by the Department of
Budget and Management in coordination with the Civil Service
Commission.
In general, the rules provided by the Civil Service Commission
governs the recruitment, selection, and placement in all
government instrumentalities. Currently, the 2017 OMNIBUS
RULES ON APPOINTMENTS AND OTHER HUMAN
RESOURCE ACTIONS revised on 2018 is the minimum standard
applied. Different government agencies may opt to provide agency
specific qualification standards and processes and practices in
recruitment, selection, and placement of employees (staffing
function). The current applied trend of staffing in the government
service is the so-called Competency-Based Recruitment and
Qualification Standard or CBRQS.
In the Department of Education, voluminous orders and
memorandums are issued pertaining the recruitment, selection, and
placement. Let us focus on DepEd Order No. 19 series of 2016 or
GUIDELINES ON THE ORGANIZATIONAL STRUCTURES
AND STAFFING PATTERNS OF STAND-ALONE AND
INTEGRATED PUBLIC SENIOR HIGH SCHOOLS (SHS). This
is reinforced by DepEd Order No. 41 series of 2016 as an
additional guideline. The tables (five tables) below will focus on
stand-alone senior high schools in the public school system.
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

Table 1. Organizational Structure Overview Sheet of Stand-alone
Senior High School.

Table 2. Small (Size) Stand-alone Senior High School Staffing

Pattern.
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

Table 3. Medium (Size) Stand-alone Senior High School Staffing
Pattern.

Table 4. Large (Size) Stand-alone Senior High School Staffing

Pattern.
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

Table 5. Very Large (Size) Stand-alone Senior High School
Staffing Pattern.

References:

https://www.dbm.gov.ph/wp-
content/uploads/OPCCB/new_search/primer.htm

https://www.dbm.gov.ph/wp-content/uploads/EO/e0366.pdf

https://www.ombudsman.gov.ph/UNDP4/wp-
content/uploads/2012/12/GuidelinesforAgencies_final_for_distri
bution.pdf

http://www.csc.gov.ph/phocadownload/PolicyReso/2018/2017O
RAOHRA(RevisedJuly2018)CSCResoNo1800692_af.pdf

http://www.csc.gov.ph/2014-02-21-08-16-56/2014-02-21-08-17-
24/2014-02-28-06-37-10.html

https://www.deped.gov.ph/wp-
content/uploads/2016/04/DO_s2016_19_0.pdf
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque
MASTER OF PUBLIC ADMINISTRATION
4. Directing
Directing initiates action and it is from
here actual work starts. Direction is
said to be consisting of human factors.
In simple words, it can be described as
providing guidance to workers is doing
work. In field of management,
direction is said to be all those
activities which are designed to
encourage the subordinates to work
effectively and efficiently. According
to Human, “Directing consists of
process or technique by which
instruction can be issued and
operations can be carried out as
originally planned” Therefore,
Directing is the function of guiding,
inspiring, overseeing and instructing
people towards accomplishment of
organizational goals.
Source:
https://www.managementstudyguide.c
om/directing_function.htm
5. Leadership
The accomplishment of a goal through
the direction of human assistants. The
man who successfully marshals his
human collaborators to achieve
particular ends is a leader. A great
leader is one who can do so day after
day, and year after year, in a wide
variety of circumstances.
He may not possess or display power;
force or the threat of harm may never
enter his dealings. He may not be
popular; his followers may never do
what he wishes out of love or
admiration for him. He may not ever be
Direction of the Department of Education is based on its strategic
management plan. Directing as a management function is
performed by its leaders and managers. Directing is the art or
process of influencing people such that they willingly strive to
achieve group goals. It focuses on the development of willingness
to work with zeal and confidence, provides adequate guidelines to
complete the task, and motivates individuals to achieve goals in a
coordinated manner. It also focuses on exercising leadership while
determining responsibility and accountability.
In the Department of Education, directing is primarily a function
by the Governance and Operations in the national level, the
regional director in the regional level, the superintendent in the
division level, and the school head in the school/station level.
Governance and Operations ensures the capacity of the
organization to continuously improve and be strategic in managing
the environment for which “teaching and learning” takes place. In
accordance with Republic Act (RA) 9155, the Secretary of
Education delegates the supervision of field offices (regional and
schools division offices) to the Undersecretary supervising the
Governance and Operations strand.
The Office of the Regional Director provides leadership and
management of the Department’s mandate at the regional level
while the Office of the Schools Division Superintendent provides
local management and administration of the Department’s
mandate at the schools division level.
At the school level, the school head or the school principal stir the
direction of school personnel, both teaching and non-teaching. In
the teaching-wing, it is the subject coordinator (head teacher in
junior high school) for senior high school that directs the teachers.
The teacher in turn, directs the students/learners as part of the
teaching and learning process.
References:
https://www.deped.gov.ph/about-deped/central-office/strategic-
management-functions/
https://www.deped.gov.ph/about-deped/central-
office/governance-and-operations-functions/
https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_8.pdf
Educational leadership is a collaborative process that unites the
talents and forces of teachers, students, and parents to improve the
quality of education and the education system itself. It is a process
of influence leading to the achievement of desired
purposes. Educational leaders develop a vision for schools based
on personal and professional values. They articulate this vision and
influence others (e.g., stakeholders) to share the vision. The
school’s philosophy, structures, management, and teaching/non-
teaching activities are all focused towards achieving this shared
vision.
Educational leadership is usually associated with formal
organizational position in schools. However, there are also
informal leaders such as specialist leaders whose influence stems
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque
MASTER OF PUBLIC ADMINISTRATION
a colorful person; he may never use
memorable devices to dramatize the
purposes of his group or to focus
attention on his leadership. As for the
important matter of setting goals, he
may actually be a man of little
influence, or even of little skill; as a
leader he may merely carry out the
plans of others.
His unique achievement is a human
and social one which stems from his
understanding of his fellow workers
and the relationship of their individual
goals to the group goal that he must
carry out.
Source:
https://hbr.org/2004/01/understanding-
leadership
from their subject knowledge or skills with groups of learners, or
individuals who have social influence with their peers and sway
views and attitudes. Leadership is not necessarily attached to a role
and can be viewed as a process rather than a position of authority.
Officially, Educational Leadership as viewed by the Department
of Education is the ability to craft and pursue a shared school
vision and mission, as well as develop and implement curriculum
policies, programs, and projects.
Although, in the school setting, everyone is expected to manifest
leadership qualities, however, in the public school system,
leadership as a management function is tied-up with hierarchical
position.
References:
https://www.igi-global.com/dictionary/learning-
organisation/41522
https://www.cambridgeinternational.org/images/271192-
educational-leadership.pdf
https://www.deped.gov.ph/wp-
content/uploads/2007/07/DO_s2007_042.pdf
Annex:
(Lifted from https://caraga.deped.gov.ph/six-leadership-qualities-
to-improve-school-management/)
Six leadership qualities to improve school management
By: Dr. Alejandro P. Macadatar
EPS, DepEd Caraga
Republic Act 9155 also known as Governance of Basic
Education Act provides that a school must be managed by a
school head who has “the authority, responsibility and
accountability for achieving higher learning outcomes.” His
roles include, but not limited to, leadership, management,
teacher evaluation, and enforcing student discipline.
Leading and managing the school requires more than hard work
and time. An effective school head or principal therefore also
needs to have the following leadership qualities and mindset:
1. Visionary. A visionary leader is driven and inspired by what a
school can and must become. He/she can truly define what to
achieve in the course of time. A visionary principal does not settle
for the status quo. He strives to meet the desired outcomes. He
knows the possibilities and he finds ways to address future
challenges.
2. Learned. A learned school head gets the respect and admiration
of teachers, learners and other stakeholders when his/her learning
is above par. A principal must not only be a step ahead of the
teachers but necessarily a mile away. This demands from him/her
to do more private readings or research, attend more seminars,
workshops, and trainings because he/she needs to gain important
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

information and the skills to utilize such information for the
improvement of the school.
A smart school head finds pleasure in valuing the ideas and
opinions of intelligent teachers. In an improved and well-managed
school, an unhealthy competition does not thrive because
everyone’s point of view is important. A learned school head must
also understand the different legal bases of every program, project,
and activity even as he/she knows when and how to apply these in
daily undertakings.

3. Visible. A principal who is often seen in the school premises

promotes stability, calmness and sustainability. It is easy to
respond to the needs of the stakeholders when the school head is
around. How can a school head be able to monitor the happenings
and the real situation of the school if he/she is often out?

A visible school head may do the following:

a. Take the first two hours in the morning to roam around and be
aware of what’s going on in the school;

b. Check and monitor who among the teachers are having or not
having classes or who are out;

c. Inspect common toilets, water supply, electric lamps, presence

of intruders, etc;

d. Communicate with parents and some learners and monitor if

there are learners staying outside during class hours.

In case the school head is out for official business or for other legal
reasons, it is imperative for him/her to designate an Officer-in-
Charge. Such a designation should include a defined terms of
reference pertaining to its scope and limitations. This will ensure
continuous operation of the school.

4. Transparent. To be transparent means to be honest at all times,

particularly in all financial transactions involving human and
technological resources. Transparency in financial management
may make or break a school head. Stakeholders must be informed
on how the money is spent and liquidated based on the
Maintenance and Other Operating Expenses (MOOE), canteen
proceeds, income from IGP, donations, contributions, etc. The
more transparent the school head is, the better for the school.

If transparency is evident in the school, people will be enticed to

support school-based endeavors, especially if they understand the
status of the school’s Key Performance Indicators (KPIs) and
future plans. Keeping them informed of the E-SIP/AIP and the
School Report Card is an advantage. Pertinent information can be
posted in an updated Transparency Board together with the Citizen
Charter.

5. Provides Technical Assistance. A school head must provide

Technical Assistance (TA) to those who need it. In fact, TA is one
of his/her Key Result Areas (KRAs). It is provided especially to
the new faculty members. It may be in the form of mentoring,
coaching, conducting training and workshop, answering some
inquiries, leading a team, sharing opinions, correcting and editing
proposals and correspondences, etc.

MARINDUQUE STATE COLLEGE
MASTER OF PUBLIC ADMINISTRATION
7. Communication
the process by which information is
exchanged between two or more
people (increasingly, machines are also implemented through the issuance of school memorandums.
included in communication, but we
limit the discussion here to
communication between people). Each
of the management roles—planning,
organizing, leading, and controlling—
depends on effective communication.
Managers must be able to receive
accurate information to determine
plans, and they must be able to send
accurate information for the plans to be
implemented. When information is
accurately sent and received, everyone
in an organization can be informed. As
we see in the earlier example, however,
when information is misinterpreted or
when incorrect information spreads,
communications can create significant
problems in organizations.
Source:
https://courses.lumenlearning.com/w
m-
principlesofmanagement/chapter/com
munication-in-the-management-
function/
8. Motivation
The definition of motivation in
management refers to inspiration,
desire, and morale, and it describes the
willingness to execute duties in pursuit
of organizational objectives. Leaders
with solid motivational skills spur and
induce people to undertake a specific
course of action to achieve desired
goals and objectives. Essentially,
motivation functions like an activating
force that stimulates people to
accomplish their best.
Motivating employees means
implementing an inspirational process
to encourage team members in pursuit
of mutual targets. Having motivated
employees is beneficial to any
Republic of the Philippines
GRADUATE SCHOOL
Tanza, Boac, Marinduque
6. Empowers people. To empower means to give others the full
trust to do something for the betterment of the school. One way of
doing this is to apply the power of delegation. School heads who
are afraid to delegate their responsibility are not real leaders and
managers. An empowering school head understands that he/she
can delegate only the responsibility and not the accountability, for
accountability still belongs to him/her.
An empowering leader is someone who values the presence of
everyone in the organization, happy when someone is leading a
team and does the work, enthusiastic in monitoring the progress of
the task, and always prepared to provide inputs and feedback once
needed.
By large, communication at the school/station level is done on a
personal level. Informal communication is usually implemented
through verbal communication. Formal communication is
Officially, the Department of Education is guided by DepEd Order
No. 30 series of 2019 or THE DEPARTMENT OF EDUCATION
MANUAL OF STYLE and DepEd Order No. 31 series of 2019 or
THE DEPARTMENT OF EDUCATION SERVICE MARKS
AND VISUAL IDENTITY MANUAL. The department has a
wealth of issuances in the form of orders and memorandums that
concerns communication, those above controls more on official
(written, formal) communication.
Going back, at the school level, communication as part of
management function is very important to aptly relay information
or data to the entire organization. Poor communication skills create
vague, ambiguous, and confusing messages open for varied and
mostly over lapping interpretation.
References:
https://www.deped.gov.ph/wp-
content/uploads/2019/10/DO_s2019_030-2.pdf
https://www.deped.gov.ph/2019/10/18/october-18-2019-do-030-
s-2019-the-department-of-education-manual-of-style/
Motivation as a management function is important because proper
motivation empowers employees to shoulder through the
complexities and struggles in the given work environment. In the
school system, self-motivation is usually observed. Motivation
from a hierarchical point is manifested by the presence of the
process of coaching and mentoring.
In a study conducted by Comighud and Arevalo, 2020, it is
mentioned that to determine the level of motivation in relation to
teachers' performance the quantitative data were gathered from 89
teachers of District 6, Bayawan City Division, Negros Oriental for
SY 2018-2019. Also, the researcher conducted a survey
questionnaire. Descriptive-correlational method was used in the
study. The study found out that the level of motivation as perceived
by the teachers was "very high" in terms of the following aspects:
(a) existence needs; (b) relatedness; and (c) growth needs. In
addition, it was also found out that the level of teachers' job
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

organization because it improves the performance is at a "very satisfactory" level. Moreover, there is no
chances of achieving operational, significant difference in the level of teachers' motivation when
financial, and strategic goals. Highly they are grouped and compared according to variables of age, sex
motivated employees play a crucial (gender) and length of service, however, variables on highest
role in achieving organizational
educational attainment and average monthly income are found to
success. In fact, employee
motivation is an integral aspect of be significant. Lastly, the relationship between the level of
management. Corporate executives, teachers' motivation and the level of teachers' job performance is
managers, and team leaders must found to be insignificant. This is to mean that in this study there is
demonstrate strong motivational skills an insignificant relation between motivation and performance. It is
to inspire their subordinates and create from personal experience, that it is observed that teachers with
the enthusiasm to pursue and achieve very satisfactory and outstanding performance are not necessarily
organizational goals. seen as highly motivated. Some are even disengaged but happens
Motivated employees benefit to be doing a good job in a routinary manner. It goes as well that
companies in significant ways. In motivated teachers do not necessarily yield highly proficient
addition to improving performance,
performance.
inspired employees increase the overall
organizational productivity.
Ultimately, this translates to better In general, particularly in the government service, it is mandated
sales, more revenue generation, and to conduct a coaching and mentoring program. This is to ensure
improved profitability. To motivate that employees are motivated to set goals in relation to job-related
employees, management must provide function, responsibilities, and duties, while tracking the employees
them with the opportunity to satisfy progress in achieving such goals. Coaching is a process that allows
their needs. In this case, motivation an individual to discover their own ‘best fit’ and own ‘best self’.
acts as a powerful tool that inspires The coach does not provide solutions but assists the
employees to behave and function in staff/individuals find the solutions themselves to perform better,
the desired manner to meet their needs
improve their craft, meet or even yet exceed their targets toward
and achieve organizational targets.
the delivery of efficient and effective public service. If you have
Source: ever had a really good coach in your professional life, you will
https://study.com/learn/lesson/motivat know how wonderfully helpful and motivational the experience
ion-in-management-overview- can be. A great coach enables you to grow in confidence and
process-how-to-motivate-in- capability and helps you find your way when you don’t know what
management.html#:~:text=The%20def to do.
inition%20of%20motivation%20in,in
%20pursuit%20of%20organizational References:
%20objectives.
https://www.deped.gov.ph/2020/10/07/innotechs-teacher-
motivation-research-supports-depeds-initiative-on-career-
progression/

https://www.depedmalaybalay.net/articles/k-to-12-needs-self-
motivated-teachers.html

https://www.researchgate.net/publication/340607637_Motivation
_In_Relation_To_Teachers'_Performance

https://www.deped.gov.ph/2015/02/06/do-2-s-2015-guidelines-
on-the-establishment-and-implementation-of-the-results-based-
performance-management-system-rpms-in-the-department-of-
education/

http://www.csc.gov.ph/2014-02-21-08-16-56/2014-02-21-08-17-
24/2014-02-28-06-38-04.html

http://www.csc.gov.ph/phocadownload/userupload/csi/hrs_ppt/20
19HRSPPT/Developing%20a%20Mentoring%20Program%20in
%20Your%20Organization-
%20Where%20to%20Begin_Maribel%20Francisco-Aglipay.pdf

https://archive.australiaawardsphilippines.org/partners/cpos-and-
psps/civil-service-commission-1/2011-
2012/HROD%20Plan/Prioritised%20HROD%20Interventions/int
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque
MASTER OF PUBLIC ADMINISTRATION
9. Supervision
A process that involves a manager
meeting regularly and interacting with
worker(s) to review their work. It is
carried out as required by legislation,
regulation, guidance, standards,
inspection requirements and
requirements of the provision and the
service. The purpose is to monitor tasks
and workload, solve problems, support
workers in dealing with complex
situations and moral and ethical
dilemmas and to promote staff
development.
Supervision aims to provide
accountability for both the supervisor
and supervisee exploring practice and
performance. It also enhances and
provides additional evidence for
annual performance management and
review. Supervision has a particular
focus on developing the supervisee in a
way that that is centered on achieving
better outcomes for people who use
services and their careers.
Source:
https://stepintoleadership.info/supervis
ion.html#:~:text=Supervision%20is%
20a%20process%20that,the%20provis
ion%20and%20the%20service.
ervention-2-leadership-training/uploaded-documents/misc_2/csc-
coaching-gudie-oct-1-with-preface-etc.pdf
At the school/station level, supervision is exercised by the school
head and the subject coordinator in terms of Curriculum
Implementation. A teacher is supervised on a periodic basis in a
school (academic) year. This instructional supervision is
conducted in accordance with the approved school supervisory
plan. This is also similar in the division level and the regional level,
were the education program supervisor conducts technical
assistance in the form of supervision function.
In a study by Dolorosa, 2020, he stated that instructional
supervision is a professional continuous and cooperative process
for the improvement of learning and teaching instruction. The
study assessed the level of performance of the administrators’
duties and responsibilities and its relationship to their level of
compliance with the standards for instructional supervision. The
study considers how instructional supervision and support by
educational authorities help improve the teaching–learning process
and the professional development of school administrators in the
secondary public schools in the National Capital Region (Metro
Manila, Philippines). To date the research into this field in the
Philippine educational system has tended to focus on the
mechanics and standards of instructional supervision among
school administrators. The study examines how administrators
perform their duties and responsibilities in compliance with the
standards for instructional supervision as basis for enhancing
instructional supervisory plan. It also investigates how
administrators improve the teaching–learning process and provide
effective professional development of teachers at public secondary
school level. Said study aims to develop and enhance an effective
instructional supervisory plan among school heads to support the
four (4) key areas of teaching-learning process, the Instructional
Support for Teachers’ Effectiveness and Efficiency; Teachers
Capability Building; Curricular Enhancement; and Assessment of
Learning Outcomes. It concludes by recommending various
measures for strengthening the efforts of school administrators in
the public secondary schools and provide academic and
instructional support to teachers and students for quality education.
References:
https://ijcrt.org/papers/IJCRT2007619.pdf
https://www.deped.gov.ph/wp-
content/uploads/2018/10/DM_s2009_393.pdf
https://www.teacherph.com/public-school-district-supervisor-
sdo-cid/
https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-
teachers-improve-delivery-of-quality-basic-education/
https://www.deped.gov.ph/2022/02/10/february-9-2022-dm-004-
s-2022-implementation-of-the-results-based-performance-
management-system-philippine-professional-standards-for-
teachers-for-school-year-2021-2022/
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque
MASTER OF PUBLIC ADMINISTRATION
10. Coordination
Coordination is the function
of management which ensures that
different departments and groups work
in sync. Therefore, there is unity of
action among the employees, groups,
and departments.
It also brings harmony in carrying out
the different tasks and activities to
achieve the organization’s objectives
efficiently. Coordination is an
important aspect of any group effort.
When an individual is working, there is
no need for coordination.
Therefore, we can say that the
coordination function is an orderly
arrangement of efforts
providing unity of action in pursuance
of a common goal. In an organization,
all the departments must operate a part
of a cohesive unit to optimize
performance.
Coordination implies synchronization
of various efforts of different
departments to reduce conflict.
Multiple departments usually perform
the work for which an organization
exists.
Therefore, synchronization between
them is essential. Lacking
coordination, departments might work
in different directions or at different
timings, creating chaos.
Source:
https://www.toppr.com/guides/busines
s-management-and-
entrepreneurship/direction-and-
coordination/concept-and-features-of-
coordination/
11. Controlling
Controlling is all about ensuring that a
company's performance is consistent
with its stated goals and objectives.
The management's job is to ensure that
events do not deviate from their
predetermined course of action. Set
standards for performance, measure
and compare results to those criteria,
and take remedial action if necessary.
Organizational goals can be assessed
by comparing performance to
established standards of practice,
identifying the discrepancies, and
recommending corrective action
through the managerial role of
regulating. Consequently,
the controlling function in
management directs the organization
At the school/station level, coordination as a management function
is a primary task of the school head. The school head coordinates
with the division level and regional level in periodic executive
management meeting/conference. Specific school coordinators are
usually designated responsibilities to teachers as part of their
ancillary work, such as but not limited to the following: ICT
coordinator, DRMM Coordinator, Youth Formation Coordinator,
NDEP Coordinator, etc.
School-community relationship is also a product of the
coordination function of school management. Regular and close
coordination with external and internal stakeholders are to be seen.
Commonly, coordination with parents and students are the
responsibility of classroom advisers. Inter-agency coordination is
also prevalent particularly with the Local Government Unit (the
barangay and the municipal/city government) and Law
enforcement agencies (Philippine National Police, Buruea of Fire
Protection, etc.) Coordination with private enterprises is also
crucial as part of the school-community relations. This partnership
with the private sector is not just for financial
contribution/donation to the school, but more to do with internship
or work immersion and for potential employment of senior high
school graduates.
References:
https://www.deped.gov.ph/about-deped/central-office/strategic-
management-functions/
https://www.deped.gov.ph/wp-
content/uploads/2021/10/DM_s2021_071.pdf
https://www.referenceforbusiness.com/management/Log-
Mar/Management-Functions.html
http://www.depedcamnorte.ph/web/index.php/articles/admin-
supervision/43-administrative-management-function
https://education.stateuniversity.com/pages/2333/Principal-
School.html
Legally speaking, Control as a management function as stated in
the Administrative Code of 1987 is the power of an officer to alter
or modify or nullify or set aside what a subordinate officer had
done in the performance of his duties and to substitute the
judgment of the former for that of the latter. However, in general
sense in the government service, the control function talks about
performance management. Performance Management System as
laid by the Civil Service Commission started to be institutionalized
in 1963 as the Performance Rating System (PRS). Then, in 1978
in became New Performance Appraisal System or NPAS. In 1989
it took the form of Performance Evaluation System or PES. Then,
in 2005 it was recreated as the Performance Management System-
Office Performance Evaluation System or PMS-OPES. And
currently, we are using the Strategic Performance Management
System or SPMS and the Results-Based Performance Management
System or RBPMS that started in 2011.
In the Department of Education, performance management is
governed by DepEd Order No. 2 series of 2015 or the
 Republic of the Philippines
MARINDUQUE STATE COLLEGE
GRADUATE SCHOOL
Tanza, Boac, Marinduque

MASTER OF PUBLIC ADMINISTRATION

toward attaining its goals over the long GUIDELINES ON THE ESTABLISHMENT AND
term. IMPLEMENTATION OF THE RESULTS-BASED
PERFORMANCE SYSTEM IN THE DERPARTMENT OF
Source: EDUCATION. An additional performance indicator specifically
https://study.com/learn/lesson/controll
added in 2017 for teaching personnel with the advent of DepEd
ing-management-function-principles-
examples.html Order No. 42 series of 2017 or the NATIONAL ADOPTION AND
IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS (PPST). Currently, performance
management in the department is controlled by DepEd
Memorandum No. 4 series of 2022 or the IMPLEMENTATION
OF THE RESULTS-BASED MANAGEMENT SYSTEM –
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS FOR SCHOOL YEAR 2021-2022.

Practically, teachers as the ratee, is rated by the master teachers

assigned as the subject coordinator in the public senior high school.
The master teacher is then rated by the school head/principal. The
school head/principal is rated by the schools division
superintendent. The flow of control could be traced in the rater
prescribed in the IPCR/OPCR.

References:

https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-
teachers-improve-delivery-of-quality-basic-education/

https://www.deped.gov.ph/wp-
content/uploads/2022/02/DM_s2022_004.pdf

https://www.deped.gov.ph/wp-
content/uploads/2015/02/DO_s2015_02.pdf

https://www.deped.gov.ph/wp-
content/uploads/2017/08/DO_s2017_042-1.pdf

http://www.csc.gov.ph/2014-02-21-08-16-56/2014-02-21-08-17-
24/2014-02-28-06-36-47.html

http://www.csc.gov.ph/speech/281-performance-management-
update-harmonizing-spms-and-rbpms.html

https://lawphil.net/judjuris/juri1959/jul1959/gr_l-
12366_1959.html

Submitted by:

VYTRUVIUZ JACOBY L. BERMUDA

Student, Master of Public Administration