STUDENT NUMBER: G20-0012

DOCTOR OF EDUCATION -MAIN CAMPUS

SEMINAR IN ADVANCED STATISTICS APPLIED TO
EDUCATION

Part 1.
The table shows the age of teachers/principals in terms of age. Out of 305 teachers/principles, 0.7
% or 2 of them are 60 years old above. The 11.1% or 34 of them aged 50-59 years old. The
36.4% or 111 of them aged 40-49 years old. The 34.1% or 104 of them aged 30-39 years old.
And the remaining 17.7% or 54 of them belong to age 20-29.
In terms of Sex, the table shows that out of 305 teachers/principals, there 9.2%or 28 of them are
male and the remaining 90.8 or 277 of them are female.
In terms of Highest Educational Attainment, out of 305 teachers/principals, 0.3% or 1of them is
Doctorate Degree Holder. 1.3% or 4 of them are Doctorate Degree with Earned Units. 2.3% or 7
of them are with Master’s Degree. 64.3% or 196 of them are Master’s Degre with earned units.
And the remaining 31.8% or 97of them are with Bachelor’s Degree in Education.
In terms of the length of experience, out of 305 teachers/principals, 21.6% or 66 of them are 20
years above in service. 26.6% or 81 of them have 11-20 years. 18.4%or 56 of them have 7-10
years, 6.6% or 20 of them have 1-2 years.
In terms of Academic Rank, 99.7% or 304 of them are teachers and 0.3% or 1of them is
principal.
In terms the profile of the Stakeholder Respondents, the ages range out of 222
teachers/principles, 34.8 % or 77 of them are 60 years old above. The 32.2% or 76 of them aged
50-59 years old. The 18.9% or 42 of them aged 40-49 years old. The 11.3% or 25 of them aged
30-39 years old. And the remaining 0.8% or 2 of them belong to age 20-29.
In terms the sex of the Stakeholder Respondents, out of 222 teachers/principles, 60.4% or 134 of
them are Male. The 39.6% or 88 of them are female.
In terms the tyepes of the Stakeholder Respondents, out of 222 teachers/principles, 15.8 % or 35
of them are Barngay Officials. The 18.5% or 41 of them are officials and employees. The 32.4%
or 72 of them parent. The 12.2% or 27 of them are retired employees.

PART II.
The table 4 shows the School-based Management Practices in terms of School Leadership has an
overall mean of 2.92 or a verbalinterpreation of AGREE/Evident. Among the criteria for
Teacher-Principal respondents, the highest mean is attributed to the performance of fund
mangement duties with a mean of 3.60 or a verbal interpretation of Strongly Agreeor Highly
Evident. The lowest mean is atributed to the initiation of school head in organizing stakeholders,
organization for student an,parent, teacher, and LGU and localorganization with a mean of 1.11
or o verbal interpretation of Strongly Disagree or Not Evident.
The table 4 shows the School-based Management Practices in terms of Stakeholders, has an
overall mean of 2.48 or a verbal interpreation of DISAGREE or moderately Evident. Among the
criteria for stakeholders respondents, the highest mean is attributed to the performance of of the
stakeholders in terms of appointmnet with a mean of 3.77 or a verbal interpretation of Strongly
Agree or Highly Evident. The lowest mean is atributed to the mangement in attending school-
based related seminars with a mean of 1.14 or o verbal interpretation of Strongly Disagree or Not
Evident.
The table 5 shows the School-based Management Practices in terms of Internal Stakeholders, has
an overall mean of 3.03 or a verbal interpreation of Agree or Evident. Among the criteria for
Teacher-Princiapl respondents, the highest mean is attributed to the knowledge and process skills
of the teachers in terms of participation with a mean of 3.73 or a verbal interpretation of
Strongly Agree or Highly Evident. The lowest mean is atributed to curriculum and content
submission with a mean of 1.00 or o verbal interpretation of Strongly Disagree or Not Evident.
The table 5 shows the School-based Management Practices in terms of Internal Stakeholders, has
an overall mean of 3.46 or a verbal interpretation of strongly agree or highly evident. Among the
criteria for stakeholders respondents, the highest mean is attributed to the rights and
responsibilities with a mean of 3.67 or a verbal interpretation of Strongly Agree or Highly
Evident. The lowest mean is atributed to the curriculum and content submission with a mean of
1.00 or o verbal interpretation of Strongly Disagree or Not Evident.
The table 6 shows the School-based Management Practices in terms of External Stakeholders,
has an overall mean of 2.56 or a verbal interpretation of agree or evident. Among the criteria for
stakeholders respondents, the highest mean is attributed to School Improvement Plan by LGU
with a mean of 3.58 or a verbal interpretation of Strongly Agree or Highly Evident. The lowest
mean is atributed to the mobilized support to SBM with a mean of 1.43 or o verbal interpretation
of Strongly Disagree or Not Evident.
The table 6 shows the School-based Management Practices in terms of External Stakeholders,
has an overall mean of 2.84 or a verbal interpretation of agree or evident. Among the criteria for
stakeholders respondents, the highest mean is attributed to School Improvement Plan by LGU
with a mean of 3.65 or a verbal interpretation of Strongly Agree or Highly Evident. The lowest
mean is atributed to the mobilized support to SBM and School Community tosupport or
implement SBM with a mean of 2.00 or o verbal interpretation of Strongly Disagree or
Moderately Evident.
The table 7 shows the School-based Management Practices in terms of School Improvement
Process, has an overall mean of 3.34 or a verbal interpretation of strongly agree or highly
evident. Among the criteria for teacher-principal respondents, the highest mean is attributed to
knowledge-based participatory plan with a mean of 3.72 or a verbal interpretation of Strongly
Agree or Highly Evident. The lowest mean is atributed to the stakeholders record for
involvement with a mean of 2.00 or o verbal interpretation of Strongly Disagree or Moderately
Evident.
The table 7 shows the School-based Management Practices in terms of School Improvement
Process oftsakeholders has an overall mean of 3.23 or a verbal interpretation of disagree or
moderately evident. Among the criteria for taleholders respondents, the highest mean is
attributed to incentives and rewards with a mean of 3.63 or a verbal interpretation of Strongly
Agree or Highly Evident. The lowest mean is atributed to school governing council and school
managemnt council with a mean of 1.00 or o verbal interpretation of Strongly Disagree or Not
Evident.
The table 8 shows the School-based Management Practices in terms of School Based Resources,
has an overall mean of 3.43or a verbal interpretation of strongly agree or highly evident. Among
the criteria for teacher-principal respondents, the highest mean is attributed to allocation of plan
with a mean of 3.72 or a verbal interpretation of Strongly Agree or Highly Evident. The lowest
mean is atributed to the annual school budget attainement and control of funds with a mean of
3.00 or o verbal interpretation of agree or Evident.
The table 8 shows the School-based Management Practices in terms of School Based Resources,
has an overall mean of 3.43or a verbal interpretation of strongly agree or highly evident. Among
the criteria for stakeholders respondents, the highest mean is attributed to needs analysis with a
mean of 3.59 or a verbal interpretation of Strongly Agree or Highly Evident. The lowest mean is
atributed to the control of funds and allocation utilization with a mean of 1.00 or o verbal
interpretation of strongly disagree or not Evident.
The table 9 shows the School-based Management Practices in terms of School Performance
Accountability, has an overall mean of 3.07 or a verbal interpretation of agree or evident. Among
the criteria for teacher-principal respondents, the highest mean is attributed to committes’
organization with a mean of 3.76 or a verbal interpretation of Strongly Agree or Highly
Evident. The lowest mean is atributed to the school installation opertaion with a mean of 2.00 or
o verbal interpretation of disagree or moderately Evident.
The table 9 shows the School-based Management Practices in terms of School Performance
Accountability, has an overall mean of 3.07 or a verbal interpretation of agree or evident. Among
the criteria for stakeholders respondents, the highest mean is attributed to committes’
organization with a mean of 3.59 or a verbal interpretation of Strongly Agree or Highly
Evident. The lowest mean is atributed to the school monitoring and evaluation with a mean of
1.00 or o verbal interpretation of strongly disagree or not Evident.
The table 10 shows the summary tableof School-based Management Practices, has an overall
mean of 2.92 or a verbal interpretation of agree or evident. Among the criteria for teacher-
principal respondents, the highest mean is attributed school-based resources with a mean of 3.43
or a verbal interpretation of Strongly Agree or Highly Evident. The lowest mean is atributed to
the school leadership with a mean of 2.13 or o verbal interpretation of disagree or moderately
Evident.
The table 10 shows the summary tableof School-based Management Practicesin terms of
stakeholders , has an overall mean of 2.58 or a verbal interpretation of agree or evident. Among
the criteria for teacher-principal respondents, the highest mean is attributed internalstakeholders
with a mean of 2.84 or a verbal interpretation of Agree or Evident. The lowest mean is atributed
to the school based resources with a mean of 2.21 or o verbal interpretation of disagree or
moderately Evident.

PART III.
Based on the parctices on the implementation of the school-based mangement system between
Teacher-Principal and Stakeholders Respondents, there is a significant difference on the
following parameters: School Leadership, External Stakeholders, School Improvement Process,
School-based Resources, School Performance Accountability and School-Based Management
Practices. There is no significant diffrence on the parameter of Internal Stakeholders.

PART IV.
The measures that served as the basis of this study has under the Mangement Practices of School
Leader, teachers and stakeholders. Ths study used the school-based mangement indicator to asses
and measures the performances of the different key areas of management. By the following
given results, this will serve as the input for the development or improvement of the school
management plan.

Enhancement Program

Objective Goals Strategies Activities Person Evaluation

Responsible
School To 1. Assess the 1. Assessment 1.School 1.
Recovery propose learners’ and Stakeholders Assessment
Plan a learning Remediation every
recovery loss. to the quarter
plan for 2. Determine students 2.
learning the who got 75- Diagnostic
loss intervention 79 GWA. Exam
needed by 2. Remediation
each every 4:00-
learners. 5:00PM