Assessment of the Organizational Performance of

the Philippine High School for the Arts

An Integrity Development Action Plan and Project (IDAPP)

Presented to
The Faculty of the Master in Public Management Program
Graduate School of Public and Development Management
Development Academy of the Philippines

In Partial Fulfilment of the Requirements

For the Master in Public Management major in Integrity Development in
Governance

Cirila B. Cobrana

November 19, 2012

 ENDORSEMENT

This Integrity Development Action Plan and Project (IDAPP) entitled

“Assessment of the Organizational Performance of the Philippine
High School for the Arts” of Mrs. Cirila B. Cobrana has been reviewed
and is recommended for defense.

EMMA L. IZON PROF. GABRIEL MA. J. LOPEZ

Institutional Partner Faculty Adviser

 development academy of the philippines

GRADUATE SCHOOL OF PUBLIC AND DEVELOPMENT MANAGEMENT

Institute of Public Management
Master in Public Management major in Integrity Development in Governance

APPROVAL FORM

This Action Plan and Project (APP) entitled “Assessment of the Organizational

Performance of the Philippine High School for the Arts” of CIRILA BELARMINO-

COBRANA has been successfully defended on November 19, 2012.

EMMA LIM-IZON GABRIEL MA. J. LOPEZ

Defense Panel Member Defense Panel Member

Defense Panel Member

Accepted by:

GLORIA JUMAMIL-MERCADO PhD, MNSA

Dean, GSPDM

ANTONIO D. KALAW, JR., CESO I

President, DAP
 ACKNOWLEDGEMENT
This project would not be complete without the assistance and support of
the following people who helped me in preparation and implementation:
The management, members of the faculty and staff of the Development
Academy of the Philippines, especially to Dean Gloria Jumamil-Mercado, Director
Rodney A. Jagolino, Miss Zemalyn O. Gutierrez, Ms. Ma. Theresa Ocate-Javier,
Mr. Richard Caramat and my adviser Prof. Gabriel Ma. J. Lopez.
The PHSA community headed by Officer-in-Charge Mrs. Emma L. Izon,
Mrs. Precy A. Mondejar, Mrs. Lilibeth A. Carbos, Miss Cleofe Q. Cabauatan, Miss
Maridol P.Diola, Mr. Allan F. Pagatpatan, members of the PHSA Advisory Council,
faculty and staff, the Parent Teacher Staff Council, Students Council, consultants,
alumni and former employees;
To Mrs. Mercedita A. Mojica, Mrs. Helen C. Jimena, Mrs. Katherine H.
Ancheta, Mrs. Genette A. Edan, Mrs. Mrs. Lyza G. Amat, Mrs. Maria Marian C.
Infante, Mr. Fernando C. Josef and Mrs. Cecilia A. Martinez for encouraging me
in many ways;
To Mrs. Edith A. Malleon and Mrs. Poral of the University of the Philippines
Los Banos and Mrs. Nova A. Ramos of the Southeast Asian Regional Center for
Graduate Study and Research in Agriculture for their help;
To all my hometown friends and my classmates in the Graduate Certificate
Course on Corruption Prevention (GCCCP-Batch 4) and in Master in Public
Management Major in Integrity Development in Governance (MPM-IDiG) for their
support;
To my family - Tatay, Inay, sisters Venus & Ely, brothers Efren and Kiko,
cousin Ning, all my nephews and nieces, and to Marck and Avril for their
understanding, love, inspiration and prayers.
And most of all, to Aling Maria and the God Almighty.
Thank you very much.
CIRILA BELARMINO-COBRANA
December, 2012
 ABSTRACT

This project assessed the effectiveness of the organizational performance

of the Philippine High School for the Arts (PHSA) as the only public secondary
school in the country that is focused on the arts. It included an overview and
historical development of arts education, the PHSA profile and its resources, and
other agencies in the arts sector. A self-administered survey was conducted and
served as a follow-up approach after the initial assessment of the status of the
school in 2009. The survey instrument, records, and SWOT analysis were used
to gather data and information to assess the perception of the various
stakeholders of PHSA since its inception in 1977. Members of the PHSA Advisory
Council, parents, students, former directors, staff and other patrons of arts
served as key informants. The assessment results would serve as a basis for
planning, decision-making and evaluation of the effectiveness of its programs
and operations. As the only institution of its kind, the evaluation result would
serves as a feedback mechanism on how the stakeholders see and what they
expect from the school.

The effectiveness of the programs of PHSA in its education and arts

program is manifested in the results from the use of the survey instrument,
review of the documents and reports that helped in the assessment of the
organizational performance of PHSA, and the integrity issues and gaps that
confront the management. The study strengthens the fact that assessment of
performance of the organization is needed to maintain integrity at work and in
the workplace.
 Table of Contents

CHAPTER I. INTRODUCTION

1.1 Background, 1
A. Historical Background of the Arts Education in the Philippines, 1
1. Profile of the Philippine High School for the Arts, 2
1.a Philosophy, Vision, Mission and Objectives, 2
1.b Curricular Offerings and Specialization, 3
1.c School Profile, 3
1.d History and Development of Arts Education in the Philippines, 4
2. Other Arts Institutes in the Philippines, 5
B. Government Efforts to Measure and Control Performance, 7
1. Oversight Agencies, 7
2. Agency-Based Performance Tools, 10
1.2 Problem Statement, 13
1.3 Goals and Objectives, 14
1.4 Significance of the Integrity Development Action Plan (IDAPP), 15
1.5 Project Motivation, 17
1.6 Assumption and Limitation, 18
CHAPTER II. PROJECT FRAME AND DESIGN

2.1 Identification of Project Impacts and Affected Population, 19

2.2 Legal Framework and Principles, 20
2.3 Related Projects and Studies, 22
2.4 Conceptual Framework, 28
2.5 Definition of Terms, 34
2.6 Research and Analytical Framework, 38
2.7 Stakeholders Analysis, 47
2.8 Design of the IDAPP, 50

CHAPTER III. PROJECT RESULTS AND RECOMMENDATIONS

3.1 Presentation of Project Results, 54

3.2 Analysis of the Project Impacts, 55
3.3 Policy Statement or Redirection, 82
3.4 Summary of Findings, Conclusions, and Recommendations, 83
3.5 Proposal for Sustainability, 87
3.6 Implications to Integrity Development in Governance, 87
3.7 Suggestions for Future Studies, 88

CHAPTER IV. THE APP EXPERIENCE AND MY BEING A PUBLIC

MANAGER, 89

BIBLIOGRAPHY
APPENDICES
STUDENT’S CURRICULUM VITAE
 List of Tables

Table 1. – The Survey Form, 43

Table 2. – Input Stakeholder Analysis, 47
Table 3. – Output Stakeholder Analysis, 48
Table 4. – Action Project Plan Design, 50
Table 5. – Perception of the Faculty, 56
Table 6. – Perception of the Staff, 56
Table 7. – Perception of the Students, 57
Table 8. – Perception of the Parents, 58
Table 9. – Perception of the Advisory Council, 58
Table 10.- Perception of the Administrators, 59
Table 11.- Perception of Others, 60
Table 12.- Perception of All Stakeholders, 61
Table 13. - Education Budget of CY 2000-2010, 62
Table 14. – Summary of Reports on Appointments, 64
Table 15. – Enrolees Per Year Level for School Year 2001 – 2010, 66
Table 16. – Computation of Per Capita from 2001-2010, 67
Table 17. – Total Number of Graduates from 1979 – 2011, 68
Table 18. – Test Results, 69
Table 19. – Accomplished Programs, Activities and Projects, 71
Table 20. – Summary of Successful Programs of PHSA, 72
Table 21. – Summary of Unrealized Programs, 74
Table 22. - Identifying Strengths and Weaknesses, 76
Table 23. – Identifying Opportunities and Threats, 78
 List of Figures

Figure 1. – The Theoretical Paradigm of the Study, 29

Figure 2. - The Conceptual Framework, 30

List of Appendices

Appendix 1. – PHSA Executive Order No. 420

Appendix 2. – Commission on Audit Report
Appendix 3. - Civil Service Commission PMMEAS Report
Appendix 4. – Request Letter to Conduct the Study
Appendix 5. – Request Letter to all Stakeholders
Appendix 6. – Comments and Suggestions of Key Informants
 LIST OF ACRONYMS

ANSYAS -Annual Nationwide Search for Young Art Scholars

APP -Action Project Plan
AESD -Administrative and External Services Division
BARS -Behaviourally Anchored Rating Scales
CESB -Career Executive Service Board
CESO -Career Executive Service Officers
CCP -Cultural Center of the Philippines
CID -Curriculum and Instruction Division
COA -Commission on Audit
COC -Code of Conduct
CPAP -Corruption Prevention Action Project
CSC -Civil Service Commission
DAP -Development Academy of the Philippines
DBM -Department of Budget and Management
DepEd -Department of Education
EO -Executive Order
FA -Faculty Adviser
FS -Finance Services
GCCCP -Graduate Certificate Course on Corruption Prevention
HRMU -Human Resource Management Unit
IDAPP -Integrity Development Action Plan and Project
IP -Institutional Partner
KIs -Key Informants
MC -Memorandum Circular
NAC -National Arts Center
 LIST OF ACRONYMS

PAGC -Presidential Anti-Graft Commission

PERC -Performance Evaluation Review Committee
PD -Presidential Decree
PIB -Productivity Incentive Benefits
PHSA -Philippine High School for the Arts
PMS-OPES -Performance Management System-Office Performance
Evaluation System
PRAISE -Program on Awards and Incentives for Service Excellence
RA -Republic Act
SWDD -Student Welfare and Development Division
 Chapter I
INTRODUCTION

1.1 Background

A. Historical Background of the Arts Education in the

Philippines

The Philippine High School for the Arts (PHSA) is the country’s only arts
school that offers double curricula for special secondary education curriculum
and support programs committed to the conservation and promotion of the
Filipino artistic and cultural traditions (PHSA Executive Order No. 420). An
attached national agency to the Department of Education (DepED), the school’s
vision is to be a national center for excellence and leadership in arts, research,
training, education, and support programs (ARTES). Celebrating its 35 th year
anniversary this 2012, it is most fitting to make an assessment of the
organizational performance of the only secondary public school of its kind in the
Philippines. The conduct of a formal research on the effectiveness of the school
will provide benchmark for its plans, activities, programs and policy directions.

PHSA is continuously provided with regular appropriations from the

national government. At its annual budget defense at the Lower House,
representatives always inquire about the present status of the school’s
graduates. Thus, PHSA conducted a tracer study of its graduate since its
establishment in June 1977 to have updated information that may respond to the
Lower house inquiries. In addition, the numbers of interested elementary pupils
for the scholarship and those who successfully passed the screening were also
presented annually in the school’s budget defense.

PHSA conducted an initial assessment of the school’s status in 2009. Data

gathered from that study were used as baseline in the descriptive report for this
project. The school only relies on data reported by the Annual National Search
 for Young Art Scholars (ANSYAS) committee. To this date, the school has not
come up with an extensive research on the assessment of its performance for
the annual defense of budget appropriation in the Department of Budget and
Management (DBM).

This project presents an assessment of the school’s performance based on

its vision and mission as stated in EO 420 (Appendix 1).

1. Profile of the Philippine High School for the Arts

1.a. Philosophy, Vision, Mission and Objectives:

Since 1977, PHSA endeavoured to develop the expertise and potentials of

its young artists-scholars, faculty, and staff as cultural workers dedicated to
achieving the school’s thrust characterized by an unwavering pride in the
Filipinos’ artistic and cultural traditions. Aside from academic and artistic training,
PHSA provides its students with opportunities to develop their social skills that
will contribute to their development as artists for others by providing a
continuous source of artists of excellence and leaders in the preservation and
promotion of the Filipino heritage in the arts. The integration of students with
mentors and peers in this residential high school, cultivates in the young artists
an attitude of independence tempered with the spirit of cooperation. Firm in its
belief that artists play a major role in nation-building, PHSA continuously
innovates activities and projects that directly address the socioeconomic, political
and cultural realities in the country (www.phsa.edu.ph).

The School has the following objectives: foster creative and critical
thinking ability among the students; produce graduates with developing
expertise and deep appreciation for the arts; educate for responsible and
productive citizenship; select, stimulate, advance, and prepare students for a
career in the arts and cultural work; provide the proper conditions for the
development of moral and social values that are beneficial to the individual and
society; awaken social awareness and human compassion to the discovery,
conservation and promotion of the Filipino artistic and cultural traditions; and
help create a corps of prospective leaders for national cultural revival and
development (www.phsa.edu.ph).

1.b. Curricular Offerings and Specialization

The Basic Education subjects prescribed by the Department of Education

(DepEd) are in the PHSA curriculum. These subjects are handled distinctively in
support of the specialized studies for creative and artistic expressions in the
following disciplines: Creative Writing (Fiction, Poetry, Playwriting, and
Journalism in English and Filipino); Dance (Classical Ballet, Modern Dance,
Philippine Folk Dance, Dance Composition and Staging); Music (Solo Voice/Solo
Instrument, Theory, Composition, and Ensemble Classes (Chorus and Chamber);
Theater Arts (Acting, Stage Management, Technical Theater, History of the
Theater, Theater Theory and Directing); Visual Arts (Visual Perception, Sculpture,
Art Appreciation, Studio Painting, Materials and Techniques, Figuration, Pottery,
and Printmaking) (www.phsa.edu.ph).
1.c. School Profile

PHSA is located at the National Arts Center, Mt. Makiling, Los Banos,
Laguna and was established as a Government Owned and Controlled Corporation
(GOCC) on June 11, 1977 under Presidential Decree (PD) No. 1287. The School
has been converted into a regular government agency attached to the DepEd in
consultation with the Cultural Center of the Philippines (CCP) through Executive
Order (EO) No. 420 signed by former President Corazon S. Aquino on September
7, 1990.

The school is a public, secular, non-profit institution with total plantilla

positions of 41. There are 17 security guards, 14 janitorial services, 10 agency
personnel, 40 contract of service and 1 job order completing the personnel
complement of the school.

1.d. History and Development of Arts Education in the Philippines:

In the 19th century, Filipino artists were educated in Europe. They were
influenced by the many changes in this continent. The Philippines has produced
many well-known painters and writers. Fabian de la Rosa, a popular Filipino
artist of the 1880’s, painted works showing everyday life of the people.
Fernando Amorsolo, who studied under de la Rosa, became known in the 1890’s
for his portraits and rural landscapes. Early Philippine literature consisted mainly
of native legends and poems. During the late 1800’s, Filipino writers began
examining the heritage of the islanders. Literature played an important part in
the Philippine movement for independence in the 1900’s. Jose Rizal, an early
leader of the movement, wrote novels that criticized Spanish authority in the
Philippines. In the 1900’s the essays of Renato Constantino centered on the
modern Filipinos and their search for a national identity (The World Book
Encyclopedia, Vol. 15, World Books, Inc. 1990).
 During the presidency of His Excellency, Ferdinand E. Marcos, the
provision for the arts school in our country was further strengthened by Sections
15 and 18 of Article XIV – Education, Science and Technology, Arts, Culture and
Sports of the New Constitution which states that arts and letters shall enjoy the
patronage of the State. The State shall conserve, promote, and popularize the
nation’s historical and cultural heritage and resources, as well as artistic
creations. The State shall also ensure equal access to cultural opportunities
through the educational system, public or private cultural entities, scholarships,
grants and other incentives, and community cultural centers, and other public
venues and shall encourage and support researches and studies on the arts and
culture (Andres and Francisco, 1989).

In the 1989 Secondary Education Curriculum, arts subjects were added in

the third and fourth years to Physical Education, Health and Music (Andres and
Francisco, 1989) and continue to be included in the 2003 Secondary Education
Curriculum. In a given academic year, there must be a minimum number of
activities or contest in schools in writing, painting, singing and dancing. Theater
should also be promoted. Schools should also be encouraged to project the
culture and community through mini-museums (Clemente, 1996).

2. Other Arts Institutes in the Philippines:

PHSA is not the only agency that conserves and promotes the culture and
arts heritage of our country. The National Commission for Culture and the Arts
(NCCA) is the overall policy making body and coordinating and grants giving
agency for the preservation, development and promotion of Philippine arts and
culture; an executing agency for the policies it formulates; and administrator of
the National Endowment Fund for Culture and the Arts (NEFCA). The
coordination among cultural agencies was strengthened by virtue of Executive
Order No. 80, which placed the Cultural Center of the Philippines (CCP), the
National Historical Institute (now, the National Historical Commission of the
Philippines), the National Museum, The National Library (now, the National
Library of the Philippines), and the Records, Management, and Archives Office
(now, the National Archives of the Philippines) under the NCCA umbrella
(www.ncca.gov.ph).

An affiliate of NCCA, CCP is the national center for the performing arts. It
is mandated to promote excellence in the arts through the initiation and
implementation of activities that aimed to improve and elevate standards among
cultural workers, artists and audiences and to recognize the multiplicity and
differences of aesthetic experiences and standards encompassing the arts from
grassroots to those formulated by academy-trained artists.

Similarly with PHSA, the Special Program in the Arts (SPA) of DepEd is
designed to cater to the needs of students who are talented in the arts. The SPA
aims to develop students with special inclination to music, visual arts, theatre
arts, creative writing, media arts and dance to: express their needs and feelings
through their chosen art forms; manifest a sense of nationalism through
deepened appreciation of Filipino culture and arts; demonstrate aesthetic
awareness and perception; understand and appreciate other nations culture; and
be equipped with the general skills and attitudes, the habits of heart and mind
needed in preparation for life and work in postmodern society regardless of their
chosen career. The curriculum of the SPA is the general high school curriculum.
The general education subjects are an integral part to broaden the
understanding of the arts. Values education is integrated in all specialization
subjects (www.deped.gov.ph).
B. Government Efforts to Measure and Control Performance
1. The Oversight Agencies

Aside from the agency-based performance evaluation system being

implemented by government agencies, other agencies perform oversight
functions to measure and control performance in the bureaucracy. They conduct
on-the-spot and regular audits of the financial and other tangible assets and
submit reports annually and/or as need arise and required.

1.a. Commission on Audit

The auditing function is another important element of measurement for

external reporting and compliance. Based on Article IX-D of the 1987 Philippine
Constitution, the principal duties of the Commission on Audit (COA) is to
examine, audit and settle all accounts pertaining to the revenue and receipts of,
and expenditures or uses of funds and property owned or held in trust by, or
pertaining to, the government. COA is tasked to promulgate accounting and
auditing rules and regulations including those for the prevention and
disallowance of irregular, unnecessary, excessive, extravagant or unconscionable
expenditures, or uses of government funds and properties; submit annual
reports to the President and the Congress on the financial condition and
operation of the government; recommend measures to improve the efficiency
and effectiveness of government operations; keep the general accounts of
government and preserve the vouchers and supporting papers pertaining
thereto; decide any case brought before it within 60 days and lastly, perform
such other duties and functions as may be provided by law. PHSA always
received an unqualified opinion from COA in the last 10 consecutive years as
reported in their annual audit report of PHSA (Appendix 2). Unqualified opinion
means that all financial statements present information that is fair, free from
misstatements and errors.
1. b. Civil Service Commission

Under the new Administrative Code of 1987 (EO 292), the Civil Service
Commission (CSC) is constitutionally mandated to promote morale, efficiency,
integrity, responsiveness, progressiveness, and courtesy in the Civil Service.
They also promulgate policies, standards and guidelines for the Civil Service and
adopt plans and programs to promote economical, efficient and effective
personnel administration in the government. The introduction of the Strategic
Performance Management System (SPMS) of the CSC in 2012 links individual
performance to organizational performance and the Results-Based Performance
Monitoring System (RBMS). The system will address the gaps and weaknesses
found in previous performance evaluation systems. The SPMS is focused on
linking individual performance vis-à-vis the agency’s organizational vision,
mission and strategic goals. It is envisioned as a technology composed of
strategies, methods and tools for ensuring fulfilment of the functions of the
offices and its personnel as well as for assessing the accomplishments of the
organization (CSC Mc. No. 6, s. 2012).

Since 1994, PHSA has maintained its accreditation through Civil Service
Commission (CSC) Resolution Number 942482 dated May 3, 1994. The agency
has substantially complied with the Civil Service Law and Rules on personnel
action based on the Personnel Management Monitoring, Evaluation and
Assistance Service (PMMEAS) conducted by the CSC in September 7-8, 2011
(Appendix 3).
1. c. Department of Budget and Management

The Department of Budget and Management (DBM) published the

Organizational Performance Indicator Framework (OPIF) Reference Guide
through Circular Letter No. 2012-9 dated June 13, 2012. This serves as the
official technical reference guide for National Government departments/agencies
in compliance with NBC No. 532 (Guidelines on the Review of Major Final
Outputs (MFOs) and Performance Indicators (PIs) and Restructuring of
Programs, Activities and Projects (PAPs) dated November 28, 2011. Through this
publication, the DBM seeks to push for improved and performance-oriented
budgeting as it continues to implement the OPIF in all government agencies.

The OPIF is being used to measure agency performance. The goal of the
OPIF is to increase the accountability of the agencies through a reporting of their
outputs and outcomes that measure the agency impact on the development
goals and objectives set out in the Medium Term Development Plan (MTPDP).
Performance indicator was introduced in 2001 through the development of OPIF
by DBM to link organizational performance framework with individual
performance appraisal system (Government of the Philippines, The World Bank
and the Asian Development Bank, 2003).

1. d. Career Executive Service Board

The executive managerial positions of PHSA are the Director IV and the
Director III. Though both positions are not classified as Career Executive Service
Officers (CESO), performance evaluation was conducted by the Career Executive
Service Board (CESB) through a special request. The CESB is the governing
body of the CES. It is mandated to promulgate rules, standards and procedures
on the selection, classification, compensation and career development of
 members of the CES. The implementation of CSC Memorandum Circular No. 13
Series 2011, both the Director IV and the Director III positions belonged to the
second level position. The second level employees use the agency performance
evaluation system (PES) for the evaluation of their performance.

2. PHSA Agency Based Performance Tools

2.1. Agency Performance Evaluation System

The Agency Performance Evaluation System (AGENCYPES) is a way of

objectively appraising an employee’s performance on given tasks. CSC
Memorandum Circular No. 13, Series of 1999, enjoins all government agencies to
adopt the system. Adopted by PHSA in 2001, the AGENCY PES adheres to the
principles of performance-based security of tenure and provides motivation and
basis for incentives to performers and sanctions to non-performers (PHSA PMS-
OPES Manual 2008).

2.1. Performance Management System-Office Performance Evaluation

System

The Office Performance Evaluation System (OPES) focuses on

performance outputs and standardized units of measure of performance. It is
primarily concerned with outputs or achievement of the results or quantifiable
objectives and outcomes or the impact made with performance and attempts to
simplify evaluation and the comparison of performance across offices and
functions thru the use of point system (PHSA PMS-OPES Manual 2008). The
PHSA PMS-OPES was not implemented because CSC temporarily suspended all
their activities related to the installation of the system in 2010.
2.2. Citizen’s Charter

The implementation of RA 9485 or Anti-Red Tape Act (ARTA) in 2007 is to

improve efficiency in the delivery of service to the public by reducing
bureaucratic red tape, preventing graft and corruption and providing penalties
therefor. All services provided by the public sector organizations should have
clear, concrete and consistent specifications, such as those provided in the
Citizen’s Charter or Service Charter, depending on their scope and nature
(Government Quality Management System Standards, 2006). The Citizen’s
Charter is a public document that spells out the services provided by agencies,
procedures and requirements for availing these services, service standards,
performance guarantees and redress mechanism. The school has its own
Citizen’s Charter crafted and submitted to CSC in September 2009. The PHSA
Citizen’s Charter serves as the feedback and redress mechanism for our clients if
they are not satisfied with our service. It contains our performance pledge and
commitment to deliver quality public services (Mojica, 2009).

2. 3. Strategic Performance Management System

Administrative Order No. 25 dated December 21, 2011 was issued to

develop a collaborative mechanism to “establish a unified and integrated Results-
Based Performance Management System (RBPMS) across all departments and
agencies within the Executive Branch of Government incorporating a common set
of performance scorecard and creating an accurate, accessible, and up-to-date
government-wide, sectoral and organizational performance information system.”
It paved the way for the issuance of CSC Memorandum Circular No. 6, Series of
2012, instituting the Guidelines in the Establishment and Implementation of
Agency Strategic Performance Management System (SPMS). PHSA is now in the
 process of reviewing the PMS-OPES reference table that was crafted in 2007 to
harmonize the said system with the SPMS.

The initial orientation of this system was conducted by Director Emma B.

Barrera of the CSC Regional Field Office No. IV on October 22 and 23, 2012.

2.4. Customized Code of Conduct of the Philippine High School for the Arts

Pursuant to the provision of Section 12 of RA No. 6713 and in partnership

with the Presidential Anti-Graft Commission (PAGC), PHSA formulated, promoted
and institutionalized its Code of Conduct in 2009, which applies to every
employee, regardless of level or position. The Employee’s Pledge of Professional
Conduct is also contained in the PHSA’s Code of Conduct. This is a Corruption
Prevention Action Project (CPAP) of Mrs. Mercedita A. Mojica which was
presented to the Faculty of the Master in Public Management Program of the
Graduate School of Public and Development Management of the Development
Academy of the Philippines (DAP) in 2009.
1. 2. Problem Statement

This project primarily aimed to gather knowledge on how our stakeholders

perceived the reputation of PHSA and the level of its effectiveness, and formulate
organizational management policies based on the results of the study. The
problems that aspired to address were:

1. How successful was PHSA in achieving its mission and vision vis-à-
vis its accomplishments across the years?
2. What are the statuses of its programs, projects and mandated
services?
3. What issues of integrity confront PHSA?

These queries are often asked by the members of the House of

Representatives in the defense of the PHSA’s budget in its annual budget
hearings. They wanted to know if the budget appropriated for the school were
utilized according to its set objectives.

Specifically this study aimed to answer the following questions:

1. What were the level of emotional appeal, services and tasks, vision
and leadership, workplace environment, social and environmental
responsibility, financial performance and communication system of the
school?
2. What policies may be formulated based on the findings of this study?
1. 3. Goals and Objectives

The overall specific objective of the Integrity Development Action Plan and
Project (IDAPP) is to gather data that will provide documentary evidence on the
impacts and effectiveness of the school by collecting and comparing data from
2001 to 2010. At the end of the APP implementation period the specific
deliverables were:

1. An assessment of the organizational performance of PHSA

2. A review of the integrity issues and gaps
3. Proposed improvement in strategies and appropriate recommendations

This project is a timely reaffirmation of the role of PHSA in nation building

and what the school stands for that distinguishes it from other government
schools. PHSA is celebrating its 35th year anniversary and the project will aid in
policy formulation, implementation and evaluation of the future directions of the
school. It will also assist the school in defining and prioritizing the Programs,
Activities and Projects (PAP).
1. 4. Significance of the Project

a. To the school:

The results of the survey best describes the impact of the achievement of
the school to its limited stakeholders and serves as clear indications of the
delivery of performance. The survey is an effective measurement tool to gather
feedback from the different sectors whose interest is the development of our
school and the students. The development of a performance tool will make the
assessment of all sectors, i.e., Curriculum and Instruction Services (Basic and
Arts Education), Student Welfare and Development Service (SWDS) and the
Administrative and External Services Division (AESD) workable and easy to
implement.

b. To the Community and Country:

People must be aware of the school’s mandate and its belief that arts
education plays an important role in nation-building. Being transparent about
the operational process means better understanding of the agency’s trust, and
improved organizational performance. Because taxpayers have a right to know
the general level of achievement of the school, a transparent annual report of
accomplishments can enhance credibility and public relations, as presented in
this project. The assessment covers the accomplishments of the school within a
10-year period, from 2001 to 2010. The primary aim of this project is to address
the absence of information that will serve as a barometer on the effectiveness of
the school as the only secondary school of the performing arts fully supported by
the government in the country.
c. To the Field of Management:

In the position paper of Dr. Antonio Javier (Andres & Francisco, 1989) of
the Division of Superintendent of Schools for Batangas, he noted that the schools
play a vital role in affecting progress. He also averred that to keep pace with the
demands of global competitiveness in higher education, the increase of programs
in educational management is now observed in colleges and universities. The
development of arts education programs should not be left behind in this trend.
The curriculum design and development is influenced by all the prevailing
conditions outside and inside the Philippines. Aside from arts courses being
offered by the leading universities in the Philippines, a new trend on Arts
Management programs in the different arts disciplines are existing at the La Salle
College of St. Benilde.

d. Contribution or impact of the IDiG-APP to the Agency

The student’s IDiG-APP major contribution is the development of the

workable evaluation and assessment tool that will compliment and work in
harmony with the implementation of the Strategic Performance Management
System (SPMS). More attention will be given on innovation and developments of
the programs as the school has an easy access to available feedback.
Complaints and comments can be addressed immediately thereby proving to all
stakeholders that we value the culture of integrity and good governance in our
school. An increase in public understanding means high regards in terms of trust
in the school. The trust and confidence of the stakeholders will redound to an
increase of their support to the plans, activities and programs of the school.
1. 5. Project Motivation

Upon the advice of Director Rodney A. Jagolino of DAP, the student was
motivated to do a study that will have an impact not only on the agency itself,
but also on its outside stakeholders. Performance evaluation and assessment are
the most dreaded job in human resource management. Since the present
system in performance evaluation of the employees and the school requires
many documents, the development and improvement of a simple performance
management tool is a big challenge for a Human Resource Management
practitioner.

Conducting this study equipped the student with the knowledge and skills she
needed in performance management, in the preparation and administration of
surveys, in writing research project proposal, analyzing and synthesizing the
results. This also gave the student the chance to renew ties with the alumni,
former PTSC members and staff, and other government employees during the
distribution and administration of the survey forms.
1. 6. Assumptions and Limitations

In conduct of this study, the student was constrained limited time, limited
sample size for analysis, lack of available data and the availability of the
respondents. The title and the objectives of the study were found to be too
broad that it was hard to narrow down and eliminate relevant sources for the
assessment of organizational performance. The period of implementation
coincided with the examination period and the week-long sports festival of the
students, and the last quarter preparation of the year-end transactions of the
staff. The administration of the survey took a longer time and it was a factor in
quality control of data. Due to time constrains, the adopted survey form by Marr
was not pre-tested. According to Litwin (1995), the integrity and the main
purpose of the survey will affect the quality of the data, specifically the reliability
and validity of the evaluation and assessment. A member of each unit served as
Key Informants (KIs) and was given a written survey form. The same process
was observed for other KIs as well. Other government agencies, private and
public institutions concerned with the school were invited to participate in the
survey and encouraged to give their comments and perceptions. The design of
the survey instrument and the time of administration were factors to be
considered as well. This study used a simple and easy to administer evaluation
instrument, adopting the survey form by Marr (2009).

The records system is not centralized in PHSA and most documents needed in
the analysis were requested from different offices of the school. Old copies of
the GAA were not readily available and access to these documents through the
DBM website started only from CY 2007 to the present. Visits and queries for
these documents in other government agencies and to the library of the
University of the Philippines and its Records Unit proved futile.
 Chapter II
PROJECT FRAME AND DESIGN

2.1 Identification of Project Impacts and Affected Population

The Administrative and External Services Division (AESD) is one of the

departments that were involved in this study. The General Services Section
(GSS) and the Finance Services Section (FSS) are two sections under this
department which are responsible for the management and operations of the
school, comprising 19 plantilla positions or 20 percent of the total number of 41.

AESD supports the activities, programs and plans of the 2 key positions, 16
members of the faculty under the Curriculum and Instructional Department (CID)
and 6 personnel of the Student Welfare and Development Division (SWDD). As a
support group, they prepare and report the performance indicators and the
quality of accomplishments to DBM, COA and CSC. The findings of this study will
serve as useful inputs in the school’s planning and evaluation processes as they
will indicate priority areas for improvement and/or innovation. The students will
benefit most from the outcome of the development of the performance of the
management and the leaders of the school.
a. Legal Framework and Principles

The legal framework that strengthened the bases for this study in the
assessment of the organizational performance of PHSA is Section 5 of Rule III
and Section 2 of Rule IV of the CSC Rules Implementing the Code of Conduct
and Ethical Standards for Public Officials and Employees. The Code of Conduct
states that every department, office and agency shall consult the public they
serve for the purpose of gathering feedback and suggestions and the efficiency,
effectiveness and economy of services. Such information shall be utilized solely
for the purpose of informing the public of such policies, programs and
accomplishments. The rule on transparency of transactions and access to
information states that “They shall establish formation system that will inform
the public of the following: (a) policies, rules, and procedures; (b) work
programs, projects, and performance targets; (c) performance reports; and, (d)
all other documents as may be required based on The Civil Service Commission
(CSC) Rules Implementing the Code of Conduct and Ethical Standards for Public
Officials and Employees.

Moreover, Administrative Order No. 25 dated December 21, 2011, was

issued in view of developing a collaborative mechanism to “establish a unified
and integrated Results-Based Performance Management System (RBPMS) across
all departments and agencies within the Executive Branch of Government
incorporating a common set of performance scorecard and creating an accurate,
accessible, and up-to-date government-wide, sectoral and organizational
performance information system,” which also paved the way to CSC
Memorandum Circular No. 6, Series of 2012, providing the Guidelines in the
Establishment and Implementation of Agency Strategic Performance
Management System (SPMS). The officers of the PHSA Finance and General
Services Sections were invited by the DBM and the DAP in a workshop entitled
“Cascading of Performance Targets” on June 19, 2012. This was followed by the
in-house orientation of the system for the rest of the PHSA employees by CSC
Laguna Field Director Emma B. Barrera on October 22 - 23, 2012.

For service standards for all government offices, RA 9485 or Anti-Red

Tape Act (ARTA) also known as Citizens’ Charter was implemented. The Citizen’s
Charter is a public document that spells out the services provided by agencies,
procedures and requirements for availing these services, service standards,
performance guarantees and redress mechanism. The school has its own
Citizen’s Charter crafted through the initiative of former Director III Mercedita A.
Mojica. The Charter was submitted to and acknowledged by the CSC in
September 2009.
2.3 Related Project and Studies

Studies made by other researchers are reviewed to further enrich this

research project. Such studies prove that review of the functions and outputs will
uphold the integrity and effectiveness of a government agency, specifically the
education sector. It substantiated the idea that effective performance
management will result in improved delivery of service and client satisfaction.

Local Literature:

This research project is related to the study of Mercedita A. Mojica in

2009, then the Administrative Officer IV and Head of the General Services
Section, with the assistance of Katherine H. Ancheta on the first formal research
on “The Philippine High School for the Arts (PHSA) Status Assessment:
Towards Some Policy Directions.” The study focused mainly on the status
assessment of the PHSA in view of proposing some policy directions, as
perceived by the respondents. They assessed the following accreditation
indicators: Philosophy, Purpose and Operations; Faculty and Academic, Non-
teaching Personnel Governance Administration and Administrative Staff;
Curriculum and Instruction; Laboratories, Learning and Information Resources;
Student Services, Recruitment, Enrolment, Record Keeping and Advancement;
Facilities, Equipment, Health and Safety; and Relationship with Students. This
study aimed to determine how satisfactory was the school’s services as perceived
by the respondents.

Results of the study confirmed that PHSA has satisfactorily served its
purpose as an art school and provided high-quality education and services. The
school complied with the standards of the DepEd with regards to the academic
personnel’s eligibility and achievements. Most of the respondents agreed that
they were satisfied with the basic services provided by the school. In terms of
perception regarding school safety, the services given by the staff are sufficient
and/or efficient and respondents felt safe around the school premises.
Respondent were also satisfied with faculty personnel governance and
administration, administrative concern for effective curriculum and instruction,
sufficiency of PHSA facilities and equipment and competency of the programs
and services.

Another study reviewed on employee’s performance evaluation was the

student’s 2011 project entitled “Experimenting With Behaviourally
Anchored Rating Scales (BARS) as Performance Evaluation Instrument
for the Non-Teaching Staff of the Philippine High School for the Arts
(PHSA).” This is a Corruption Prevention Action Project (CPAP) of the program
“Graduate Certificate Course on Corruption Prevention” (GCCCP) of the
Presidential Anti-Corruption Commission (PAGC) in cooperation with the DAP.

This action project sought to find the possibility to adopt the Behaviourally
Anchored Rating Scales (BARS) as a performance evaluation instrument of the
non-teaching personnel of the PHSA and to promote optimal performance,
identify areas of inefficiency, and monitor progress. Specifically, it aimed to
improve the staff performance through personnel development and motivation;
monitor the performance level of non-teaching staff, enable the Human Resource
Management Unit (HRMU) to assist the management in the sound and effective
recruitment and selection, development and training of its employees, harmonize
with the implementation of the Citizen’s Charter, the R.A. 9485 and the PMS-
OPES; analyze and evaluate the duties and responsibilities that may simplify
and/or reduce the number of tasks for each activity.

Results of the study developed and validated an instrument to assess the

Behaviourally Anchored Rating Scales as a possible evaluation instrument for the
non-teaching staff of the PHSA. Based on the statistical analyses of the results,
the assigned descriptive rating scales would affect the mean score, the standard
deviation and the level of significance of the study. Hence, it was suggested that
the level of scales be reduced and another test be administered.

Both literatures are significant for this project because they are focused
on performance assessment and quality service. The study by Mojica on the
status assessment as perceived by the respondent was done in preparation for
the requirements for the school accreditation. Meanwhile the study of Cobrana
aimed to improve the staff performance by experimenting with the BARS. The
concepts of their studies are related to the research problem on performance
assessment and analysis by this project.

International Literature:

Another study that served as guide in terms of assessment of education

was conducted by the International Qualification Assessment Service (IQAS),
which was developed by the International Government of Alberta, Canada, in
2007 “International Education Guide: For the Assessment of Education
from the Philippines.” The objectives of the Education Guides are for
educational institutions, employers and professional licensing bodies to help
facilitate and streamline their decisions regarding the recognition of international
credentials. These guides compare educational systems from around the world
to educational standards in Canada. The assessment recommendations contained
in the guides are based on extensive research and well documented standards
and criteria. This research project, a first in Canada, was based on a broad range
of international resources and considerable expertise within the IQAS. The study
included the overview of the Philippines, historical educational overview,
description of school education, higher education,
professional/technical/vocational education, teacher education, grading scales,
documentation for educational credentials and bibliography. The guides also
include credential placement recommendations on how credentials compare to
educational standards in Alberta, Canada.

Results from a joint integrity project by the Institute for Global Ethics and
the National Association of Independence Schools called “Tell Me What You
Really Think” A Report on the Schools of Integrity Project as presented
by Paula Mirk (2007) was also considered in this study. This integrity project
attempted to begin the design process in a small way, by gathering and
describing specific ideas from the reviewed literature. The analyses were
deliberately qualitative rather than quantitative and did not rely on survey
statistics or other quantitative methods and tools. The literature review,
recommends, gathering data that will “provide evidence on the impacts and
effectiveness of the school” by comparing data before and after interventions,
and matching student and school characteristics.”

Another study with the same objective on school effectiveness is a

working paper sponsored by the Asian Development Bank entitled “Promoting
Effective Schooling through Education Decentralization in Bangladesh,
Indonesia, and Philippines” by Behrman, Deolalikar and Soon (2002). This
working paper follows the conceptual paper for the three country studies, which
identified issues in education and the role that decentralization plays.

A project of the World Bank, “Making Schools Work, New Evidence

on Accountability Reforms” by Bruns, Filmer and Patrinos (2011), is a volume
of systematic stock-taking of the evidence on school accountability reforms in
developing countries. It provides a measured and insightful review and
assessment of the results of a variety of approaches that developing countries
are experimenting in their quest for better schools.
 Moreover, another research project of The World Bank related to this
study was “Measuring the Quality of Education and Health Services” The
Use of Perception Data from Indonesia by Dasgupta, Narayan and Skoufias
(2009). This project analyzed satisfaction data about health and educational
services from the 2006 second round of the Governance and Decentralization
Survey in Indonesia to assess whether satisfaction data can serve as reliable
indicators of quality, despite dubiously high levels of reported satisfaction.

The ADB’s 2007 “Improving Local Governance and Service

Delivery: Citizen Report Card Learning Tool Kit” is another learning course
designed to help users develop the basic knowledge and skills to implement
Citizen Report Cards (CRCs).

The “Critical Readings on Assessing and Learning for Social

Change: A Review” by Guijt (2008) is a Development Bibliography 21 of the
Institute of Development Studies that provides an overview of the ideas and
approaches that are considered useful in shaping new approaches to assessment
and learning that strengthen the very processes of transformation that are their
focus.

A popular strategic management concept is the “Balanced Score Cards”

that was developed in the early 1990’s by Robert Kaplan and David Norton. The
balanced score cards is a management and measurement system that enables
the organization to clarify their vision and strategy and translate them into
action. The goal of the balance score cards is to tie business performance to
organizational strategy by measuring results in four areas: financial performance,
customer knowledge, internal business processes, and learning and growth.

While most of the international studies presented dealt mostly on analyses

and assessment on effectiveness of services of the schools, the last three
projects focused on different approaches for management to measure the results
of their output. All of the studies reviewed for this study are pertinent to the
concept of integrity development. The important issues help in the investigation
of the problem on performance assessment and how this study fits into the
larger field of study. This is to prove that assessment of the organization if done
regularly will result on efficiency and effectiveness that will uphold integrity of
the school and its workforce.
1. 4. Conceptual Framework

This study was anchored on the theoretical paradigm of Tripartite Locus of

Integrity developed by the DAP. The Tripartite Locus of Integrity was a study
formulated to explain, predict and understand the existing knowledge on
integrity indicated personal choice, integrity as cultural habit and integrity as
organizational commitment. The findings of this study would be the basis for
educational, management and operational policy formulation of the PHSA.

As shown in Figure 1, integrity is a significant precondition for good

governance, and good governance provides an enabling government for all
sectors to achieve productivity, thus realizing sustainable development. These
three aspects of integrity overlaps; they affect each other. The perfect overlap
in the center pertains to the condition wherein these three areas are consistently
working without gaps. This is where integrity lies. Once an organization is able
to fulfil its mission-vision, it is reflected in the overall performance, thus
contributing to development in general. Integrity is serving the public, fulfilling
the agency mission by performing one’s duties (well) within the parameters of
the rules and in a way that is consistent with one’s values. (The Integrity
Development in Governance Framework: The Tripartite Locus of Integrity, DAP).
 Figure 1. The Theoretical Paradigm of the Study

The research problem was anchored on assessment and evaluation.

Evaluation is no longer merely a process of measuring the extent to which goals
are being achieved. The evaluator is now concerned with the appropriateness
and importance of those goals (Andres and Francisco, 1989).
 ENVIRONMENT

Improvement
Delivery of
Public of Service and
Services to
Agency High
Clients
Satisfaction

Performance review of agency programs, activities and projects

Figure 2. Conceptual Framework

Figure 2 best describes the specific concepts that strengthen the study. It
is easier to analyze the research problem and the relations with other literature
reviewed for this study.

There are many factors for the assessment of the organization’s

performance. For a government or private institution to improve its services and
satisfaction of its clients, Marr (2009) explains the need to measure those things
that are directly linked to the strategic objectives of the organization and the
need to understand that it is not about numbers. Organizations have become so
obsessed with quantifying that they sometimes forget that performance
information is only good if it helps them gain new insights. And in order to do
measurements, organizations have to supplement numbers with words and
commentary. He adds measurement in our modern world goes beyond numbers
and includes using words to describe and assess performance. Measurement
goes beyond the assignment of numerals and is much more of a social activity.
The most important performance outcomes and enablers of future performance
in government, public sector and not-for-profit organizations tend to be
intangible in nature and therefore challenging to simply count.

In the study conducted by the Government Quality Management System

Standards in 2006, one of the great challenges that societies face today is the
need to develop and maintain citizens’ confidence in their government and
institutions. By securing high quality performance in the entire government
bureaucracy, public services coming from various government agencies can be
improved, allowing the whole system to become stronger. This coherent
approach will help build reliable and consistent governments. The same study
also characterized, that for the government organization to be considered
efficient and effective, it should guarantee minimum conditions of effectiveness
and efficiency for the process that are necessary to provide the services needed
by its citizens in a consistent and efficient manner. To achieve efficiency and
effectiveness, it is advisable that the public sector organization clearly identify
the management, core and support processes that, together, could make it that
way.

Further, a public sector organization needs to conduct regular reviews of

its performance for a wider range of systems. This review should verify the
adequate functioning of the quality management system, assess its
effectiveness, and ensure that it meets the requirements and objectives for key
performance indicators. Reviews should be conducted at regular planned
intervals and be sufficiently flexible to allow for additional reviews to be
performed as needed to maintain integrity.

The public sector should also provide adequate resources for monitoring,
verification and assessment tasks; provide resources to establish effective
communications within public sector organization and with citizens; and provide
resources for continual improvement of performance and of the quality
management system.

Monitoring and measurement in public sector organizations aim for citizen

satisfaction – that public sector organization should monitor and evaluate the
perception of the citizens as regards meeting their requirements. Examples of
monitoring and measurement of citizen satisfaction, trust and confidence include:
direct survey of citizens, focus group meetings, citizen hotline records, third
party opinion polls, records of walk-in and mailed citizen
complaints/commendations, tri-media reports and awards and recognitions.

In a 2003 joint document titled Improving Government Performance:

Discipline, Efficiency and Equity in Managing Public Resources, of the
Government of the Philippines, WB and ADB provide that in the 2002 mid-year
performance review, reported performance indicators were still primarily on
quantities of accomplishments. The shift from measuring and controlling inputs
to measuring and controlling performance is huge, and requires not only a
change in mind-set but the necessary capacity building to adapt the new
framework.

The same document also reported that for the past two decades,
government have been “in search of results.” Although strategies vary across
countries, similar elements appear to contribute to a successful shift to a results-
based culture. Among these elements are: a) a well-defined and comprehensive
strategy, with phased implementations and strong leadership (champions) at the
most senior levels of government; b) incentives for change – economic
pressures, pressures from civil society, increased need for resource control and
service delivery at decentralized levels, or external pressures; c) a clear mandate
for making a shift from performance to performance coupled with adequate
capacity to do so; d) pockets of innovation to use as models for good practice
and pilot programs; and e) clear links to budget and resource allocation
decisions. And yet, no single best method exists to introduce performance
management into the many institutions and policy making activities of
government.

Lastly, the basic principle that a school should be evaluated of is terms of

what it is striving to accomplish, - its philosophy and objectives and the extent to
which it is meeting the needs of the students who are enrolled or whom it is
responsible to (Andres and Francisco, 1989). All of the studies on assessment of
the performance of the organization further confirm that a government agency
like PHSA must be evaluated through a survey to monitor and measure the
clients’ satisfaction, thereby developing the culture of integrity.
2.4 Definition of Terms

Accountability - is the extent to which a government official or employee is

made directly responsible to the public for the proper discharge of his duties and
responsibilities required of him/her under existing laws, rules and regulations
(Government Quality Management System Standards, 2006).

Activities - are all tasks, projects and programs performed within an

organization (Government Quality Management System Standards, 2006).

Basic Education - is the education intended to meet basic learning needs that
lay the foundation on which subsequent learning can be based. It encompasses
early childhood, elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and includes
education for those with special needs (http://www.lawphil.net).

Education - is the process by which people acquire knowledge, skills, values or

attitudes. The word education is also used to describe the results of the
educational process (The World Book Encyclopedia, 1990).

Effectiveness - is the balance between production of desired results and

production capability (Covey, 2004).

Efficiency – are the methods, process and steps so that the rules begin to take
the place of human judgement (Covey, 2004).

Good governance - is based on the pillars of broadened citizen participation

and support for law and order, improved law enforcement and public safety
services, improved prosecution and judicial services to attain better execution of
responsibilities levels (Government Quality Management System Standards,
2006).

Governance - is the exercise of economic, political and administrative authority

to manage the nation’s affairs at all levels (Government Quality Management
System Standards, 2006).

Higher education – the continuation of a person’s education beyond high

school (The World Book Encyclopedia, 1990).

Human resources - relate to the people in the organization and include

knowledge, skills, employee loyalty, staff engagement and experience (Marr,
2009).

Integrity - is defined as the value we place on ourselves (Covey, 1990).

Major Final Output (MFO) – a good or service that a department is mandated

to deliver to external clients through the implementation of programs, activities
and projects (Government Quality Management System Standards, 2006).

Measure - means to determine the magnitude or quantify something, usually by

comparison with a reference standard (Government Quality Management System
Standards, 2006).

MFO Performance Indicator (PI) – a characteristic of performance (quantity,

quality, timelines or cost) that is to be measured and will illustrate the standard
by which a department is expected to deliver its MFO (Government Quality
Management System Standards, 2006).
Mission statement - articulates what the organization is at present and
describes why an organization exists and what it does (Marr, 2009).

Monitor - means to observe, to supervise, to keep under review; to measure or

test at intervals, especially for the purpose of regulations or control (Government
Quality Management System Standards, 2006).

Performance assessment - is a broader activity that takes into account not

only numerals but also other forms of evidence such as written descriptions,
observations, symbols and color codes (Marr, 2009).

Performance management - is measuring, reporting and making decisions

about achieving objectives (Marr, 2009).

Performance Target (PT) – a predetermined numerical target level of

performance (quantity, quality, timeliness and cost of an output) against which
actual performance can be compared and for which a mean, deviation and trend
line can be calculated over time (Government Quality Management System
Standards, 2006).

Program - is a system of projects that is coordinated (Marr, 2009).

Project - is a set of planned, coordinated and collaborative delivered tasks to

achieve specific organizational objectives (Marr, 2009).

Secondary education - is designed to help students become responsible

members of the community and to prepare them for a job or for advanced
studies after graduation (The World Book Encyclopedia, 1990).
Service - is normally used to indicate an intangible product (Government Quality
Management System Standards, 2006).

Special Education - provides educational opportunities to handicapped or

gifted persons (The World Book Encyclopedia, 1990).

Survey - is a system for collecting information (Fink, 1995).

Transparency - refers to the conduct, behaviour and results of processes,

methods, data sources and assumptions used by the public sector organization
that are made available to all interested parties and citizens and collectively
ensure that interested parties are made aware of their roles, rights and duties in
the public sector organization (Government Quality Management System
Standards, 2006).
2.6 Research Design and Analytical Framework

This section presents a brief description of the general method of research

employed in the study, the respondents of the study, the procedural steps
followed in the conduct of the study, which includes research instruments, and
the tools applied for the analysis and interpretation of data. The research started
with the review of the vision, mission and objectives of the school based on the
implementing guidelines of the PHSA Executive Order No. 420 (EO 420).
Documents analyzed were the products of the various school activities like
general assemblies, meetings and from communications received by the agency.
The primary sources used for data collection and analysis were extracted from
the Annual Executive Reports, COA and CSC Audits Reports.

The overall methodological approach of qualitative method is used for

investigating the research problem. The word qualitative implies an emphasis on
experimentally examined or measured in terms of quantity, amount, intensity or
frequency. Data were collected through survey from the key informants for
descriptive purposes. Bautista, in her book on Research and Public Management
(1998), explains that descriptive purposes is to characterize what a given group
of people might think or believe in. She also adds that survey is a very popular
approach to studies in public administration. The study described the perception
of the various stakeholders of the school. Using the results of this study,
educational and operational policies could be formulated to improve the present
system to develop the integrity of the school.

The data collected in qualitative research has been termed "soft," "that is,
rich in description of people, places, and conversations, and not easily handled
by statistical procedures." Researchers do not approach their research with
specific questions to answer or hypotheses to test. They are concerned with
understanding behaviour from the subject's own frame of reference. Qualitative
researcher believes that "multiple ways of interpreting experiences are available
to each of us through interacting with others, and that it is the meaning of our
experiences that constitutes reality (Bogdan and Biklen, 1992).

Qualitative researchers use rich-thick description when they write their

research reports. Unlike quantitative research where the researcher wished to
generalize his or her findings beyond the sample from whom the data was
drawn, a qualitative researcher provides rich-thick descriptions for their readers
and let their readers determine if the situation described in the qualitative study
applies to the reader's situation. Qualitative researchers do not use the terms
validity and reliability. Instead, they are concerned about the trustworthiness of
their research. (www.gifted.uconn.edu)

The study was also guided by the results of a joint integrity project (Mirk,
2007) that attempted to begin the design process in a small way, by gathering
and describing specific ideas from the reviewed literature. The analyses were
deliberately qualitative rather than quantitative. This study did not rely on
survey statistics or other quantitative methods and tools. As the related
literature review recommended, the study gathered data that would “provide
evidence on the impacts and effectiveness of the school” by “comparing data
before and after interventions, and matching student and school characteristics.”

There should be a comparison of costs over the program

accomplishments. The analysis of schedule of budget appropriations, allotments
and obligations for CY 2001-2010 was also an important factor in the evaluations
of the effectiveness of the school. The quality of inputs, in this case the tangible
resources allotted was a contributing factor in the assessment of the output and
its outcome. Tangible resources include financial and physical resources. Marr
(2009) identified financial resources as simply the amount of funding or finance
available while physical resources consists of items such as buildings, information
and communication technology infrastructure, plant and equipment, premises or
land and, in some cases, owned natural resources. The internal and external
inputs affect the performance, implementation and the delivery of the services of
an agency.

The assessment that this study did focused on the outputs and
accomplishments of the school programs, activities and projects from 2001 to
2010. The outputs included recitals, outreach programs, invitations, exhibits,
shows, book launching, workshops, performances, plays and stage
presentations, trainings, research, exchange student programs and the number
of Memorandum of Agreement (MOA) PHSA has entered into.

The school documents pertaining to the performance of the students as

presented by the annual results of the National Assessment Test (NAT) was
included in the analysis of documents. NAT is the national examination which
aims the assess abilities and skills of fourth year high school students in all public
and private secondary schools. Standardized tests can be a useful yardstick for
identifying strengths and weaknesses in the curriculum and special programs.
Comparing the student’s test performance to that of similar students at the same
school and grade levels for the previous year was useful in this regard (Hopkins
and Stanley, 1981). Jacobs and Felix (1986) agree that tests are useful for
program evaluation and research. Outcome measures are necessary to
determine whether an innovative program is better or poorer than the
conventional one in facilitating the attainment of specific curricular objectives.
Further, they add that the dropout rate must be assessed too as the proportion
of pupils/students who leave school during the year as well as those who
complete the grade/year level but fail to enrol in the next grade/year level the
following school year to the total number of pupils/students enrolled during the
previous school year is an indication of school performance.
Respondents

The respondents of this study included the school’s present and former
faculty and staff members, students, alumni, members of the PHSA Advisory
Council, administrators and the Parents Teachers and Staff Council. Samples
representing each population from the total number of graduates from 1981 to
2010 were invited to serve as KIs. Other government agencies like the CSC and
COA, PHSA consultants, private and public institutions engaged with the school
were likewise invited to participate in the survey and encouraged to give their
comments and perception about the school.
Research Instrument

A self-administered survey instrument was adopted from the book

“Managing and Delivering Performance” by Bernard Marr (2009) and used to
generate data about the respondent’s characteristics, the measurement of the
perceived reputation and the quality of service for the purpose of this study.
Data gathered provided evidence on the impacts and effectiveness of the
organizational programs through a comparison of data about the programs,
activities and projects from 2001 to 2010. Eight classifications were used to
measure the perception of the various stakeholders: emotional appeal, services
and tasks, vision and leadership, workplace environment, social and
environmental responsibility, financial performance, and communication.

The survey tool used was the corporate reputation quotient (RQ)
developed by Harris Interactive in association with Reputation Institute. RQ is a
comprehensive measuring method of corporate reputation that was created
especially to capture the perceptions of the key corporate stakeholders such as
consumers, employees or key influencers. Demographics comprised Part 1 of the
survey to describe the characteristics of the KIs. Profile questions included the
respondents’ sex, age, their status as PHSA stakeholders, the student’s batch
name and the various stakeholders of the school. Part 2 consisted of the
following questions on categories on emotional appeal, services, products and
tasks, vision and leadership, workplace environment, social and environmental
responsibility, financial performance and communication. The questions used
the five-point Likert scaling rate that described PHSA based on the given
components in scales of very well, well, fair, poorly and very poorly. Part 3 gave
the KIs a space for comments and suggestions regarding the survey. This
portion gave them an open space to explain their responses on the second part
of the survey tool (Table 1).
 Table 1. The Survey Tool
Philippine High School for the Arts
National Arts Center, Mt. Makiling, Los Banos, Laguna

Part I: Profile of the respondent: Please fill-in items and encircle appropriate box that
corresponds to your profile

Sex Age: Faculty Staff Student Parent Administra Advisory Others

tor Council
Present Present Present Batch: Present Present Present
Female Former Former Former Former Former

Part II: The PHSA management wants to measure the perceived agency reputation and the
quality of service.
Please check appropriate box that corresponds to your perception.
No. Very Well Fair Poorly Very
well Poorly
1 Emotional Appeal:
a. I have a good feeling about the agency
b. I admire and respect the agency
c. I trust this agency
2 Services and tasks:
a. The agency has a customer-oriented
attitude
b. The agency delivers appropriately high-
quality services (within its financial means)
c. Innovation is important to this agency
3 Vision and Leadership:
a. The agency has excellent leadership
b. The agency has a clear vision for the future
c. The agency is politically aware
d. The agency is active
4 Workplace environment:
a. The agency is well-managed
b. The agency looks like a good organization to
work for
c. The agency looks like it has got good
employees
5 Social and environmental responsibility:
a. The agency deals with matters that are
important and relevant to public society
b. The agency is an environmentally
responsible organization
c. This agency is ethical, honest and
conscientious
6 Financial performance:
a. Financial means are used effectively and
efficiently
b. The agency is transparent about it resources
and spending
c. The agency is financially sound
7 Communication:
a. The objectives and tasks of the agency is
clear to me
b. The agency is transparent in its decision-
making
c. The agency engages with its stakeholders
Source: Marr, Bernard, Managing and Delivering Performance, 2009

Date of Administration: Oct. 2012

No: 00

Philippine High School for the Arts

National Arts Center, Mt. Makiling, Los Banos, Laguna

Part III: Comments and suggestions:

Thank you for your cooperation.

 Content validation was established by submitting the survey to the heads
of each section that were chosen to give their comments and suggestions to the
said tool. The presentation and organization of the criteria, the suitability of the
items, the adequacy and attainment of purpose, the respondents-friendliness,
and objectivity were the main points considered in the validation of the survey
(Fink, 1995).

In the Survey Handbook by Arlene Fink (2009), the survey’s objectives are
its particular purposes or hopeful outcomes. Marr (2009) also provides that
surveys and questionnaires provide a relatively inexpensive way of collecting
data on performance from a large pool of people who might be in different
locations. In this study, the surveys aimed to describe the performance of the
school’s programs based on its outputs from 2001 to 2010. The identification
and review of outputs were compared to the data presented on the Annual
Executive Reports submitted by the Budget Unit to the DBM.

One tool that has long been used by PHSA to understand the strengths
and weaknesses of the organization is the SWOT Analysis. SWOT stands for
strengths, weaknesses, opportunities and threats. Opportunities and threats are
external factors and should be derived from the external analysis. Opportunities
are outside elements that can be taken advantage of to improve the chances of
success. Threats are things that can derail the success of the organization.
Data Gathering Procedure

The following steps were observed in the gathering of data:

1. The first step was seeking permission to conduct the survey for
the students and staff, and for the use of the school records
and other documents through a letter addressed to Mrs. Emma
L. Izon, the Officer-in-Charge of the Office of the Director IV of
PHSA. A copy of this letter is appended in this study as
Appendix 4.

2. The student personally administered the survey instrument to

the KIs. The significance of the study was stated in the letter
(Appendix 5), the distribution and instruction on how to
accomplish the instrument properly.

3. The KIs were given a week to accomplish the forms to give

them more time and to prevent them from giving hasty
responses.

4. After the surveys were processed, the results were tallied and tabulated.
These data and other school and administrative records formed the bases of
analysis and interpretation for formulating the conclusions and recommendations
of this study.
2.7 Stakeholders Analysis

According to Marr (2009), one of the important components of strategy

definition especially for any public service is the identification of its key
stakeholders wherein the organization will try to agree on who and what really
matters for the organization. A stakeholder is a person or a group of people or
an institution that has an investment, share or interest in an organization and
who may significantly influence the success of this organization. Both internal
and external stakeholders would agree that the implementation of this study
would be an innovation to their school. The important aspect to look at the
stakeholders’ analysis is whether or not they have a significance influence in the
success of the organization. Former faculty members and staff, alumni, parents,
other government agencies and contractors comprise the PHSA external
stakeholders.

Table 2. Input Stakeholder Analysis

Input Input Provided Influence
Stakeholder on success
(High,
Medium,
Low)
Students Creativity & talents High
Employees Services, skills High
Government Financial & physical High
resource
Contractors Services Medium
Supplier Materials & Medium
equipment
Parents Moral support Medium
Alumni Support & services Medium
Source: Bernard Marr, Managing and Delivering Performance, 2009

The school’s key or internal stakeholders include students, faculty

members, staff and administrators. They provide the tangible and intangible
resources for the school to achieve its mandate. Tangible resources include
financial and other assets provided by the national government like the annual
appropriations, the buildings and other school facilities. The services delivered
by the contractors like security makes the whole facilities safe and secure.
Parents and alumni support the existing personnel in the welfare of the students
by helping out in the programs, activities and projects. At present, three visiting
faculty and four residents-teachers were graduates of the school. Tables 2 and 3
shows students, alumni and other government agencies were identified as
internal and external stakeholders as they were all important to the school’s
success.

Furthermore, government agencies who provide both intangible and

tangible resources are the DBM, CSC, COA, DepEd and CCP. Other external
stakeholders were from other educational institutions that provide teachers and
at the same time get their talents from PHSA like the University of the
Philippines, University of Sto. Tomas, Ateneo de Manila University, St.
Scholastica, De La Salle University and College of St. Benilde, to name a few.

Table 3. Output Stakeholder Analysis

Output Output Required Influence on
Stakeholders success
(High,
Medium,
Low)
Students Artistic endeavours High
Government Records & reports High
Community Shows, exhibits, Medium
outreach
Alumni Artists Medium
Source: Bernard Marr, Managing and Delivering Performance, 2009

Table 3 provides the output stakeholders of the school which includes the
students that best represents the success of the school through their artistic
endeavours. The school’s output was communicated through reports to the
different government institutions primarily the DBM, DepEd, CSC and COA. PHSA
showcased talents through invitations by the different institutions, museums and
other schools, both at the national and international levels (Table 19). The
alumni both serves as an input and output stakeholders as they provide the
talents and services the school needs as teachers, talent and resource persons.
 2.8 Design of the APP

Table 4. ACTION PROJECT PLAN DESIGN

Objectives Major Activity Expected Results Person/Group Timeframe Potentials Preventive & Budget
& Success Responsible (Monthly) Obstacles/ Contingent
Indicators Constraints Action
1. PREPARATION FOR THE RESEARCH
Identify the Research, Pertinent records Student, IP, July-August Lack of available Check other P500 for
requirements of gather data & and materials, IP Librarian, Adviser and reliable data agency and photocopying
the APP seek IP approval of APP libraries for materials &
approval of & budget records records
the APP estimate
Data analysis Examine and Records Student, Librarian June-August Absence/incomplete Inquiry thru
review data letter request and
documents interview
personnel
concerned
Conduct literature Research & Records, research Student, Librarian June-August Budget & time Check other P1,000 for the
review surf the materials libraries and the materials
internet internet
Prepare the survey Draft, encode Final copy of the Student, IP, September No access to other Identify possible P1,000 for the
materials the instrument survey Adviser respondents respondents materials and
and send instrument transportation
letters fee
requests to all
stakeholders
 Table 4. Continued.

Objectives Major Activity Expected Results Person/Group Timeframe Potentials Preventive & Budget
& Success Responsible (Monthly) Obstacles/ Contingent
Indicators Constraints Action
2. IMPLEMENTATION OF THE PROJECT
Administer the Coordination Accomplished Student, Units’ September No response from Sent follow-ups P1,500
survey with Units’ survey results Heads respondents requests and supplies &
Heads survey forms thru materials,
email transportation
expense
Analyse data Gather, enter Findings, Student October Incomplete data Sent follow-ups
and analyse conclusion and and requests and
data recommendation unaccomplished survey forms thru
forms email
 Table 4. Continued.

Objectives Major Activity Expected Person/Group Timeframe Potentials Preventive & Budget
Results & Responsible (Monthly) Obstacles/ Contingent
Success Constraints Action
Indicators
3. PREPARATION FOR THE FINAL REPORT AND DEFENSE
Write the report Encode, Manuscript of Student, IP & October- Unable to Identify the P2,000
review and the draft APP Adviser November complete the problem and supplies &
edit materials interpretation of seek advice materials
the findings from the IP
and Adviser
Preparation for Conduct Manuscript & Student, IP & November Unable to Seek technical P5,000
final oral evaluation of PowerPoint Adviser 15-18 prepare other advice from ITC Materials,
defense the final slides parts of the APP personnel printing &
requirements materials transportation
of the APP expense

Final editing of Edit, Approved final Student, IP & November Technical Seek technical P5,000
APP proofread & copy of APP Adviser 19-25 problem in advice from ITC Materials,
print printing personnel editing cost,
printing &
transportation
expense
 The Project Plan and Design of the APP in Table 4 is the overview of the
study in matrix form. The four-month project started in June, 2012 and ended in
November 2012. This was organized in three major activities: the preparation
for the research; implementation of the study; and preparation for the Final
Report and Defense. The student was assisted and guided by her Institutional
Partner, Adviser and the librarians of the DAP and PHSA. Total cost of the
project was P16,000.00 which included purchase of materials and supplies,
photocopying and transportation.

First, research preparation involved the identification of the requirements

of the APP, data analysis, conduct of literature review and preparation of the
survey materials. The results were used primarily for data and SWOT analysis
and in the preparation of the survey instrument.

Second, the implementation of the study consisted of the activities in the

administration of the survey instrument. On deciding on the measurement
instrument for the described output, the public’s perception of the school was
collected through a self-administered survey questionnaire. Marr (2009) explains
that perception data could provide richer insights into the real level of
performance and it allows us to actively involve people in the performance
assessment. Data from this survey would be used to determine the effectiveness
of the organizational performance of PHSA.

Lastly, the preparation for the final report and oral defense would entail
the report writing, planning for the presentation of the findings of the study and
the final preparation of the copy of the manuscript. Approval from the
Institutional Partner and the Faculty Adviser would be sought before submission
of the study to DAP.
 CHAPTER 3
THE PROJECT RESULTS AND RECOMMENDATIONS

3.1 Presentation of Project Results

This section reports the findings of the study based on the information
gathered from the results of the survey document reviews and SWOT analysis.
The study aimed to provide an assessment of the organizational performance of
PHSA through the following end results and deliverables:

1. An assessment tool that will provide the perceived reputation of

PHSA since its establishment in 1977; and,
2. The analysis of the results of the overall performance and the
report of the perceived reputation of the organization.

The primary aim of this study was to address the absence of information
that would serve as a barometer of the effectiveness of the school as an
organization. This study presents an assessment of the performance of the
PHSA as mandated in EO 420. The detailed summary of the findings per
assessment was presented together with the characteristics of the KIs. The
findings of this study were based on the results of the methodology that the
student applied.
3.2. Analysis of the Project Impacts
The Results and Analysis of the Survey

A total of 90 survey forms were distributed but only 65 pieces were

returned. The form was sent also via e-mail 48 times but only 5 responded to
the request.

The KIs who participated in the survey were composed of 60 percent

females and 22 percent males. Five percent of the respondents failed to indicate
their gender on the profile questionnaire. From the total number of 65
stakeholders that participated, only 4 were not connected to the school. They
were former staff, 2 alumni and a client who once used the school facilities.
Students with age range 10-15 comprised the largest number of KIs at 44
percent. The staff that respondent mostly belonged to ages 46-51 (26%). Other
stakeholders were in the age range of 22-57 (13%) and the faculty members
with an age of 22-57 (11%). Parents with an age bracket of 34-51 constituted 6
percent of the total number of respondents.

Table 5 describes the faculty’s high perception of trust in the school. The
school did “well” at 60 percent in all aspects except for the 28 percent “poor”
rate on the school’s political awareness when it comes to vision and leadership.
A “poor” rate at 14 percent was also manifested in management of the school,
transparency in decision-making and in the engagement of stakeholders in
communication.
 100
90
80
70
60 FACULTY VW
50 FACULTY W
40 FACULTY F
30 FACULTY P
20 FACULTY VP
10
0
a b c a b c a b c d a b c a b c a b c a b c
1 2 3 5 6 7

Table 5. Perception of the Faculty

The staff has given the agency “very well” rate at 80 percent in
transparency about its resources and spending on financial management (Table
6). The agency was “very poor” at 5 percent in social and environmental
responsibility and in communication.

90
80
70
60
STAFF VW
50
STAFF W
40
STAFF F
30
STAFF P
20
STAFF VP
10
0
a b c a b c a b c d a b c a b c a b c a b c
1 2 3 5 6 7

Table 6. The Perception of the Staff

 Table 7 shows 65 percent of the student-respondent rated all components
of the evaluation “well.” A few (6%) rated the school “poor” on vision and
leadership and communication.

80

70

60

50 STUDENTS VW
40 STUDENTS W

30 STUDENTS F
STUDENTS P
20
STUDENTS VP
10

0
a b c a b c a b c d a b c a b c a b c a b c
1 2 3 5 6 7

Table 7. Perception of the Students

Only 35 percent of the parents gave the school “fair” rating on all
areas of services but 50 percent gave high percentage of “poor” ratings on
leadership and communication. A “poor” rate was also given on
management of the workplace environment at 25 percent (Table 8).
 80

70

60

50 PARENT VW
40 PARENT W

30 PARENT F
PARENT P
20
PARENT VP
10

0
a b c a b c a b c d a b c a b c a b c a b c
1 2 3 5 6 7

Table 8. Perception of the Parents

Table 9 shows that the members of the PHSA Advisory Council gave a
rating of “well” to emotional appeal, services and tasks, in its being active and
trust in employees. The school rated “fair” in active participation, its role in
social and environmental responsibility and in communication. The respondents’
best represent the Council at 20 percent.
120

100 ADVISORY COUNCIL

VW
80
ADVISORY COUNCIL
W
60
ADVISORY COUNCIL
40 F
ADVISORY COUNCIL
20 P
ADVISORY COUNCIL
0 VP
abcabcabcdabcabcabcabc
1 2 3 5 6 7

Table 9. Perception of the Advisory Council

 Table 10 reflects the highest trust rating of “very well” given to the school
by a former administrator who represents 25 percent of the respondents. A
rating of “well” was given to the school’s leadership of the same percentage.

120

100 ADMINISTRATORS
VW
80
ADMINISTRATORS W
60
ADMINISTRATORS F
40
ADMINISTRATORS P
20
ADMINISTRATORS VP
0
abcabcabcdabcabcabcabc
1 2 3 5 6 7

Table 10. Perception of the Administrators

Other stakeholders gave the school a high rate of “very well” on emotional
appeal, social and environmental responsibility and they perceived that the
school was “well” managed. The school was rated “fair” at 75 percent on its
vision for the future (Table 11).
 120

100

80
OTHERS VW
60 OTHERS W
OTHERS F
40
OTHERS P
20 OTHERS VP

0
a b c a b c a b c d a b c a b c a b c a b c
1 2 3 5 6 7

Table 11. Perception of Others

To sum up, majority (85%) of all stakeholders gave an overall rating of 25

percent of “well” in terms of their perception of PHSA. Some stakeholders (42%)
however, were not satisfied and gave the school a rate of 18 percent on “very
poor” specifically on communication (Table 12).
 120
1a
100
1b
80 1c
2a
60
2b
40 2c

20 3a
3b
0
3c
VW F VP W P VW F VP W P VW F VP W P VW F VP
d
FACULTY STAFF STUDENTS PARENT
ADVISORY COUNCIL
ADMINISTRATORS
OTHERS

Table 12. Perception of all Stakeholders

About three KIs failed to properly accomplish the form. Forty survey
forms were distributed during sports festival and card giving day but only 15
forms were returned on that day. The survey form was sent to the alumni, other
client and former administrators through email 48 times, but only four replied to
the request. Only one of the administrators responded to the survey. It was
discovered that survey forms sent through email cannot be retrieved and
downloaded because they were saved using a higher version of Microsoft Word.
Analysis of Financial Records

The summary of the school’s accomplishment of the programs, activities

and projects with budget allotment and obligated for CY 2001-2010 is presented
in Table 13 and Table 19. It also shows the annual budget allotment by the
national government for arts and culture. The total national budget amounted to
trillion in pesos, the DepEd budget was represented in billions of pesos while
funds for NCCA and PHSA were in millions of pesos. The allotted budget for
these agencies increased as the years progressed except for NCCA which
reflected a remarkable decrease beginning in 2007 up to 2010. Further
examination of the budget allotted by DepEd for arts and culture were only
expenses for representation for the said program. The budget for the SPA was
not specifically reflected in the GAA. Comparing the yearly budget allotment to
PHSA, the national government provides an average of P38M to the school.

Table 13. Education Budget of CY 2000 – 2010

2000 2002 2003 20 2005 20 2007 2008 2009 2010

04 06
Total Ren Ren 1,126 1,066 1,434 1,541
ac- ac-
Natio ted ted
nal
Budg
et*
DepEd 82.6 95.2 95.4 102.5 126.8 138.2 158.2 161.4
# 91 59 19 83 62 43 10 05
NCCA+ 452.2 377.1 281.7 293.84 15.440 29.595 60.718 31.104
32 72 66 3
PHSA+ 51.4 31.4 28.1 28.29 41.44 44.06 47.06 46.46
79 96 88 8 3 0 0 0
Source: General Appropriation Act 2007-2011 *in Trillion, #in Billion, + in Million http://www.dbm.gov.ph

Review of the GAA of 1977 shows that PHSA was then under the Office of
the President. The absence of data needed in the analysis of the fiscal operation
implemented by the school 20 years ago prompted the student to conduct an
informal interview with the most senior employee of PHSA. The interview
confirmed that fiscal management of PHSA was done by the CCP. It was only in
1978 that the school’s budget was transferred to the Department of Education,
Culture and Sports (DECS), now called DepEd.

On the other hand, there is no allocation for the development and

proliferation of culture and arts except for the National Heritage Act (RA 10066)
in the 2011-2016 Philippine Development Plan, which was funded by the National
Endowment Fund for Culture and the Arts (NEFCA) of the NCCA.

Analysis of the Human Resource Management Records

The last audit conducted by the CSC on PHSA was in September 2011.
PHSA is one of the accredited government entities in the Province of Laguna.
The delegated authority to take final action on appointments of its personnel was
granted by the Commission by virtue of CSC Resolution No. 94-2482 dated May
3, 1994. On this report, the Commission has confirmed once again that the
agency had substantially complied with the Civil Service Law and Rules on
personnel actions. The authority granted to PHSA to take action on
appointments remains valid (Appendix 3). For the 10-year period starting from
2001-2010, the HRM Unit has acted and issued a total of 104 appointments
(Table 14) that included appointments and renewal for faculty members and the
non-teaching staff. The issuance of appointments is dependent upon the
available vacancy in a given year.
 Table 14. Summary of Report on Appointments

Number of
Year Appointments
Issued
2001 12
2002 18
2003 10
2004 7
2005 11
2006 15
2007 14
2008 7
2009 7
2010 3
TOTAL 104
Source PHSA ROPA & RAI

The analysis made by Cobrana (2011) of the PHSA performance

evaluation system in 2011 showed that it failed in its objective to continuously
foster improvement of employee performance and efficiency; to enhance
organizational effectiveness and productivity; and to provide an objective
performance-rating system which serves as basis for personnel actions,
incentives and rewards and administrative sanctions. Majority of the staff almost
always failed to submit the semi-annual performance commitment, the monthly
output and the semi-annual appraisal report on time. The PHSA-Performance
Evaluation System (PHSA-PES) is not accepted by the majority of the staff
because of the amount of paperwork that the system requires. The reason why
the purpose and objective of the Performance Evaluation and Review Committee
(PERC) and the Program on Awards and Incentives for Service Excellence
(PRAISE) were not properly implemented was due to the absence of the said
documents.
 The HRM Unit also admitted that the system provides limited information
and data to help the management in decision making. The system failed in
comparing the performance rating of personnel with the different kinds/nature of
work. Hence, those personnel who perform well were not given due recognition
in the annual PRAISE awards ceremony. Erring employees were not given the
appropriate sanctions when they committed offenses. The final rating of the
evaluation was not enough to identify the development and training needs of
those who were identified with performances below the expectation of their
immediate supervisor. At the end of the evaluation period, the staff was forced
to prepare and comply in the submission of their performance evaluation. It is
also noted that almost all of the final evaluation rating was “Very Satisfactory.”
It rare that an employee was rated a “Satisfactory” rating.

One of the consequences of the inefficiency of the system is it decreases

the level of efficiency and the morale of those directly affected by the uneven
distribution of jobs. The level of performance was not clearly identified in the
final rating of the evaluation period. There were instances that an employee
who was not performing well also got “Satisfactory” or “Very Satisfactory” rating.
Students Records

The average acceptance rates compared to the number of graduates for

the CY 2001-2010 were both at 27 students per year. The dropout rate
averaged at three students per year except for 2002, 2005 and 2010. Table 15
reflects a minimal increase of graduate over the total number accepted in year
2002 by 8 students, 4 students in year 2005 and a remarkable increase of 14
students for 2010.

Table 15. Enrolees per Year Level for School Year 2001-2010

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
-01 -02 -03 -04 -05 -06 -07 -08 -09 -10
1st Year 43 32 33 39 32 32 38 52 38 34
nd
2 Year 33 35 28 33 31* 30 25 23 45 35
3rd Year 21* 30 29 28 30 31 27 25 27 30
4th Year 31 21 29 29 26 30 29 28 25 24
TOTAL 128 118* 119 125 124* 123 119 132 135 140*
No. of
Graduates 21 29 29 26 30 29 26 25 24 38
Dropout 10 +8 0 3 +4 1 3 3 3 +14
rate
Source: PHSA Annual Report 2011

Table 16 presents the computation of per capita from CY 2001 to 2010

based on appropriation. The number of students slightly increased by 5 from
140 to 145 in 2010. No capital outlays were recorded for 2003 and 2004. The
highest capital outlay recorded was in 2001.
Table 16. Computation of Per Capita from 2001 to 2010 Based on Appropriation

PS MOOE CO TOTAL Total Per Per Per Capita Per Per

Yr no. of Capita Capita excluding Capita Capita
Student Total excludin MOOE Excludin Excludin
s Cost g g g
PS CO MOOE
2001 9,227 34,613 13,925 57,765 140 413 347 165 313 247
2002 9,913 22,242 59 32,214 140 230 159 71 230 159
2003 9,676 19,265 28,941 140 207 138 69 207 138
2004 9,923 17,510 27,433 140 196 125 71 196 125
2005 10,040 16,295 235 26,570 140 190 118 73 188 116
2006 9,798 19,030 235 29,063 140 208 138 72 206 136
2007 10,045 25,192 5,846 41,083 140 293 222 114 252 180
2008 10,517 27,797 5,746 44,060 140 315 240 116 274 199
2009 11,487 31,917 4,000 47,395 140 339 257 111 310 228
2010 13,122 26,547 7,000 46,669 145 322 231 139 274 183
Source: PHSA Budget Request 2013

In the 35th year of existence of the School, it has produced a total number
of 830 graduates, 58 percent of which are girls and 42 percent boys. The year
with the highest number of graduates was in the years 1994, 2010 and 1981
with 39, 38 and 38 students respectively. The lowest numbers of graduates
were in 1991, 1985 and 1986 with 10, 12 and 13 total number of students
recorded. A minimal increase of 17 students in the last 10-year period from
2001-2010 from its population of 277 while an increase of 41 students during the
periods 1979-1989 and 1980-2000 were recorded (Table 17).
 Table 17. Total Number of Graduates from 1979 to 2011

Year Male Female TOTAL

1979 7 11 18
1980 3 23 26
1981 23 15 38
1982 9 9 18
1983 9 19 28
1984 8 14 22
1985 7 5 12
1986 10 3 13
1987 8 9 17
1988 13 10 23
1989 10 6 16
1990 6 10 16
1991 3 7 10
1992 14 10 24
1993 9 8 17
1994 20 19 39
1995 12 18 30
1996 8 15 23
1997 10 6 16
1998 12 12 24
1999 11 19 30
2000 13 18 31
2001 10 11 21
2002 14 15 29
2003 10 19 29
2004 9 17 26
2005 10 20 30
2006 12 17 29
2007 9 17 26
2008 6 19 25
2009 7 17 24
2010 12 26 38
2011 12 20 32
TOTAL 346 484 830
Source: PHSA Annual Report 2005
 An analysis was made with regards to the academic performance of the
students. According to Jacobs and Felix (1996), tests are useful for program
evaluation and research. Outcome measures are necessary to determine
whether an innovative program is better or poorer than the conventional one in
facilitating the attainment of specific curricular objectives.

The Center for Educational Measurement (CEM) conducts diagnostic tests

that are primarily designed to give parents, teachers, or guidance counsellor
information on the student’s level of achievements, specifically their strengths
and weaknesses, in a subject area thereby identifying what specific learning
competencies and cognitive skills are to be developed in the classroom.

Table 18 presents the test results for the CEM, National Achievement Test
(NAT) and the National Career Assessment Exam (NCAE) for SY 2008-2009. In
the 2008 Annual Executive Report, the school was awarded for outstanding
performance in NAT and NCAE for the school year 2006 – 2007 by the DepEd
because it has exceeded its target.

Table 18. Tests Results

Mean % in Center for Educational Measurement
across levels (CEM)
Target: 85% Actual: 86%
National Achievement Test (NAT): Rank 7 out of 247 schools in
Laguna
Target: 61% Actual: 55.28%
National Career Assessment Exam (NCAE) Result
Target: 90% Actual: 95%
Interpretation: Above average in general scholastic aptitude: 4th
year level SY 2008-2009
Source: PHSA Annual Report 2009
 All data presented were based on the available copies of the PHSA Annual
Executive Report for the period 2002-2010 that is submitted annually to the DBM
by the Budget Unit of the Finance Section. The reports are presented in
narrative form and arranged in chronological order.

The summary of PAPs in Table 19 provides the total number of

performances being the highest at 90, followed by 51 recitals, 49 Annual
Nationwide Search for Young Arts Scholars (ANSYAS) activity, workshop at 40,
37 participation and 33 activities. The least on the list is attendance to forum at
two, followed by project, competition and demonstration all at one each.
 Table 19. Accomplished Programs, Activities and Projects
ACCOMPLISHED PROGRAMS, ACTIVITIES AND PROJECTS
for CY 2001, 2003, 2005, 2006, 2007, 2010

PAP Total PAP Total

Activity 33 Interaction 10
ANSYAS 49 MOA 3
Assistance 5 Orientation 13
Book launch 5 Outreach 14
Ceremonies 17 Participation 37
Competition 1 Performance 90
Concert 11 Presentation 4
Conference 10 Program 15
Convention 2 Project 1
Demonstration 1 Recital 51
Educ. Tour 20 Show 14
Exhibit 15 Showcase 6
Festival 3 Talk 5
Forum 2 Workshop 40
TOTAL 141 TOTAL 301
GRAND TOTAL 442
Sources: PHSA Annual Executive Reports
 Table 20. Summary of Successful Programs of PHSA
KEY RESULTS AREA
Successes Underlying Causes Lessons
Learned/Conclusions
2001
1. Staged the “Anak-Anak Asia: Asian Fully funded and participated The school have to establish
Children’s Arts Festival by local and international networks locally and
2. Implementation the “Dalubhasaan artists internationally to be
para sa Edukasyon, Sining at recognized as a center for
Kultura excellence
2002
3. Students international Commitment of Philippines We need partners for the
exposure trip to US and Japan and Japan in education over-all development of the
program students
2003
4. Spearheaded the Collective The school fully supports Integration of the different
Class in the Arts program programs on innovation discipline was part of
Curriculum Research and
Development Program
2004
5. Curriculum Research and Another development There must be a constant
Development Program program that benefited both review of the curriculum and
the Basic and Arts Education current needs of the students
programs on education
 Table 20. Continued.
KEY RESULTS AREA
Successes Underlying Causes Lessons Learned/Conclusions
2007
6. International participation to arts The external projects programs The school have to establish
festival in Singapore and Hongkong of the school were intensified networks locally and internationally
7. Artists’ Village by networking to be recognized as a center for
8. Teacher-Student Exchange Program excellence
with the Regent Secondary School of
Singapore
9. YFU Exchange Student Program
2008
10. Joined the 1st DepEd Sining Another external networking The school supports DepEd in the
Pambansa Festival programs of the school propagation of arts and culture of
11. Hosted the RSS of Singapore, CIOFF our country
of Canada and Julliard School of US
12. Joined the Asean Youth Camp in
Indonesia
2009
13. Special Secondary Education Oriented Previous successful programs The school have to establish
to the Arts were replicated networks locally and internationally
14. Labaw Donggon Production to be recognized as a center for
participation in Korea excellence
 Table 21. Summary of Unrealized Programs
KEY RESULTS AREAS
Failures/Problems Underlying Causes Lessons Learned/Conclusions
1. The PHSA Teaching Manual (2002)
2. The PHSA Coffee Table Book (2002) Limited sources of funds and The objectives and relevance of the
3. Education on Filipino Art and Cultural logistic. Non-observance of the plans must be clarified to all
Values (2005) timetable of the project concerned stakeholders
4. Ten-Year Development Plan (2010)

Tables 20 and 21 summarize the school’s success and unrealized programs from 2001 to 2010.
Most of the activities, plans and programs of the school are grounded and focused on the individual
development of the students and their talents. The leaders together with the Management
Committee encourage the adoption of innovation programs in its curriculum on Basic and Arts
Education. The achievement of each program involves the collaboration and support of all concerned
units in all aspects starting with the planning up to the last stage of the implementation. There is
also a clear understanding of the objectives of each project and they were cascaded to the internal
and external stakeholders.
 The failures of some plans were rooted from poor planning that includes lack of funds and
logistics. It is understood that a proposal must be planned a year ahead to get the financial
allotment it needs. One of the most common problems identified is the limited personnel that will be
responsible for the implementation of each stage of the programs. Another problem encountered
was the school cannot extract accountability and commitment from the non-plantilla personnel hired
to do the function of program managers.
 Table 22. Identifying Strengths and Weaknesses
Positive
Strengths
• The only art school in
the Philippines.
• Artistic Excellence-
the students are trained to
become a world class artists
• Development of a
deeply Filipino orientation,
Social Awareness and Social
Responsibility
• The students enjoy
free tuition, free board and
lodging, a monthly stipend,
free transportation free
medical and guidance
Internal services and subsidy for
recitals, performances and
Factors other activities within and
outside the campus
• Opportunity to study
and/or experience in more
than one area/major
• Students are exposed
to a variety of learning
experiences that include art
history, aesthetics,
productions, and criticism
• There is a positive
attitude in the schools
towards change
• Strong and dedicated
faculty with high morale
• Diversity among
student population
• A strong reputation
for providing the training
required to become a world
class artists
• Sufficient fund
resources
• Access to cultural
resources
Source: Mojica & Ancheta, PHSA Status Assessment, 2009
Negative
Weaknesses
• Limited public
appreciation
• Lack of previous
study about the school
• Lack of information
dissemination about the
schools advocacy
• Loss of
communication with the
graduates
• Old buildings and
facilities
• Lack of classroom
interaction between AE and
BE
• No programs for
the alumni
• No activities for the
interaction of students in
the community
• Lack of research
programs
• Lack of academic
support
• Lack of activities
that foster interaction
between personnel and
students
• Lack of packages,
modules, management and
actual conduct of training
programs in direct and
indirect modes for teachers
and administrators
• Lack of curriculum
committed to the
conservation and promotion
of the Filipino and artistic
and cultural traditions
• Lack of motivation
for teachers to publish
articles
• Lack of staff
appraisal
and commendation
 The study of Mojica and Ancheta in 2009 of the assessment of the status
of PHSA in Tables 22 and 23 used survey and interviews of various stakeholders
that resulted in identification of the strengths and weakness, and the
opportunities and strengths. In this study, more weaknesses were identified than
strengths and there were least opportunities available for the institution. A
review of the recommendations and suggestions made by the researchers would
help the management to specifically address concerns that need prioritization.

Knowing the strength of the PHSA as an organization (see Table 22), the
agency can focus and exert efforts on the things they are good at, and by
understanding the weaknesses, they know what to avoid, what to improve, and
where to get help from other agencies that do things better (Mind Tools Ltd.,
2007-2011). The weaknesses are about the things the agency is not good at, or
the areas where it can improve its current performance.

The internal stakeholders believed that the school is lacking on programs

on research and development, effective communication system, curriculum
development, funds for repair and maintenance of the facilities, community
affairs and in human resource management and development, as reflected in
Table 22.
 Table 23 shows that being the only public secondary arts school in our
country has its disadvantages because of the limited organization that specialized
in arts. Members of the families play an important part in the development of
the students, with their cooperation and involvement in the school activities and
programs.

Table 23. Identifying Opportunities and Threats

Positive Negative

Opportunities Threats
• Many community • Lack of interest in
leaders, organizations (public arts among students
& private) support arts • Lack of patriotism
education. and nationalism among
• The potential of students
information and • Most of the schools
communications technology are gearing their students
(ICT) to enable a wider range to be inclined in math and
of access to arts education sciences
External Arts were given emphasis on • Family stresses/
the medium term competing lifestyles,
Factors development plan parental dictation of policy,
and the under valuing of
arts
education
• Limited special art
school that the student
could pursue their career
• Lack of art school
for elementary
• Poor economic
conditions

Source: Mojica & Ancheta, PHSA Status Assessment, 2009

 The primary objective of this study was to gain knowledge on how our
stakeholders perceived the reputation of PHSA and its level of effectiveness.
Review of PHSA annual reports, the CSC and COA annual audit reports confirmed
that PHSA is able to meet the mandated mission and vision within the allowable
resources provided by the national government for its operation and
management. The Auditor from COA rendered an unqualified opinion on the
fairness of the presentation of the financial statement while the authorization to
take final action on appointments was retained by the CSC as stated in their
2011 Personnel Management Monitoring, Evaluation and Assistance Service
(PMMEAS) Audit Report. Further, majority of the survey respondents and the
SWOT analysis said they are aware of the basic needs and problems that
confront the school.

The analysis of schedule of budget appropriations, allotments and

obligations for CY 2001-2010 is also an important factor in evaluating the
effectiveness of the school. On the analysis of the annual reports to DBM and
COA, the school receives regular and sufficient allotment from the national
government to manage and to disburse effectively, efficiently and economically
thereby providing quality inputs that contribute in the assessment of the output
and its outcome.

Moreover, details on the students’ performance and the number of

accepted students as compared to total number of graduates’ supports the study
of Hopkins and Stanley (1981) that the dropout rate must also be assessed as
the proportion of pupils/students who leave the school. To exemplify, the
analysis of the diagnostic tests conducted by CEM and the test results of NAT
and NCAE provides clear statements and success indicators of the major
accomplishments of the students in basic education programs. The school was
recognized and awarded for its outstanding performance in NAT and NCAE for
the school year 2006-2007 by DepEd. On the other hand, there is no available
data yet of the diagnostic test of the recent years.

The school was aware of its strengths, weakness, opportunities and

threats that it can focus more and exert efforts on the things the school are good
at. By understanding the weaknesses, it directs what to avoid, what to improve,
and where to get help from other similar agencies with best practices and do
things better. Being the only secondary arts school in our country also has its
own advantages and disadvantages because of the limited organization that
specialized in arts. The result of the SWOT analysis also reflects that members
of the family play an important part in the development of the students with
their cooperation and involvement in the school activities and programs.

Moreover, PHSA should provide adequate resources for monitoring,

verification and assessment tasks; provide resources to establish effective
communications within public sector organization and with other stakeholders;
and provide resources for continual improvement of performance and of the
quality management system. During the implementation of this study, the
positions of the Director III and Director IV were vacant. The need for an
effective leadership and efficient communication system are two of the most
relevant issues and concerns that the management must address. There were
unreturned survey forms from former members of the faculty and administrators
of the school, CSC, COA and DBM, which may affect the overall results of the
survey. The use of qualitative research on this study, though, does not use the
term validity and reliability but was concerned only on the trustworthiness of the
results. The findings of this survey would be presented to the management to
determine the validity and reliability of its results.

The result of the survey exemplifies Marr’s (2009) study that we need to
measure things that are directly linked to the strategic objectives of the
organization and to understand that it is not all about numbers. Therefore
performance assessment based on financial report must be supplemented with
words and commentaries. A primary purpose of this study was to describe the
perception of the various stakeholders of the school. Hence, the comments and
suggestions provided by the survey can serve this purpose (Appendix 6). Using
the results of this project, educational and operational policies may be
formulated to improve the present system and develop the integrity of the
school.

Finally, the findings of this project uphold the theoretical paradigm of

Tripartite Locus of Integrity because the school was able to fulfil its mission and
vision as reflected in the overall performance that contribute to the development
of the preservation of the culture and arts in the country. The challenge that
confronts the school was its inability to properly communicate the success of its
administrators, and students to all its stakeholders. This is where the integrity of
the school lies. Integrity is serving the public, fulfilling the agency mission by
performing one’s duties well within the parameters of the rules and in a way that
is consistent with one’s values.
3.2 Policy Statement or Redirection

The government has exerted much effort to assess the performance and
progress of an organization in the bureaucracy. The challenge now lies in the
development of a transparent indicator that will specifically measure the
effectiveness and efficiency of an organization. There is a need to establish or
create an internal audit system that will evaluate and review the quality of
performance of each group or individual within the agency.
3.3 Summary of Findings, Conclusion, and Recommendations

This section presents the results of the findings based upon the
information gathered as a result of the methodologies that the student applied.

Survey Results:

Based on the overall results of the survey conducted among the various
stakeholders of PHSA, the perception rate given to the school as one of the
public organizations was “well”. Majority of stakeholders gave high regards to
emotional appeal because of admiration, respect and trust in the school. The
school was able to deliver appropriate quality services and innovation is
important to this agency.

Based on the comments and suggestions, the most relevant concerns of

all the stakeholders were leadership and communication (Appendix 6). Though
the school is active in vision and leadership, some members of the stakeholders
were still not aware of the accomplishments and successes of the school. They
want transparency and constant communication of the plans and programs of
the school and its leaders. The lack of a permanent and effective leader who will
lead the school to its rightful role and place in history was manifested in the
results of the survey.
 Records Analysis:

1. The annual reports submitted to DBM, COA and CSC and the feedback received
from these oversight agencies further confirmed the adherence to the law and
regulations of PHSA.
2. The school receives regular and sufficient allotment from the national
government to manage and to disburse effectively, efficiently and economically
thereby providing quality inputs that contribute in the assessment of the output
and its outcome.
3. Analysis of the diagnostic tests conducted by CEM and the test results of NAT
and NCAE provides clear statements and success indicators of the major
accomplishments of the students in basic education programs. The school was
awarded and recognized for its outstanding performance in NAT and NCAE for
the school year 2006-2007 by DepEd.
4. The school has succeeded in the implementation of its activities, plans and
programs in Arts education by meeting its targets every school year as reflected
in Tables 19 and 20.

SWOT Analysis

Majority of the respondent to the SWOT analysis said they were aware of
the basic needs and problems that confront the school. Being the only secondary
arts school in the country has also its own advantages and disadvantages
because of the limited organization that specialized in arts. It is also noted that
as external factors, the economic condition of the families of the students and
the members of the respective families of the scholars play an important part in
the student’s development. Parents of the students can take an active part with
their cooperation and involvement in the school activities and programs.
Conclusion

The specific objectives of this Integrity Development Action Plan and

Project (IDAPP) were to gather data that will provide documentary evidence on
the impacts and effectiveness of the PHSA by collecting and comparing data from
2001 to 2010. The effectiveness of the programs of PHSA in its education and
arts program was manifested in the results of the survey instrument.
Furthermore, review of the documents and reports helped in the assessment of
the organizational performance of PHSA, and the integrity issues and gaps that
confront the management. The study strengthens the concept that assessment
of performance of the organization is needed to maintain integrity at work and in
the workplace.

It is hoped that this study would bring about positive awareness of ethical,
effective and efficient standards in the performance of one’s official duties and
responsibilities in the government service. A government agency performing at
its best is essential for effectiveness and efficiency that the bureaucracy needs to
build positive change towards integrity development.
 Recommendations:

Following are the recommendations arrived based on the results of the

survey, review and analysis of documents, and SWOT analysis:

1. There is a need for the observance of RA 6713 (Code of Conduct and Ethical
Standards for Public Officials and Employees), the Customized Code of Conduct
and the Citizen’s Charter by all employees. Posting these provisions together
with the targets and accomplishments on the PHSA website is a way to
disseminate the information to the public.
2. Ethics and values orientation should be a regular program for personnel
development.
3. Regular review and improvement of the operational system and procedures
should be carried out.
4. Establishment of a feedback mechanism such as the survey instrument that will
assist in the formulation of agency policies and future plans is needed. The
results shall be incorporated in the annual reports for COA, CSC and DBM.
5. Announcement of timetables for making important decisions to reduce the
negative consequence of miscommunication should be done.
6. Validation of the results of survey and the findings of this study by the
Management Committee should be carried out through interview and focus
group discussions.
7. The survey instrument would also be a supplement to the SPMS made by the
government to establish an effective agency performance system.
8. The need for effective leadership and communication system are two of the most
relevant issues and concerns that need to be addressed by the management.
9. The school must encourage and initiate more research projects and studies to
systematically collect data that would provide detailed descriptions of its
accomplishments and successes in the future.
10. Creation of an Internal Audit/Control Unit that will evaluate the results of each
activities, plans and programs of the school.

3.4 Proposal for Sustainability

The development of policies towards integrity development of this project

could be sustained by integrating them with the CSC Memorandum Circular No.
6, Series of 2012, regarding the Guidelines in the Establishment and
Implementation of Agency Strategic Performance Management System (SPMS).
The survey instrument used in this study could be customized and used as an
advantageous tool in the assessment of every activity, programs and projects of
the school because it is easy to administer. The instrument could also be posted
in the PHSA website for more accessibility and to get the stakeholders’ feedback
immediately.

3.5 Implications to Integrity Development in Governance

The survey instrument that was used as an assessment tool in this study
is a helpful medium for all stakeholders to communicate their concerns and
interest that will benefit both students and the school. Survey is an effective tool
to measure the performance of an organization. This tool is being implemented
by some agencies and CSC must encourage all government agencies to do the
same. Feedback can also be included in the annual executive report.
3.6 Suggestion for Future Studies

To complete the analysis of the past work programs of the school, it is

suggested that a study to assess the outcome of the school programs based on
the achievements of the alumni be conducted. The study will answer the
questions of how many alumni pursued careers in the arts or other arts-related
courses as well as those who did not continue and pursue their careers in this
field.
 CHAPTER IV

The APP Experience and my Being a Public Manager

The student served as the project manager and facilitated the

coordination of all activities in the preparation and implementation of her APP.
She made sure that the limited time and resources were put to good use,
effectively, efficiently and economically. Activities that needed the decision of
the Institutional Partner were coursed through by the student for the
development of the objectives of the APP.

The most important lesson that she learned were the intricacies of
working in public service and the bureaucracy as a whole. She realized how
fortunate she was to be in her agency compared to the men and women whose
job caused destruction in their lives and exposure to dangers. She was challenge
to do the same in her small way and hoped that the public’s perception of the
government as a whole will change for the better. Government employees and
offices, whose commitment and dedication to improve and develop our country,
deserve recognition and accolades.
BIBLIOGRAPHY

Andres, Tomas Quintin D. and Francisco, Felizardo Y., 1989. Curriculum

Development in the Philippine Setting, Manila, National Bookstore Store, Inc.,
pp.3-4, 34, 155, 164, 213.

Asian Development Bank, 2007. Improving Local Governance and Service

Delivery: Citizen Report Card Learning Tool Kit.

Bautista, Victoria A., 1998. Research and Public Management, University of the
Philippines Open University.

Behrman, Deolalikar and Soon, 2011. Promoting Effective Schooling through

Education Decentralization in Bangladesh, Indonesia, and Philippines.

Bourque, Linda B. & Eve P. Fielder, 1995. How to Conduct Self-Administered and
Mail Surveys, London, Sage Publications, Inc.

Bruns, Filmer and Patrinos, 2011. Making Schools Work, New Evidence on
Accountability Reforms.

Civil Service Commission, 2011. Report on the Personnel Management

Monitoring, Evaluation and Assistance Service.

Clemente, Alejandro W., 1996. Philippine Education into the 21st Century,
Quezon City, Joer Printing Services, p. 49
Cobrana, Cirila B., 2011. Experimenting With Behaviourally Anchored Rating
Scales (BARS) as Performance Evaluation Instrument for the Non-Teaching Staff
of the Philippine High School for the Arts, Pasig City, Development Academy of
the Philippines.

Commission on Audit, 2011. Annual Audit Report.

Covey, Stephen R., 1989. The Seven Habits of Highly Effective People, New
York, Fireside.

Covey, Stephen R., 2004. The 8th Habit, New York, Free Press.

Dasgupta, Basab, Ambar Narayan and Emmanuel Skoufias, 2009. Measuring the
Quality of Education and Health Services, The Use of Perception Data from
Indonesia.

Development Academy of the Philippines, 2011. The Integrity Development in

Governance Framework: The Tripartite Locus of Integrity.

Fink, Arlene, 1995. The Survey Handbook, London, Sage Publications, Inc.

Government Appropriation Act, 1977, 2000-2010.

Government Quality Management System Standards, 2006 p. 22

Guijt, 2008. Critical Readings on Assessing and Learning for Social Change: A
Review.
Hopkins, Kenneth D. and Julian C. Stanley, 1981. Educational and Psychological
Measurement and Evaluation, 6th Edition, Prentice-Hall, Inc., p. 45

International Education Guide: For the Assessment of Education from the

Philippines, by the International Qualification Assessment Service (IQAS)
developed the International, Government of Alberta, Canada, 2007

Kaplan, Robert, and David Norton, 1990. Balanced Score Cards.

Litwin, Mark S., 1995. How to Measure Survey Reliability and Validity.

Marr, Bernard, 2009. Managing and Delivering Performance. Oxford, Elsevier,

Ltd.

Mirk, Paula, 2007. Tell Me What You Really Think, A Report on the Schools of
Integrity Project.

Mojica, Mercedita A. and Ancheta, Katherine H., Customized Code of Conduct of

the Philippine High School for the Arts, 2010. Pasig City, Development Academy
of the Philippines.

2009. The Philippine High School for the Arts (PHSA) Status Assessment:
Towards Some Policy Directions.

Mojica, Mercedita A., 2009. PHSA Citizen’s Charter.

PHSA Annual Executive Reports, 2001, 2003, 2005, 2006, 2007, 2010

World Books, Inc., 1990. The World Book Encyclopedia, Vol. 15, 376
Washington, Sally and Elia Armstrong, DATE. Ethics in the Public Service,
Current Issues and Practice, Public Management Occasional Papers, No. 14, p. 5.

ONLINE RESOURCES:

www.csc.gov.ph
www.phsa.edu.ph
www.dbm.gov.ph
www.ncca.gov.ph
www.coa.gov.ph
www.deped.gov.ph
www.culturalcenter.gov.ph
www.adb.com.ph
www.worldbank.org
www.wikipedia.org
www.ehow.com
www.lawphil.net
www.gifted.uconn.edu
www.usc.edu
APPENDICES
 APPENDIX 1.

Executive Order No. 420

September 7, 1990
 CONVERTING THE PHILIPPINE HIGH SCHOOL FOR THE ARTS INTO A
REGULAR GOVERNMENT AGENCY, REPEALING PRESIDENTIAL DECREE
NO. 1287 AND FOR OTHER PURPOSES

WHEREAS, the arts complement the sciences in improving the quality of human
life by means of the complete and harmonious development of the individual;

WHEREAS, it is the person completely and harmoniously developed who can

contribute most meaningfully towards the creation and enhancement of a
democratic, just and humane society imbued with national identity and pride;

WHEREAS, the Philippine High School for the Arts has been organized under
Presidential Decree No. 1287 (1978), to search for and develop highly talented
children exceptionally gifted in the arts, with the objective of providing a
continuing source of artists of excellence and leaders in the preservation and
promotion of the Filipino heritage in the arts;

WHEREAS, the government is committed to fulfill its constitutional mandate at

foster the preservation, enrichment and dynamic evolution of a Filipino national
culture based on the principle of unity in diversity in a climate of free artistic and
intellectual expression and to place arts and letters under the patronage of the
State;

WHEREAS, in view of the foregoing, the regularization and conversion of the

Philippine High School for the Arts as a regular government agency have been
recommended by the Department of Budget and Management pursuant to its
mandate under Executive Order No. 165 (1987) and Executive Order No. 5
(1986);

WHEREAS, per the Secretary of Justice Opinion No. 210, series of 1988, Section
22 of Proclamation No. 50 (1986), as amended, empowers the President of the
Philippines to amend or repeal the laws creating government-owned or
controlled corporations of which have been identified for divestment, dissolution,
regularization, merger or consolidation, not later than December 6, 1991;

NOW, THEREFORE, I CORAZON C. AQUINO, President of the Philippines, by

virtue of the powers vested in me by law, do hereby order:

Sec. 1. Abolition and Creation. The Philippine High School for the Arts is hereby
abolished. In lieu thereof, a regular government agency is hereby created in
accordance with the provisions of this Executive Order, with the same name and
hereinafter referred to as High School.

Sec. 2. Mandate. The High School is hereby mandated to implement a general

secondary level program, combined with a special curriculum oriented to the arts
and geared to the early recognition and development of highly talented children
exceptionally gifted in the arts, thus providing a continuing source of artists of
excellence and leaders in the preservation and promotion of the Filipino heritage
in the arts.

Sec. 3. Advisory Council. The High School have an Advisory Council, composed
of the following members:

(a) President of the Cultural Center of the Philippines who shall be the
Chairman, ex-officio;

(b) Undersecretary of the Department of Education, Culture and Sports shall

be the Vice-Chairman, ex-officio;

(c) Artistic Director of the Cultural Center of the Philippines, ex-officio;

(d) Director of the Bureau of Secondary Education of the Department of

Education, Culture and Sports, ex-officio;

(e) Director of the Philippine High School for the Arts, ex-officio;

(f) A representative from each of the fields of music, dance, theater arts,
visual arts, and literature to be appointed by the Chairman, upon
recommendation of the Governing Board.

The Advisory Council shall meet at least once a month. A quorum of the Advisory
Council shall consist of the majority of all its members holding office at the time
the meeting is called and present thereat. Each member of the Advisory Council
shall receive an honorarium in accordance with pertinent laws, rules and
regulations.

Sec. 4. Powers and Functions. To accomplish the mandate of the High School,
the Advisory Council shall advise the Director on the following:

(a) Fixing of the site of the school;

(b) Receipt for, and appropriations for the ends specified by law, of such
sums as may be provided by law for the support of the High School;
(c) Approval of appointments made and contracts entered into by the
Director in connection with the employment of teachers, lecturers and other
employees of the High School, fixing of their compensations and other conditions
of employment, with concurrence by the Secretary of Budget and Management;
and their removal for cause after due notice and hearing;

(d) Providing fellowships for faculty members and approval of the grant of
scholarships, stipends and other allowances to deserving students;

(e) Determining the criteria for the selection and admission of students which
shall include, among others, national competitive examinations;

(f) Approval of the issuance of certificates or diplomas to successful

candidates for graduation;

(g) Receipt of in trust legacies, gifts, donations, grants, endowments,

contributions, or other transfers of ownership and/or possession of real and
personal properties of all kinds and administration of the same for the benefit of
the High School or for aid to any of its students.

(h) Approval of the annual work program and budget for endorsement to the
Department of Budget and Management;

(i) Such other tasks as may be assigned to it by the Secretary of Education,

Culture and Sports, which are necessary for the efficient and effective
accomplishment of the purposes of this Executive Order.

Sec. 5. Authority to Solicit Donations, Grants and the Like. Upon the
recommendation of the Advisory Council, the Director may, without need of
authority, approval or intervention by any government agency of any kind
whatsoever, solicit, negotiate with, and receive from any public or private,
domestic or foreign sources such legacies, gifts, donations, grants, endowments,
contributions or other transfers of ownership and/or possession of real or
personal properties of all kinds in favor and for the benefit of the High School,
subject to ratification by the Secretary of Education, Culture and Sports;
Provided, That the Director shall, upon recommendation by the Advisory Council
and in accordance with pertinent accounting and auditing laws, rules and
regulations, prescribe the measures necessary for the proper use, maintenance
and safekeeping of said donations, grants, endowments, contributions or
transfers and the compliance of the terms and conditions thereon, if any.

Sec. 6. Director. The day-to-day operations of the High School shall be under the
supervision and control of the Director in accordance with Section 4 hereof. He
shall be appointed by the Secretary of Education, Culture and Sports, upon the
recommendation of the Advisory Council. His functions, powers and duties, in
addition to those specifically provided in this Executive Order, shall be those
usually pertaining to the office of the principal of any high school in the
Philippine educational system.

Sec. 7. Civil Service Coverage. Personnel of the High School shall be classified
into:

(a) Career service personnel, namely, those of the finance, administrative

and personnel staff of the High School and its general education faculty.

(b) Non-career service personnel, namely, visiting professors and arts

instructors.

Career and non-career service personnel shall be subject to civil service rules and
regulations on wage and position classifications. They shall be entitled to
retirement benefits enjoyed by all government personnel, in accordance with
existing laws, rules and regulations. Provisions for retirement shall be included in
the annual budget of the High School: Provided, That services of incumbents
whose appointments have not been processed through the Civil Service
Commission shall be considered as creditable services for purposes of claiming
retirement or separation benefits as long as the necessary requirements are met.

Sec. 8. Attachment. The High School is hereby attached to the Department of

Education, Culture and Sports, in consultation with the Cultural Center of the
Philippines, for policy and program implementation with special emphasis on
subjects pertaining to the arts, with the end in view of preparing its students for
a career in the arts.

Sec. 9. Arts High School Fund. All legacies, gifts, donations, grants, endowments,
contributions and other similar transfers of real and personal properties of all
kinds received by the High School shall constitute the Arts High School Fund,
which shall be expended or used by, or with the authority from, the Director
upon the recommendation of the Advisory Council, to attain the purposes of this
Executive Order, in accordance with pertinent laws, rules and regulations.
Signatories to this Fund shall be the Director and the officer of the High School
responsible for its finances, regular reports on the status of the fund shall be
submitted to the Advisory Council.

Sec. 10. Position Structure and Staffing Pattern. Upon approval of this
Executive Order, the officers and employees of the defunct Philippine High
School for the Arts shall, in a holdover capacity, continue to perform their
respective duties and responsibilities and receive the corresponding salaries and
benefits unless in the meantime they are duly separated from the service.
The position structure and staffing pattern of the High School shall be approved
and prescribed by the Secretary of Education, Culture and Sports, upon the
recommendation of the Director of the High School and with the concurrence of
the Secretary of Budget and Management, within one hundred twenty (120) days
from the approval of this Executive Order and the authorized positions created
thereunder shall be filled with regular appointments by the High School or by the
President of the Philippines, as the case may be. Those incumbents of the High
School whose positions are not included therein or who are not reappointed,
shall be deemed separated from the service and shall receive the benefits to
which they may be entitled under existing laws, rules and regulations.

Sec. 11. Transfer. The records, equipment, facilities, choses in actions,

rights, other assets and personnel of the defunct Philippine High School for the
Arts are hereby transferred to the High School, insofar, as necessary for the
proper accomplishment of the objectives of this Executive Order. The
appropriations and funds of said defunct entity, if any, shall revert to the General
Fund. Its remaining assets if any, shall be allocated to the appropriate units of
the government as the Office of the President shall determine or shall otherwise
be disposed in accordance with the Government Auditing Code of the Philippines
and other pertinent laws, rules and regulations. Its liabilities, if any, shall be paid
in accordance with the provisions of the Civil Code of the Philippines on the
concurrence and preference of credits.

Sec. 12. Notice or Consent Requirement. If any reorganizational change

authorized in this Executive Order is of such substance or materiality as to
prejudice third persons with rights recognized by law or contract such that notice
to or consent of creditors is required to be made or obtained pursuant to any
agreement entered into with any such creditors, such notice or consent
requirement shall be complied with prior to the implementation of such
reorganizational change.

Sec. 13. Implementing Rules and Regulations. The Secretary of Education,

Culture and Sports shall prescribe the rules and regulations for the efficient and
effective implementation of the provisions of this Executive Order.

Sec. 14. Separability. Any portion or provision of this Executive Order that
may be declared unconstitutional or invalid shall not have the effect or nullifying
other portions or provisions hereof as long as such remaining portions or
provisions can still subsist and be given effect in the entirety.

Sec. 15. Repeal. Presidential Decree No. 1287 (1978) is hereby repealed. All
other laws, issuances, rules and regulations inconsistent herewith are likewise
hereby repealed or modified accordingly.
Sec. 16. Effectivity. This Executive Order shall take effect upon approval,
subject to its publication in the Official Gazette.

DONE in the City of Manila, this 7th day of September, in the year of Our Lord
nineteen hundred and ninety. (www.lawphil.net).
 APPENDIX 2.

Commission on Audit Report

 APPENDIX 3.

Civil Service Commission

Personnel Management Monitoring, Evaluation
and Assistance Service (PMMEAS)
 Report on the
Personnel Management Monitoring, Evaluation and Assistance Service (PMMEAS)
conducted at the Philippine High School for the Arts, Los Baños, Laguna
on September 7-8, 2011

I. INTRODUCTION

The CSC Agency Accreditation Program (CSCAAP) empowers constitutional

bodies, department or agencies of the national government, local government units,
government-owned or controlled corporations, and state universities and colleges to
take final action on appointments.

In the implementation of this program, the Civil Service Commission Regional

Office No. IV through its Personnel Management Assistance Team (PMAT)
representative conducted PMMEAS on September 7-8, 2011 at the Philippine High
School for the Arts, Los Baños, Laguna to determine the agency’s compliance with
the terms and conditions of accreditation and to provide continuous monitoring and
training assistance, if ever necessary, to ensure sustainability and progress of the
agency’s accreditation level.

The Philippine High School for the Arts is one of the accredited
government entities in the Province of Laguna. The delegated authority to
take final action on appointments of its personnel was granted by the
Commission by virtue of CSC Resolution No. 94-2482 dated May 3, 1994.

II. OBJECTIVES

The PMMEAS was conducted in the said agency with the following specific
objectives:

 To monitor/observe the personnel management practices of the

agency after it has undergone the last CPMA/PMMEAS conducted;

 To determine whether personnel actions conform with the Civil Service

Law, rules and policies;

 To render technical assistance to the agency in the implementation of

the audit recommendations, if necessary;

 To recommend for capability building or developmental intervention

needs; and

 To ascertain and recommend if the said agency level of accreditation is

maintained or may progress to a higher level.
III. SCOPE AND LIMITATIONS

The PMMEAS conducted in the Philippine High School for the Arts which
covered the period from September 6, 2010 to September 7, 2011 comprised an
assessment of the agency’s personnel management systems, management of
personnel records, and other programs and practices on human resource
management.

The reassessment visit was focused on the agency’s implementation and

compliance with the recommendations contained in the last PMMEAS report.
Other areas of Personnel Records Management such as 201 Files, Plantilla
entries, Leave and Attendance records, Service Records and Personnel
Management Systems and Programs that include Personnel Mechanisms,
Employee-Management Relation, Employee Welfare, and Employee Discipline,
however, were as well covered.

The following were the previous recommendations:

1. Fast tract the formulation of the agency’s Citizen Charter and have this
posted in a conspicuous place in compliance with RA 9485 – “The Anti-
Red Tape Law”.

2. Reconstitute the Grievance Committee. The highest HRMO should be

designated chairman of the Grievance Committee pursuant to CSC MC
No. 2 s. 2001.

3. Establish a Career Development Plan for the professional growth and

personality development of all officials and employees.

4. Require the employees to use the Revised PES Form in accomplishing

their performance ratings.

IV. METHODOLOGY

In the assessment process, three (3) methods were generally used to

validate observations and relevant information, as follows:

1. Document Analysis- uses review, scrutiny and study of pertinent

documents issued and acted upon by the Head of Office and HRMO within
the one year period before the conduct of audit ;

2. Interview- elicited information through formal or informal conversation with

the officials and/or employees; and
 3. Desk Assessment- combination of observation and interview.

V. FINDINGS

Various audit report forms such as PMAAP Agency Scanning (AS) and
Agency Capability Evaluation Card (ACEC) including Report on Appointments
Issued (RAI) served as guide to the PMAT representative to carefully monitor and
re-evaluate the agency’s practices and programs which they implemented after the
last conduct of PMMEAS. Hence, the following observations on the extent of
implementation and compliance with the previous recommendations were duly
noted:

 The Citizen’s Charter has been finalized and presented during the
Management Committee meeting for review.

 The new composition of the members of the Grievance Committee has not
been reconstituted yet. The HRMO has not been designated as the
Chairperson of the Grievance Committee.

 The performance ratings of all officials and employees (both teaching

and non-teaching) are submitted as scheduled. Upon review by the
Performance Evaluation Review Committee (PERC), the performance
ratings are signed by the Director.

 The Career Development Plan is yet to be established.

Other Findings

On Personnel Actions and Records Management

Generally, personnel records management system of the Philippine High

School for the Arts is in adherence with the Civil Service Law, Rules and policies.
Ms. Cirila B. Cobrana, designated HRMO, maintains the complete 201 files and
other personnel records in the HRM Office.

Director IV Fernando Josef had issued a total of fourteen (14) regular

appointments in 2010 and 2011. Out of the fourteen appointments issued, one (1)
was invalidated by the CSCRO IV for not meeting the education requirement of the
position. However, another appointment to the same appointee has been issued
and resubmitted to the CSCRO IV for review.

The Report on Appointments Issued (RAI) are submitted to the CSCFO-

Laguna with or without appointment/s issued on or before the 15 th day of the
ensuing month in accordance with Rule VI (Submission, Approval/Disapproval of
Appointment) of CSC MC No. 40, s. 1998 which is the Revised Omnibus Rules on
Appointments and Other Personnel Actions. In case an appointment is issued,
such is attached to the RAI. The CSC Field Office receives it on the prescribed
period. However, it has been observed that the RAIs kept by the agency are not
signed by the CSCFO Director II.

The Biometric Fingerprint Scanning System is continuously used in

recording the daily attendance of the officials and employees. Policies on
punctuality and attendance and the use of pass slip whenever an employee leaves
the work premises for a short period of time is implemented and observed. Monthly
report of employee’s absences, tardiness and undertimes pursuant to MC 4,
series 1990 is not regularly submitted to the Director.

The HRMO keeps and maintains complete leave records of the

employees. The HRMO uses the prescribed format of the leave card. Worth of
note, leave records has been computerized. Absences are posted/recorded in the
particular months they were incurred. After all necessary deductions and updating
of leave credits are encoded in the computer, the updated leave records are
printed and orderly filed and kept in a cabinet at the end of the month. All leave
privileges are availed of and enjoyed by the officials and employees of the PHSA.
As to the leave applications duly acted and filed, such leave applications age, but
have not been disposed of. Thus, files become voluminous.

The service records of the employees are complete and filed separately.
Other than the hard copies filed, the HRMO has also encoded and stored it in the
computer for easy updating and retrieval when requested.

B. Personnel Management System and Programs

The PMAT representative also monitored the implementation or adoption

of the CSC approved personnel mechanisms to guide them in various personnel
actions geared towards professionalizing the ranks of its employees, viz:

Generally, the PHSA uses the 1997 Civil Service Qualification Standards
Manual for government wide positions. But, for managerial positions such as
Director III and Director IV, the agency sets higher qualification standards which
were approved by the Civil Service Commission.

The “Philippine High School for the Arts Employees Association” is the
lone existing employee association in the agency. The association has entered
into Collective Negotiation Agreement (CNA). The approved CNA is currently in
effect and implemented.

Generally, working areas of the officials and employees are provided with
air-conditioning units and equipped with modern computers. Monetary and non-
 monetary benefits and privileges such as productivity incentive bonus, loyalty
cash award, anniversary bonus, 13 th month pay and all forms of leave privileges
under the existing Civil Service Law, rules and policies are granted to employees.
Notices of Salary Adjustment (NOSA) and Notices of Step Increment (NOSI) are
given as well to employees whenever there are increases in their salaries.

The Statement of Assets, Liabilities and Networth (SALN) of the officials

and employees are filed separately.

The administrative discipline is as well strictly imposed and observed by

the agency. The Uniform Rules on Administrative Cases in the Civil Service
(URACCS) is followed.

Part of the Gender Advocacy Development Program of the agency is the

conduct of a scheduled wellness/physical fitness program for the employees.

VI. RECOMMENDATIONS / CONCLUSION

In view of the foregoing and based on the attached PMAAP forms used in the
conduct of re-assessment and monitoring, the Philippine High School for the Arts has
substantially complied with the Civil Service Law and rules on personnel actions.
However, for a more effective and efficient personnel management system, we
recommend the following:

1. Reconstitute the Grievance Committee and the HRMO should be designated

as the Chairperson of the Grievance Committee.

2. Records disposal should be observed to avoid keeping of voluminous files

like application for leave. It is suggested that records disposition schedule be
secured for guidance.

3. Develop the agency Career Development Plan for the enhancement of

skills and professional growth of the employees and submit to this Office
for approval.

4. For protection purposes and prevent from tampering the entries made in
the computerized printed copies in the leave record, each leave record
should be initialed by the HRMO staff who posted the corresponding
entries to be countersigned and certified correct by the HRMO before
it is kept and filed.

5. The Monthly Report of employee’s absences, tardiness and undertimes

pursuant to MC 4, series 1990 should be submitted to the Director for
information and appropriate action.
 APPENDIX 4.

Request Letter to Conduct the Study

 APPENDIX 5.

Request Letter to all Stakeholders

October 25, 2012

MRS. EMMA L. IZON

Special Education Teacher V
OIC, Office of the Director
Philippine High School for the Arts
NAC, Mt. Makiling, Los Banos, Laguna

Thru: Ms. Lilibeth A. Carbos, Finance Services Head

Ms. Helen C. Jimena, Student Council Adviser
Miss Cleofe Q. Cabauatan, Student Welfare Development Division Coordinator
Dear Mrs. Izon,

In partial fulfilment of the requirements for the Master in Public Management major in
Integrity Development in Governance (MPM-IDiG), I have chosen my topic for my
Integrity Development Action Plan and Project (IDAPP) “Assessment of the
Organizational Performance of the Philippine High School for the Arts (PHSA)”.

In relation to this, I have the honor to request permission to allow me to administer the
survey instrument to the staff, members of the Students Council and faculty. Aside from
this, may I also given access to the pertinent documents that are needed in my project
like students’ NSAT results, ANSYAS Accomplishment Reports and financial records and
other reports. The project aims to provide an assessment of the organizational
performance of Philippine High School for the Arts (PHSA):

1. A survey evaluation tools that will provide an assessment of the organizational

performance of PHSA since its establishment in 1977
2. The analysis and the report on surveys
3. The summary of the school’s accomplishment of the programs, activities and
projects of CY 2001-2010

I hope that this merits your favourable consideration.

Sincerely yours,

CIRILA B. COBRANA
Administrative Officer III

Noted:

PRECY A. MONDEJAR
Administrative Officer IV
General Services Section Head
November 2, 2012

Dear Officers of the Students Council and Class Presidents,

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the
Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of
the key informant consultants? The project aims to provide an assessment of the
organizational performance of Philippine High School for the Arts (PHSA) by the
following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its
establishment in 1977
2. The analysis of the results of the evaluation tool and the report of the perceived
reputation of the said agency
3. The summary of the school’s accomplishment of the programs, activities and
projects with budget allotment and obligated for CY 2001-2010
4. Provide recommendations that will serve as bases for planning, decision-making
and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a
timely reaffirmation of the role of PHSA in nation building and what the school stand for
that distinguishes from other government schools. Further, the study will also assist the
agency in defining and prioritizing the Programs, Activities and Projects (PAP). The
school is now celebrating its 35th year anniversary and the project will aids in policy
formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 4,
2012. Should you have questions, the undersigned can be reached at 09195638103
and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give
will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA
Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ

Faculty Adviser
November 2, 2012

Dear Officers of the PTSC,

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the
Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of
the key informant consultants? The project aims to provide an assessment of the
organizational performance of Philippine High School for the Arts (PHSA) by the
following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its
establishment in 1977
2. The analysis of the results of the evaluation tool and the report of the perceived
reputation of the said agency
3. The summary of the school’s accomplishment of the programs, activities and
projects with budget allotment and obligated for CY 2001-2010
4. Provide recommendations that will serve as bases for planning, decision-making
and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a
timely reaffirmation of the role of PHSA in nation building and what the school stand for
that distinguishes from other government schools. Further, the study will also assist the
agency in defining and prioritizing the Programs, Activities and Projects (PAP). The
school is now celebrating its 35th year anniversary and the project will aids in policy
formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 4,
2012. Should you have questions, the undersigned can be reached at 09195638103
and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give
will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA
Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ

Faculty Adviser
November 21, 2012

DR. RAUL M. SUNICO

President
Cultural Center of the Philippines
CCP Complex, Pasay City

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the
Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of
the key informant consultants? The project aims to provide an assessment of the
organizational performance of Philippine High School for the Arts (PHSA) by the
following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its
establishment in 1977
2. The analysis of the results of the evaluation tool and the report of the perceived
reputation of the said agency
3. The summary of the school’s accomplishment of the programs, activities and
projects with budget allotment and obligated for CY 2001-2010
4. Provide recommendations that will serve as bases for planning, decision-making
and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a
timely reaffirmation of the role of PHSA in nation building and what the school stand for
that distinguishes from other government schools. Further, the study will also assist the
agency in defining and prioritizing the Programs, Activities and Projects (PAP). The
school is now celebrating its 35th year anniversary and the project will aids in policy
formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 23,
2012. Should you have questions, the undersigned can be reached at 09195638103
and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give
will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA
Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ

Faculty Adviser
November 2, 2012

Dear Members of the Faculty and Staff:

May we seek for your help in the fulfilment of the project, entitled: “Assessment of the
Organizational Performance of the Philippine High School for the Arts (PHSA)” as one of
the key informant consultants? The project aims to provide an assessment of the
organizational performance of Philippine High School for the Arts (PHSA) by the
following end results:

1. An evaluation tool that will provide the perceived reputation of PHSA since its
establishment in 1977
2. The analysis of the results of the evaluation tool and the report of the perceived
reputation of the said agency
3. The summary of the school’s accomplishment of the programs, activities and
projects with budget allotment and obligated for CY 2001-2010
4. Provide recommendations that will serve as bases for planning, decision-making
and evaluation of the effectiveness of PHSA programs and operations

We believe that your opinions would be invaluable to this project. The project is a
timely reaffirmation of the role of PHSA in nation building and what the school stand for
that distinguishes from other government schools. Further, the study will also assist the
agency in defining and prioritizing the Programs, Activities and Projects (PAP). The
school is now celebrating its 35th year anniversary and the project will aids in policy
formulation, implementation and evaluation of the future directions.

May we request you to return the accomplished survey form on or before November 4,
2012. Should you have questions, the undersigned can be reached at 09195638103
and/or cirilacobrana@yahoo.com. Rest assured that the information that you will give
will be considered confidential.

We look forward to your usual support and kind assistance. Thank you.

Very truly yours,

CIRILA B. COBRANA
Administrative Officer III

Noted by:

DR. GABRIEL MA. J. LOPEZ

Faculty Adviser
 APPENDIX 6.

Comments and Suggestions of Key Informants

 Comments and Suggestions of Key Informants

Faculty:
1. What I evaluated is the agency itself.
2. More dialogue between departments. (Communication)
3. Still continue to the arts and culture of our heritage. (Services and tasks)
4. Transparency needed. Better work ethics. (Communication)
5. It’s about time that the leadership of the school be put in the hands of
someone who really knows the deeply rooted problem of the institution.
Someone who has the clear understanding of the history and evolution of this
institution from its inception to its current state with all the significant changes,
improvement and degenerations, successes and failures, besetment and
deficiencies, and all its inherent problems. If leadership is resolve and all
stakeholders work hand in hand, I think this institution can make more impact in
the cultural renaissance of our society. As it is, we already have proven the high
quality of graduates we have as shown in the different fields they indulged into.
We can still be better, if not best, if we just make sure to chart the direction of
this school achievement, objectives and goals, to its rightful role and place in the
society. (Leadership)

The task of piloting this school does not lie solely in the stewardship of the
Director but should be a collaborative efforts and indulgence of all the people
involved in the institution including all stakeholders - alumni, faculty and staff,
students, parents and administration. And to make these things work, there
should always be an open line of communication to all. (Communication)
Staff:
1. The school needs a full-time director who will lead the institution to reach
and fulfil its mission and vision. So far, in my stint here during the past two
years was in my opinion, “our lowest point”. No major or big accomplishment to
recall. Hope this time we are going to have a conscientious, culture-
oriented/hardworking one… (Leadership)
2. a. Manual of operations for PHSA b. A well-articulated Manual for
Scholars (Communication)
3. Members should also be consulted by our leader (Communication &
Leadership)
4. Promotion. Democratic governance. (Communication & Leadership)
5. The leaders should be properly selected and evaluated with full-time
commitment to the PHSA (Leadership)
6. PHSA needs a leader who knows the key principles of good governance
and provide long-term vision and protect the reputation and values of the
organization especially the knowledge in managing and supporting people not
just one group but the entire staff and faculty. (Leadership)

PHSA also needs a leader who has the continuous and careful thought to ensure
that the decision being made are properly addressed and have very humanistic
values and concerns. I find PHSA a place where office politics run severely which
gives the organisation a very low-standard in attitude, behaviours and ethics.
(Social responsibility & Leadership)

Its existence, PHSA has been encapsulated in the old practice of participatory
decision-making, where everyone should be consulted and be part of the
decision-making process sometimes the higher positions' decisions are mere
secondary. Whilst decisions are approved still any of the faculty members can
change it. (Leadership)
Just hoping for a great success in the coming years of PHSA and still cater the
appropriate policies and procedures, knowledge, good attitudes and behaviours
to enable both individuals and the board to work effectively. (Social
responsibility)

Students:
1. PHSA should aim for excellence, not only in PHSA but its students as well
as to embody the true, the good and the beautiful. When it comes to BE classes,
PHSA should consider the quality of the lessons and also the value of the
subjects like how PHSA values the arts. In the Arts Department, they should
have more activities for the students to help them improve. (Services and tasks)
PHSA should be conscious and value the students for them to be the future
leaders of the arts.
2. I suggest that the agency be more aware about abrupt changes and
improvements that the school needs. I also suggest that they finalize their K-12
curriculum. Other than that the agency is fine. More power to you. (Services –
curriculum and tasks)
3. Minsan po nakaka-inis ang mga agency kasi po minsan po hindi po
supported with enough information ang sinasabi nila. (Communication)
4. We hope that this assessment will help a lot in improving our school. We
appreciate that the school still value our insights. (Communication)
5. No doubt PHSA is a valuable institution in Philippine society. Its greatest
assets are its students. Many of them have managed to become excellent artists
despite shortcomings in the school system and administration transitions. Kudos
to the faithful teachers who have weathered these changes by sticking to their
own personal realization that their calling in life is to bring out the best in every
student they handle.
I wish each member of the administration and faculty realizes that a great part
of becoming a better institution depends on each individual's willingness to
grow—to study more, always be open to new ideas, never being satisfied with
status quo, looking out to learn and implement best practices from outside (but
contextualized to the needs of PHSA), and by constantly communicating plans
with the stakeholders. (Innovation and leadership)

As a member of the alumni, it's always hard for me to get a straight story about
what's happening in Makiling without hearing it from the grapevine, facts
misunderstood and altered. The result is many alumni get confused about what's
happening, and withhold their help because they don't know exactly how to.
PHSA can certainly improve their information dissemination to the stakeholders.
Please consider communicating more regularly, more frequently (once a month,
at the very least). The alumni are somewhat organized, but unless we are fed
clear information on how to help the school—clear, doable, short-term ways
under the framework of a long-term vision—our organization will not be
maximized. Rest assured, the alumni are always here to help. (Communication)
Parents:
1. Talents should be cultured adapting to present situations for education
and profession (Services and tasks)
2. PHSA urgently needs a full-time effective leader (D4. D3). (Leadership)

Advisory Council:
1. The agency needs to clarify its mission and craft strategies that will make
it the best high school for the arts in the country. In order to do this, it needs to
be cognizant of the changes in the educational sector especially with regards the
mentoring of gifted children. It needs to strengthen the expertise of its teachers
and revisit the curriculum to take in new modes and processes of art making like
digital and muti-media and other inter-disciplinary forms. (Curriculum, Services
and tasks)

Others:
1. Must have a strong commitment among employees. TY po! (Social and
Environment responsibility)
2. As a part of this community, we should do our best to be of service and
protect this agency, and to be a good example for the students, employees and
the people around him, to build a good nation, a good leader, is a good follower.
(Service and environmental responsibility)
3. Infrastructure need to be repaired, renovated and maintained. This will
re-open additional cottages to accommodate more scholars. (Workplace
environment) Music students have excelled in music theory as seen in admission
test results in conservatories.

Technical prowess and musicality can develop at a wider range if the students
would have more ensemble playing opportunities. Selection of music scholars
that will form regular ensembles like string quartets, woodwind quintets, brass
quintets can gain more aptitude in the performance of the music students.
(Services and tasks)

Perimeter of the NAC should be well guarded to prevent squatters from

encroaching and denuding the pristine vicinity. (Workplace environment).
STUDENT’S CURRICULUM VITAE
CIRILA BELARMINO-COBRANA
Phone: (049)800-0692 (Residence) / (049)536-5972 (PHSA)
Mobile: 09195638103
E-mail: cirilacobrana@yahoo.com
Residence: 615 San Juan, San Pablo City 4000

Education
2011-2012, Master in Public Management major in Integrity Development in Governance
Development Academy of the Philippines (DAP)
2010-2011, Graduate Certificate Course on Corruption Prevention, DAP
1999-2001, Master in Human Resource Management (42 units earned)
Colegio de San Juan de Letran Calamba
1998-1999, Master in Public Administration (12 units), Calamba Business of Arts and Science
1981-1985, Bachelor of Science in Commerce-Accounting Major, Laguna College

Positions Held
2009-Present, Administrative Officer III
Philippine High School for the Arts (PHSA), NAC, Mt. Makiling, Los Baños, Laguna
2004– 2009, Administrative Assistant II, PHSA
1996-2004, Human Resource Management Assistant, PHSA
1994-1996, Clerk IV, PHSA
1992-1994, Accounts Receivable Clerk
San Pablo City Livestock Development Cooperative, Inc., San Pablo City
1986-1991, Operator & Production Checker
Asia Textile Mills, Inc., Novaliches and Calamba Production Plants

Other duties
Chair, Communication Team, PHSA Disaster Management Committee
Secretary, Personnel Selection Board, PRAISE, PERC, Grievance Committee,
Student’s Disciplinary Committee
Member, Personnel Development Committee

Eligibility
Career Service Professional Examination, Sta. Cruz, Laguna - 83%
Career Service Subprofessional Examination, Manila - 70%

Membership in Association
Alumni Association of DAP Public Managers, Inc.
Civil Service Commission Professional Corps of Test Administrators (PROCTAD)
Personnel Officers Association of the Philippines (POAP)
Council of Personnel Officers (CPO) of Laguna
Philippine High School for the Arts Employees Association (PHSAEA)