Republic of the Philippines

North Eastern Mindanao State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221

FINAL PROJECT REQUIREMENT FOR SYSTEM ANALYSIS IN EDUCATION

A.Y. 2023 – 2024

Name: Fegie Sablon Virtudazo Name of Professor: Doc. John Michael Tuyor
Year & Program: 2 Year-MAED-EM
nd
Course Code: MEM 209

Descriptive Analysis of the Survey Questionnaires

administered at Southern Technological Institute
of the Philippines, Incorporated

QUESTIONNAIRE FOR ADMINISTRATORS/SUPERIORS ONLY

By collecting valuable feedback and insights thru this questionnaire,

organizations can make informed decisions to improve leadership, employee
satisfaction, and overall organizational performance.

In terms of evaluating the personnel of the Junior High School in Southern

Technological Institute of the Philippines, Incorporated, located in Mangagoy, Bislig
City, there are a total of 8 administrators and 18 teachers. There are also a total of
18 classrooms 470 total number of students in school. In every classroom, there
are 40 minimum number of students from Grade 7 to 10 classes.

In terms of evaluating organizational structure, the persons involved in

formulating school goals include administrators, teachers, HRPTA officers, student
leaders, and other stakeholders who also were the ones evaluating the organization
particularly examining, modifying, or revising on a quarterly or yearly basis.

In the context of evaluating organizational climate, there is a committee to

decide on disciplinary action for teachers, staff, and students. For teachers and
staff, the principal, president, and the board of trustees are the members of the
disciplinary board, while the office of the student affairs head, guidance personnel,
and the principal are the members of the disciplinary board for the students in
school.

Lastly, in terms of evaluating organizational management, the appraisal

system used for the selection of new employees in school is a ranking method
where applicants should generally evaluated based on a description of the
employee's job duties and responsibilities, an evaluation of how well the employee
has performed these duties and responsibilities, any areas in which the employee
needs improvement and suggestions to enact those improvements. For teachers
and staff, the principal, and subject coordinator together with the VP for Academic
Affairs and the Board of Trustees, shall conduct the evaluation of school personnel
in a periodic manner where each of them is appraised through the following: Self-
assessment, which is fundamental to reflective practice that informs on-going
professional growth, Student Academic Progress goals and Professional Growth
goals which are directly related to student outcomes, Differentiated supervision
which is determined by multiple sources of data and reflective conversations, and
lastly, Effective feedback which is on-going and occurs through collaboration based
on multiple sources of data.

QUESTIONNAIRE FOR ADMINISTRATORS, TEACHERS AND STAFF

In the first part of the questionnaire evaluating the personnel, it was

observed that most of the respondents had worked for minimum of three to five
years already. Most of them have already attained a Bachelor’s degree in
Education. They are mostly Junior high school teachers and advisers with minimum
of three subjects being taught and have 40 hours rendered in school per week.

In evaluating organizational structure, it shows well delegation of

responsibility in school since authority are exercised by the superiors and
committee-chairman in an organization as it was also defined properly as to what
the roles and functions are expected from the superiors and subordinates.
According to the respondents, there was also frequent calling for meetings and
dialogues through a release of memoranda.

Lastly, in evaluating organizational management particularly in terms of

planning, the respondents are amenable that the goals are well-defined in the
official handbooks/manuals, plans are directed toward well-defined objectives, and
members of the system exercise participative planning when necessary. In the
area of having effective information system, the teachers and staff agree that the
lines of authority and responsibility are well defined since they have been told to fill
up organizational structure as right way of selecting people in their organization. In
the context of the performance of administrators, teachers and staff, there is a
well-defined feedback system because performance appraisal is well defined
including the system of motivation as employees to the meet the expectations of
the school. Moreover, the employees have development programs since the
respondents are aware of the tasks and activities defined and classified even as the
control system is flexible to the changing conditions in their school system.

To conclude this aspect, it shows that the evaluation for personnel,

organizational structure, and management have positive responses and implications
to the employees’ organization. It shall further help identify areas for enhancement,
inform decision-making, and promote continuous improvement in the educational
setting.
QUESTIONNAIRE FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND
STAFF

This particular aspect of data collection ensures that the institution is

responsive to the needs and priorities of all stakeholders, ultimately leading to a
better educational experience for everyone involved.

In the first part of the questionnaire, in terms of organizational structure,

majority of the respondents answered high as the degree of adequacy of
information in the school system is concerned. Despite the high degree of accuracy
of information in the school system, the respondents have different views on the
degree of accuracy of information whether sideward, downward or upward
communication. Nonetheless, there is sufficient amount of cooperative teamwork
observed in the school system.

In the context of organizational climate and management, most of the

respondents showed positive feedback because evidently, they receive sufficient
amount of mutual trust and respect among people despite the responsibilities in the
school. With rules and regulations disseminated, administrators, teachers and staff
always tried to inculcate positive values, although there are a few who never follow
properly.

In the second and last part of the questionnaire about organizational

structure, most of the respondents answered that they were satisfied with their
membership in the school and the goals of the school. Furthermore, majority of
them agreed that the lines and channels of communication and the organizational
structure in school are well-defined although there was one who did not agree.
Lastly, to evaluate organizational climate, approximately fifty percent of the
respondents did not answer if they were trusted or respected by their superiors or
subordinates. All respondents are aware of the school rules and regulations,
however, there have been some teachers and students who answered that rules
and regulations were not implemented well. In terms of having disciplined
employees in the organization, teachers and the rank-and-file personally are well
disciplined although some students do not have self-discipline. Lastly, despite of
well-established control information and techniques, the attitudes of teachers and
staff are favorable to one another compared to some students towards their
teachers.
ASSESSMENT OF INTERNAL EFFICIENCY CULTURAL SUBSYSTEM

In evaluating the cultural subsystem of the educational system in the

category of goals, it has been observed from the majority of the respondents that
school goals are clearly formulated, well-defined, feasible and attainable, relevant
to school, community and national development goals, and properly and widely
disseminated to teachers and staff, students, and parents.

For the next criterion on curricular content , there is also a satisfactory result
from the majority who agreed that it is comprehensive and adequate, needs-
oriented, varied and flexible, and value-oriented curriculum. Similar to the teaching
strategies, it has been found out that the teachers of the said organization are
innovative, flexible, evocative, and skills-oriented.

In terms of co-curricular programs, activities and structures, the respondents

seem to have similar observations about the need to enhance other school
programs and activities, student services, community extension and outreach
programs, and publication and information programs although there have been
existing programs. Nonetheless, instructional resources like books and reading
materials have their great importance as they are of utmost relevance and
sufficiency to the school.

To sum this aspect of the cultural subsystem, it is analyzed that a well-

functioning cultural subsystem contributes to employee engagement, talent
retention, communication, ethical conduct, and overall organizational effectiveness,
ultimately leading to sustained success and resilience in a rapidly changing business
environment.