CHAPTER 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

introduction
Perceived Gap. Moving schools have a strong sense of shared purpose.
Studies done by past and current researchers on professional learning, professional
development and professional culture were mostly focus on students and teachers
in basic education, junior high school, senior high school and college levels.
So far, based on the literature review, no study had been made on a graduate
school level. Thus, the researcher, as his contribution to the now existing body of
knowledge, he will attempt to fill this gap and consequently will offer a seminal
knowledge on a moving graduate school toward developing professional learning,
development and performance cultures model.
 BACKGROUND OF THE STUDY

NOTE: In defending the perceived gap, use the statement of the problem in the
discussions of the Background of the Study. These discussions must be supported
by appropriate review of related literature or studies. It must be noted that these
reviews of related literature must be used as cross references when interpreting
the null hypotheses in the conclusion section of Chapter 4 as to whether these
reviews are in agreement /disagreement or entirely different from the findings in
Chapter 3.
 REVIEW OF RELATED LITERATURE

• A Moving School has strong professional • Excellence: Students’ high expectations

learning, professional development and and student accountability. Excellence is
performance cultures. Students enjoy proxied by Resilience and Support.
learning. Teachers and school leaders are
intelligent people who like to grow
personally as well as professionally. They
are collegiate, but they also see learning
as an individual and private experience
(Schon 1987; Senge 1990; Bamburg,
1992; Kruse,1997).
 A moving school

Moving schools have a strong sense of shared purpose. Teachers continually examine
their practices and make sure that it is continuing to meet students’ needs. Support is
always available for collaborative efforts. People ‘know where they are going and have
systems and the will and the skill to get there’ (Achinstein, 2002; Grossman, Wineburg and
Woolworth, 2001; Gutiérrez, 1996; Little, 1990; Louis and Kruse, 1995; McLaughlin and
Talbert, 2001; Newmann, 1999; Stokes, 2001; Talbert, 1995; Stoll, 2003).

According the researchers, there is evidence of the significant contributions that

‘moving’ schools—schools with strong professional learning and performance cultures—
make to teachers’ own learning and feelings of efficacy, to the collective capacities of
schools and to system-wide improvements in the practices of teaching and learning
 PROFESSIONAL LEARNING

Professional learning is a long term and sustained improvement which has a

real impact on the quality of students learning, achieved through determined
efforts to their own professional development, building their pedagogical
expertise, engaging with the need for change, undertaking well-thought through
development and always evaluating impact in relation to improvement in the
quality of students learning education systems across undergraduate programs in
the world of education (Dinham, 2007a; Raudenbush, Rowan and Cheong, 1992).
 Performance culture

Raywid, 1995 and Drago-Severson, 2004 show that undergraduate schools,

most notably in the private educational institutions, can change time
configurations and that, when they do, these are usually benefits for students and
the professional community. According to them a new performance culture
model is evolving:
• 1 teaming or partnering with colleagues within and outside the school;
• 2 providing teachers with leadership roles; and
• 3 engaging in collegial enquiry; and mentoring.
 Excellence

Excellence as referred to in this study are students’ high expectations and

accountability (Hamill, 2003) with two defining constructs: resilience and support
(Helen Cahill et al, 2012).
 Resilience

Resilience is the process of adapting well in the face of adversity, trauma,

tragedy, threats or significant sources of stress. It means “bouncing back” from
difficult experiences. Being resilient does not mean that a person doesn't
experience difficulty or distress. The potential for building resilience (Munro and
Pooley's, 2009; Helen Cahill et al, 2012) in undergraduate programs show that
resilience may mediate adversity and success in university students.
 Support

Support is referred to faculty/administrator’s display of active support for

their team and the leadership they exercise (Mansell, J., Beadle-Brown, J.,
Ashman, B. and Ockendon, J., 2004). Brighton,2004) looks at ii as the
implementation of practices by basic education front-line managers (practice
leader) of a staff team within a shared supported accommodation service.
 Moderating constructs

The moderating constructs expected to influence the dependent variable

Excellence (Resilience; Support) and the dependent variables, Professional
Learning and Performance Culture are the University Values (Faith, Character,
Service) and Professional Development.
 Faith

S. Cris. Edmon (2017), posits that the value, Faith, can create a high
performance, value-aligned culture. This also a similar finding by Garry
Demarest and Bob Glaser (2018). These studies were on basic education and
senior high school levels, respectively.
 Character

The University advocates Character as a defining construct to its existence.

The evidence of the significant contributions that ‘moving’ schools—schools
reflected in Character with strong professional learning and performance cultures
—make to teachers’ own learning and feelings of efficacy, to the collective
capacities of basic education schools and to system-wide improvements in the
practices of teaching and learning (Achinstein 2002; Grossman, Wineburg &
Woolworth 2001; Gutiérrez 1996; Little 1990; Louis & Kruse 1995; McLaughlin
& Talbert 2001; Newmann 1999; Stokes 2001; Talbert 1995). Stoll (2003 pp. 59–
61).
• Resilience. Resilience is the process of
adapting well in the face of adversity,
trauma, tragedy, threats or significant
sources of stress. It means “bouncing
back” from difficult experiences (Munro
and Pooley, 2009; Roorda et al, 2011;
Cahill et al, 2012).
• Resilience may mediate adversity and
success in university students (Hamill’s,
2003) and prioritizing of self-efficacy
over other resilience factors, provides the
major premise for the present study
examining academic self-efficacy (ASE)
as a factor influencing student responses
to academic adversity.
 Service

Continuous learning translated into quality Service is one of Graduate School’s

core values. It believes there is always room to learn, grow, and improve at each
stage of one’s career growth and development through job-embedded coaching,
school and region-wide professional development, and national leadership training
(Finley 1984; Gehrke & Sheffield 1985; Neufeld 1984; Talbert 1990).
At the foundation of an undergraduate school culture lays the mission and
vision for the school. Underlying the mission and vision statements are the values the
school holds to determine what philosophies and standards the faculty will assimilate
and incorporate into his services’ everyday teaching and learning (Rhodes, Stevens,
& Hemmings, 2011, p. 83).
 Professional development

Professional development is a comprehensive, ongoing, and intensive

approach to improving teachers’ and administrator effectiveness in raising student
achievement. While most teachers across the country take part in professional
development every year, the school approaches to professional learning vary
widely. The impact of the professional development in undergraduate programs in
terms of turning schools around and raising student achievement have also varied
greatly (Puig & Froelich, 2006; Showers, 1985; Darling-Hammond, Hayler and
Gardner, 2010; Canady & Rettig 1995; Cushman 1989).
 THEORETICAL FRAMEWORKS

• A theoretical framework is the ‘blueprint’ • It is a framework based on an existing

or guide for a research (Grant & Osanloo, theory in a field of inquiry that is related
2014) and/or reflects the hypothesis of a study.
It is a blueprint that is often ‘borrowed’
by the researcher to build his own house
or research inquiry.
QUESTIONS TO ASK

1. What discipline will the theory be applied to?

2. Does the theory agree with the methodology plan for the study?
3. Is the theory to be selected well developed with many theoretical
constructs?
4. Have specific concepts or theoretical principles been selected to meet
the objectives of the study?
5. Does the problem of the study, the purpose and importance of the study
correlate with the theoretical framework?
6. Can the theory be used hand in hand with the research questions
for the study?
7. Does the theoretical framework inform the literature review?
8. Does the data analysis plan agree with the selected theoretical
framework?
9. Does the theoretical framework undergird the conclusions and
recommendations based on the data analysis?
THE IMPORTANT KEYS

1. Knowing the main concern for inquiry into the research

2. Ascertaining the key variables in the research
3. Reading and reviewing current related literature on the topic using key word search.
4. Listing the constructs and variables that might be relevant for the study.
5. Considering how the variables are related to the theory
6. Revising the search while adding the word ‘theory’ to the key words to find the
theories and theorists most in line with the thinking of the researcher.
7. Discussing the propositions of each theory and highlight its relevance to the
research.
8. Considering alternative theories that challenge the perspectives of the
researcher.
9. Considering the limitations associated with the selected theory which the
problem to be investigated can help address or provide logic explanations.
 STAKEHOLDER THEORY
• Stakeholder theory. The classical view
states that the social responsibility of
business is to increase the profits
(Friedman, 1970). This notion considers
social responsibility as primarily a
government’s responsibility
• However, based on the stakeholders’
perspective, firms are not only
accountable to the owners, but to the
stakeholders as well (Freeman & McVea,
2001).
 SIGNALING THEORY

• Signaling theory. Signaling theory is • The key concepts of signaling theory

basically anchored on the idea of
information asymmetry. Stiglitz (2002)
explained that information asymmetry
occurs when “ different people know
different things.”
were highlighted by Connelly et al.
(2011) through emphasizing the primary
elements in the form of a timeline.
 ATTRIBUTION THEORY

• Attribution theory. Attribution is defined

as a “psychological construct referring to
the cognitive processes through which an
individual infers the cause of an actor’s
behavior” (Calder &Burnkrant, 1977).
PROFITABILITY IN BANK INDUSTRY

Berger (1995) as being one of the first studies to distinguish between

internal and external determinants and develop a theory of profitability
in bank industry.
 COST APPROACH METHOD

For the cost approach calculation in analyzing the

value of human capital in the organization, one
needs to understand first the human capital cost
invested from start of acquiring employees until
the end of its contract to the company.
Value Approach Method

The value approach was used to illustrate the value of

human capital in the total revenue of the organization.

To determine the average human capital revenue to the

organization, the ROI of Human Capital by Fitz-enz
(2009), developed a formula to calculate the Human
Capital Revenue (HCR) per employee
Theory of reasoned action

The Theory of Reasoned Action (TRA) is the model where

TAM was adapted from in determining user acceptance of
information systems. (Gomez, Martinez & Tounekti, 2017).

TRA was proposed by Fishbein and Ajzen (1975) and suggests

“that a specific behavior is influenced by the individual’s
intention to perform that behavior, which itself is a function of
attitude towards behavior and subjective norms” (Adapa &
Roy, 2017).
CONCEPTUAL FRAMEWORK

It assists the researcher in identifying and constructing his/her

worldview on the phenomenon to be investigated (Grant &
Osanloo, 2014).
A Holistic Model for Scoring and Supporting Digital Readiness

1 Technology Infrastructure
Available to enable digital activities and connected consumers (IoT, Cloud)

2 Technology Adoption
Demand for digital products and services

3 Human Capital
Build and maintain skilled labor force to support digital innovation
4 Basic Human
Needs For a population to survive and thrive

5 Ease of Doing Business

Basic infrastructure/policies needed to support business
continuity

6 Business and Government Investment

Private and public investment innovation and technology

7 Start-Up Environment
Environment which fosters Innovation within a community
CSR MODELS

Ackerman’s Model
Ackerman proposed his model that was laid down in three phases
(Ackerman & Bauer, 1976).

The first phase was about the top managers recognizing a social problem,

the second phase was an intensive study of the problem and finding out
solutions by hiring experts and

the last phase was implementation of the proposed solutions.

The Pyramid Model of CSR
It was Carroll who had stated that individual responsibilities
and obligations in different fields are finally summarized into
the totality of CSR (Carroll, 1991; Pinkston & Carroll, 1996).
 Definition of terms

Variables used in the study (independent variables, dependent variables and

moderating variables must be defined as used in the study (operational
definition).
 The moving school

• A moving school has a strong sense of shared purpose. Teachers continually

examine their practices and make sure that it continuously meeting students’
needs.

• Support is always available for collaborative efforts. Faculty/Administrators

‘know where they are going and have systems, the will and the skill to get
there’.
 Excellence (Resilience, Support)

The Graduate School clearly defines measurable high expectations for academic
excellence and conduct to create and reinforce a culture of achievement and
support.
 Resiliency

The faculty/administrator acts as an effective role model developing

students’ self-worth and setting appropriate goals.
 Support

The faculty/administrator displays active support for their team and the leadership
 Values

The faculty/administrator effectively engenders the University’s values: Faith,

Character and Service
 Professional learning

The faculty/administrator is up-to-date of educational leadership that is

highly responsive to student needs, demanding, incorporating clear, high, and
agreed standards consistently applied across the graduate school.
 Professional development

It is a comprehensive, ongoing, and intensive approach to improving

teachers’ and administrator’s effectiveness in raising student achievement.
 Performance culture

it is a driven environment of teaching and learning efficiently; a continuous

learning to maintain and improve the culture of the school.
• Support. The faculty/administrator
display active support for their team and
the leadership; The level of observed
practice leadership and presence of the
practice leader appear to be associated
with better quality of support.
• This finding provides further evidence of
the importance of systems for supporting,
monitoring, modelling, and improving
faculty/ administrators practice for
effective implementation of active
support (Mansell, J., Beadle-Brown, J.,
Ashman, B.and Ockendon, J. 2004)
• Values. The faculty/administrator
effectively engenders the University’s
values: Faith, Character and Service
creating a high performance, value -
aligned culture (S. Cris. Edmon, 2017)
• Professional Learning. Contemporary
research into quality teaching, teacher
learning and educational change has also
revealed the importance of learning
communities and educational leadership
in creating cultures in which students and
teachers can learn, teachers can teach,
and schools can improve (Watson &
Steele 2006; Dinham, 2007a; Darling-
Hammond, Hayler and Gardner, 2010).
• Performance Culture. Effective career
education and workforce development as
a Plan for excellence, is an effort of
administrative team to articulate the new
direction that a school has charted
(Watson and Steele, 2006; Moss and
Brookhart, 2015)
• Professional Development. Studies
shows that demonstrated a positive link
between teacher professional
development, teaching practices, and
student outcomes constitute effective
professional development.
• They identified the key features of
effective efforts and offer rich
descriptions of these models to inform
education leaders and policymakers
seeking to leverage professional
development to improve student learning
(Puig & Froelich, 2006; Carpenter, 2008).
• Synthesis of Review of Related
Literature. It is a brief summary of the
highlights from the first author to the last
author cited.
• The review of theoretical frameworks • The Stakeholders Theory defines the
provided the researcher to select which responsibility of stakeholders (Faculty
framework is the most appropriate one. and Administrators) to their clientele, the
All the reviewed frameworks are students.
considered appropriate for the study.
However, the researcher chose the
Stakeholders Theory.
THE DERIVED INITIAL CONCEPTUAL
FRAMEWORK
THE DERIVED INITIAL CONCEPTUAL
FRAMEWORK
 LEGEND

1. EXCELLENCE • 1.1 Resilience

• 1. High Expectation
• 2. Rigorous Curriculum and
Instruction
• 3. Excellent Teaching
• 4. Support for Excellent Teaching
• 5. Training & Coaching
• 1.1.1 Caring Relations
• 1.1.2 High Expectations
• 1.1.3 Meaningful Practices
• 1.2 Support
• 1.2.1 Tutoring
• 1.2.2 Writing Center
• 1.2.3 Skill Building Seminar
• 1.2.3 Skill Building Seminar • 3. Professional Development
• 1.3 Values • 3.1 Classroom based coaching
• 1.3.1 Faith • 3.2 Site base Professional Development
• 1.3.2 Character • 4. Professional Learning
• 1.3.3 Service • 4.1 New knowledge and skills
• 2. Effectiveness
• 4.2 Utilization to improved teaching and
• 2.1 Shaping a vision of academic leadership
• 2.2 Creating a climate hospitable to education • 4.3 Increase in student learning and achievement
• 2.3 Cultivating leadership in others • 5. Performance Culture
• 5.1 An Established Culture of Excellence and
Success
• 5.2. High Quality Educational Programs
• 5.3 Confidence of our Community
 S TAT E M EN T O F T H E P RO BL E M

The study proposed a model towards a moving Graduate School focusing on

professional learning, performance culture , and professional development.
Specifically, the study addressed the following salient areas of concern:
1 What is profile of a moving school as experienced by respondents?
2 What is the profile of the GS Faculty/ Administrator in terms of;
• 2.1 Excellence
• 2.1.1Resiliency;
• 2.1.2 Support;
• 2.2 University Values
3 Based on the profiles’ findings, what type of professional learning,
development, and performance cultures has the Graduate School developed?
4 What model of professional learning, professional development and
performance cultures can be developed towards a moving Graduate School?
 HYPOTHESES

• HO1: The profile of a moving school is • HO4: University values, Faith,

not significant to faculty. Character, Service and professional
development are not significant
• HO2: Resiliency and support have no
moderating variables to faculty:
significant effects to
excellence • 1 Excellence;
• HO3: Excellence has no significant • 2 Professional learning; and
effects to developing faculty’s:
• 3 Performance culture
• 1 professional learning; and,
• 2 performance culture.
 SIGNIFICANCE OF THE STUDY

The significance of the study must reflect how the result of the study improves the workplace, decision
making process, etc., of the intended beneficiary.

Faculty. This study would serve as a basis in improving their performance learning, performance
culture and professional development by pursuing post-graduate studies and continuing education.
Administrators. This would serve as a reference to creating a program of professional learning,
performance culture, and professional development model for faculty and administrators to continuous
improvement
 Scope and limitations

• The scope defines the bounds of areas for study:

1 Location: A Graduate School
2 Respondents: Graduate School Faculty and Administrators
3 Area of Study: Professional learning, performance culture and
professional development
4 Limitations define the constraints and weaknesses of the study, e.g., it is
purely perceptions.
 D EF I N I TI O N O F T E RM S
• Excellence
• Resiliency. The faculty/administrator acts as an
effective role model developing students’ self-worth
and setting appropriate goals.
• Support. The faculty/administrator displays active
support for their team and the leadership;
• Values. The faculty/administrator effectively
engenders the University’s values: Faith, Character
and Service;
• Effectiveness. How far individual students within the
graduate school go towards reaching their full
academic potential?
• Professional Development. The faculty/administrator always
keep abreast of graduate school’s Professional Development
and actively engages in implementing this in the classroom;
• Professional Learning. The faculty/administrator is up-to-
date of educational leadership that is highly responsive to
student needs, that is demanding, incorporating clear, high,
agreed standards consistently applied across the graduate
school; and
• Performance Culture. The faculty/ administrator must
embrace and demonstrate the effectiveness of the programs
and endeavor to work hard to earn and maintain the
Confidence of our Community
 CHAPTER 2
RESEARCH METHODOLOGY

• Introduction
• This chapter presents the overall picture
of methods and procedures that were used
in the study. It includes the research
design, population and sampling
technique, instrumentation, data
gathering procedures, and statistical
treatment of data.
• For this research, a questionnaire was
The rationale for using the questionnaire is
employed. to enable the researcher to find out what is
• The questionnaire is a means of gauging in their mind, what they think and how they
the awareness and also the acceptance of feel about a moving graduate school.
faculty and administrators to a moving
graduate school.
 Rationale

• Most of the past researches and writings • As the study of awareness and
about a moving school adopted a acceptance is strongly related to social
quantitative approach (Walliman N., science field, many researchers from the
Research Methods The Basic (New York: similar field strongly support the idea of
Routledge, 2011); Hackett, P., “The conducting the research by descriptive
Selection Interview”, The Management method (Drew C.J., Qualitative Research
Shapers Series (London: Chartered Institute
in Education (USA:Sage,2010).
of Personnel and Development, 2003).
• However, in this research, the researcher
intended to path a different technique of
collecting primary data.
• The research deals with human
interaction and perspectives, hence, it is
highly encouraged to use qualitative
method. It will be a more accurate
finding as the respondents are perceived
to give a more honest answers and
opinions through the questionnaire
(Walliman N., Research Methods The
Basic (New York: Routledge,2011).
• Population, research sample and • Therefore for this study, the population
sampling method from which the samples were derived
consists of the following:
• Reid (2011) described population in a
study as all units possessing certain
characteristics, which are of the interest
• The Graduate School. The Graduate
of researchers’ study.
School comprised of 15 faculty members
• From the definition, a population can be and 5 administrators, hence, the total
understood as the targeted community or number of samples in the study is the
group of people which is involved or population.
selected by the researcher for his study.
• Research methodology
• A Research methodology is basically a process of
how a research is being conducted. It encompasses
tools and techniques to conduct a particular research
or finding.
• According to Walliman (2011), a research method is
a range of tools that are used for different types of
enquiry. Therefore, it is important to select an
accurate method that suits the research objective. In
this section, the researcher breaks down the
components into two:
• data collection method and data analysis method.
The Questionnaire
• The questionnaire utilized in this study consisted of
five parts:
• Part 1: Profile of the University Values on the
perspective of the respondents
• Part 2: Profile of Professional development of the
respondents
• Part 3: Profile of Excellence proxied by Resilience
and Support
• Part 4: Profile of Professional Learning
• Part 5: Profile of Performance Learning
 Va l i d i t y a n d re l i a b i l i t y t es t s

• After the approval of the proposed study, • Likewise, a reliability test was
the instrument was validated using the administered using Cronbach Alpha. The
responses of ten non-sample respondents. Cronbach Alpha was 0.87 which was
greater than the benchmark of 0.70, thus,
• The questionnaire was considered valid
the questionnaire was considered reliable.
since the t-test was not significant, that is,
the respondents were in agreement with
the construction of the questions.
Upon the approval of the proposed date of
data gathering, the researcher and his
assistants administered the instruments in
the Graduate School.
• Ethical issues such as anonymity of the
participants and the confidentiality of the
data gathered were highly considered.
Results were retrieved, encoded, and
treated statistically, and then analyzed
and interpreted.
 Data analysis and techniques: Data
treatment used the following Likert Scale
Data Points Range Adjectival Equivalent
5 4.50 - 5.00 Professed/As Seen to a very high extent
4 3.50 - 4.49 Professed/As Seen to a high extent
3 2.50 - 3.49 Professed/As Seen to some extent
2 1.50 - 2.49 Professed/As Seen to a low extent
1 1.00 - 1.49 Professed/As Seen to a very low extent
 Statistical analysis tools

• 1 The mean responses were tested for significance using a one-sample t-test of significance
• 2 The moderating variables were tested for significant influence to Excellence, Professional
Learning and Performance Culture using ANOVA. The moderating effects are shown as follows:
• VALUES, PROFDEV = f(Excellence)
• PROF LEAR, PERFCUL = f(Excellence)
Where:
Values Faith, Character, Service
PROFDEV Professional Development
PROFLEAR Professional Learning
PERFCUL Performance Culture
2 The moderating variables were tested for significant influence to
Excellence, Professional
Learning and Performance Culture using ANOVA. The
moderating effects are shown as follows:
VALUES, PROFDEV = f(Excellence)
PROF LEAR, PERFCUL = f(Excellence)
Where:
Values Faith, Character, Service
PROFDEV Professional Development
PROFLEAR Professional Learning
PERFCUL Performance Culture
Generalized Linear Model (GLM) regression analysis was used to test for
significant effects of practices as professed against performance as seen.
The expected derived regression equations are seen as follows:

PERCUL = b0 + b1(EXC) equation (1)

PROLEA = b0 + b1(EXC) equation (2)

Where:

PERCUL – Performance Culture

PROLEA – Professional Learning
EXC – Excellence proxied by Resilience and Support

The Statistical Package for Social Sciences (SPSS) software was utilized to
process the data.
Where:
y Dependent variable
xi Independent (explanatory) variables
bO y Intercept

bi Slopes. It refers to the extent to which each individual independent variable has changed the value
of the dependent for every unit change that occurs in the independent variable.

t-test of significance of the independent variable. A t-test of significance is derived for each
independent variable to reflect if that independent variable has a significant (non-significant) effect on
the dependent variable.
ϵ – Residual (error)

r2, the r2 is a very important statistic as it indicates the extent of significant variables that have been
used in the regression, that is (1- r2) refers to relevant variables that have to be identified yet.

F-test significance of the whole regression equation. The F-test reflects whether or not the derived
regression equation is a valid tool to use for forecasting (if found to be significant)
The ANOVA test was used to determine if the moderating variables:
University Values: Faith, Character, Service are significant moderating
variables to Excellence, Performance Culture and Professional Learning

Likewise, the ANOVA teste was used to determine if the moderating

variables: University Values (Faith, Character, Service) and Professional
Development are significant moderating variables to Excellence,
Performance Culture and Professional learning
Finally, based on the statistical analyses, the study came up
with a revised Conceptual Framework which can now be considered
as a new Theoretical Framework, a contribution of the researcher
to the now existing body of knowledge.
 CHAPTER 4
RESULTS AND DISCUSSIONS

• This chapter provides the results and

discussions. The statement of the problem
is answered in a thematic order.
 1 PROFESSIONAL LEARNING PROFILE

Excellence: Resiliency and Support

HO1: Resilience, support and values do not explain excellence.

Implications to each of the Significance of the study

UNIVERSITY VALUES: SUPPORT VARIABLES-
FAITH, CHARACTER, SERVICE

HO2: Faith, Character, Service do not reflect support the

Graduate School

Implications to each of the Significance of the study

TEST ON EFFECTIVENESS

HO3: Effectiveness of faculty and administrators as seen is no

different as what is professed.

Implications to each of the Significance of the study

 PERFORMANCE CULTURE

HO4: Performance culture as seen is no different from what is

professed.

Implications to each of the Significance of the study

PROFESSIONAL LEARNING

HO5: Professional learning as seen is no different from

professional learning as professed.

Implications to each of the Significance of the study

PROFESSIONAL DEVELOPMENT

HO6: Professional development of faculty and administrators

as seen is no different to what is professed.

Implications to each of the Significance of the study

SUPPORT VARIABLES

HO7: The support of faculty and administrators to the Graduate

School as seen does not differ significantly from what is
professed.

Implications to each of the Significance of the study

 OVERALL PROFESSIONAL
DEVELOPMENT

HO12: The mean responses of the respondents do not vary

significantly from each other as to professional developments
that the faculty and administrators underwent.

Implications to each of the Significance of the study

 O V E R A L L P R O F ES S I O N A L L E A RN I N G

HO13: Overall professional learning of graduate school faculty

members and administrators is not significant.

Implications to each of the Significance of the study

OVERALL PERFORMANCE CULTURE

HO14: Overall performance culture is not seen to be

demonstrated significantly

Implications to each of the Significance of the study

MODERATING VARIABLES
FAITH AS A MODERATING VARIABLE
TO INFLUENCE EXCELLENCE
ANOVA
Sum of
  Squares df Mean Square F Sig.
Resilienceseen Between 5.083 2 2.542 11.626 .001
Groups
Within Groups 3.717 17 .219    
Total 8.800 19      
Supportseen Between 10.833 2 5.417 24.776 .000
Groups
Within Groups 3.717 17 .219    
Total 14.550 19      

HO14: Faith is not a moderating variable to influence Excellence

Implications to each of the Significance of the study

 CHARACTER AS A MODERATING
VARIABLE TO INFLUENCE
EXCELLENCE
ANOVA
Sum of
  Squares df Mean Square F Sig.
Resilienceseen Between 5.664 2 2.832 15.349 .000
Groups
Within Groups 3.136 17 .184    
Total 8.800 19      
Supportseen Between 11.717 2 5.858 35.150 .000
Groups
Within Groups 2.833 17 .167    
Total 14.550 19      

HO15: Character is not a significant moderating factor to

Excellence.

Implications to each of the Significance of the study

SERVICE AS A MODERATING VARIABLE
TO INFLUENCE EXCELLENCE
ANOVA
Sum of
  Squares df Mean Square F Sig.
Resilienceseen Between 5.664 2 2.832 15.349 .000
Groups
Within Groups 3.136 17 .184    
Total 8.800 19      
Supportseen Between 11.717 2 5.858 35.150 .000
Groups
Within Groups 2.833 17 .167    
Total 14.550 19      

HO16: Service is not a significant moderating factor to

Excellence (Resilience, Support).

Implications to each of the Significance of the study

To summarize, the ANOVA tests show that all listed moderating
variables (University Values, Professional Development) are
found to highly significantly affect graduate school faculty and
administrators’ Excellence (Resilience, Support).
REGRESSION EQUATIONS
 PERFORMANCE CULTURE:
REGRESSION ANALYSIS
1 Test of significance of the r2
2 Test of significance of the derived regression equation.
3 Test of significance of the coefficients
4 Test of significance of the independent variables taken singly

The Derived Régression Equation:

Performance Culture = 2.428 + .230(Resilience) + .289(Support)
Implications to each of the Significance of the study
 PROFESSIONAL LEARNING:
REGRESSION ANALYSIS

1 The significance of the r2

2 The constant or initial value
3 The F-test
4 The significance of the coefficients

The Derived Regression Equation:

Professional Learning = 4.720 - .295(Resilience) + .122(Support)

Implications to each of the Significance of the study

THE DERIVED INITIAL CONCEPTUAL
FRAMEWORK
 THE DERIVED THEORETICAL
FRAMEWORK

The derived theoretical framework shows that Excellence is moderated by the University Values
(Faith, Character, Service), and Professional Development. Performance Culture depends on
Excellence (Resiliency and Support) of graduate school faculty and administrators.

Since professional learning does not affect significantly Excellence, it is taken out and it does not
appear anymore in the derived theoretical framework
THE DERIVED THEORETICAL
FRAMEWORK

Developing
Performance culture of GS
Faculty and Administrators
 CHAPTER 5
SUMMARY OF FINDINGS,
CONCLUSIONS AND
RECOMMENDATIONS
• The study proposed a model towards a • Specifically, the study addressed the
moving Graduate School by developing a following salient areas of concern:
professional learning and performance
culture. It also determined the most
important aspect of a professional
learning and performance culture that had
a greater impact in the Graduate School.
• 1. What is the profile of the GS Faculty/ • 2 Based on the profiles findings,
Administrator in terms of;
what type of professional learning,
• 1.1 Excellence: development, and performance cultures
• 1.1.1 Resiliency; has the Graduate School developed?
• 1.1.2 Support;
• 1.2 University Values.
• 1.3 Effectiveness.
• 1.4 Professional Development.
• 1.5 Professional Learning.
• 1.6 Performance Culture.
• 3 Based on the findings, what is the
most important aspect of a professional
learning, development and performance
culture has a greater impact in the
Graduate School?
• 4 What model of professional
learning, professional development and
performance cultures can be developed
towards a moving Graduate School?
 SUMMARY OF FINDINGS
• 1 On the professional learning profile of the GS
Faculty/ Administrator.
• 1.1 Excellence. Excellence was found to be
highly exhibited by the respondents in terms of
resiliency and support.
• 1.2 University Values. University Values were
highly demonstrated bye graduate school faculty
and administrators.
• 1.3 Effectiveness. Effectiveness was seen to be
highly significant in the demonstration of
adaptability, accessibility, affiliative and self-
determination in support to the Graduate School.
• 1.4 Professional Development.
Professional development graduate
school faculty and administrators was
seen to be highly significant.
• 1.5 Professional Learning. Professional
learning was seen to be not significant.
• 1.6 Performance Culture. Performance
culture was significantly high and
expected to continue.
• 2 On the regression results
• 2.1 Performance Culture. If taken
singly, Resilience and Support did not
affect significantly Performance Culture.
However, when they were taken together,
their effect on Performance Culture as
significant. Thus, these two factors must
be considered together to have significant
effect on Performance Culture.
• 2.2 Professional Learning. Resilience was
inversely related to Professional Learning
whch was considered to be an area of concern
that needed immediate strong intervention to
turn it into a positive effect. Nonetheless,
when Resilience and Support were taken
together, their effect on Professional Learnng
was not significant. This was not expected
and, likewise, this concern needed immediate
intervention for their effect on Professional
Learning to become significant.
 CONCLUSIONS

• HO2: Faith, Character, Service do not

reflect support the Graduate School.
• The conclusions are derived from the results of the
hypothesis testing • The test result was to reject the null
• HO1: Resilience, support and values do not explain hypothesis and accept the alternative
excellence. hypothesis that Faith, Character
• The test result was to reject the null hypothesis and
• These results are consistent with the
accept the alternative hypothesis that Resilience, Support
and Value do explain Excellence. findings of Schon 1987; Senge 1990;
Bamburg, 1992; Kruse,1997.
• These results are consistent with the findings of Schon
1987; Senge 1990; Bamburg, 1992; Kruse,1997
• HO3: Effectiveness of faculty and • HO4: Performance culture as seen is no
administrators as seen is no different as what different from what is professed.
is professed.
• The test result was to reject the null
• The test result was to reject the null
hypothesis and accept the alternative
hypothesis and accept the alternative
hypothesis that Performance Culture was
hypothesis Effectiveness of faculty and
administrators that as seen is significantly
significantly lower as seen that as
lower as what was professed. professed.

The findings are consistent with the findings of • The findings are consistent with the
Munro and Pooley, 2009; Roorda et al, 2011; findings of Munro and Pooley, 2009;
Cahill et al, 2012 Roorda et al, 2011; Cahill et al, 2012.
• HO5: Professional learning as seen is no
different from professional learning as
professed.
• The test result was to accept the null
hypothesis that Professional Learning as seen
is no different from as professed.
• These results are consistent with the findings
of Watson & Steele 2006; Dinham, 2007a;
Darling-Hammond, Hayler and Gardner, 2010.
• HO6: Professional development of faculty and
administrators as seen is no different to what is
professed.
• The test result was to accept the null
hypothesis that Professional Development of
faculty and administrators as seen was no
different to what was professed.
• These results are consistent with the findings of
Watson and Steele, 2006; Moss and Brookhart,
2015.
• HO7: The support of faculty and administrators
to the Graduate School as seen is does not differ
significantly from what is professed.
• The test result was to accept the null hypothesis
that the support of faculty and administrators to
the Graduate School as seen did not differ
significantly from what was professed.

• These findings are in agreement with the

findings of Mansell, J., Beadle-Brown, J.,
Ashman, B.and Ockendon, J. 2004.
• HO13: Overall professional learning of • HO14: Overall performance culture is not
graduate school faculty members and seen to be demonstrated significantly.
administrators is not significant.
• The test result was to reject the null
• The test result was to reject the null hypothesis
hypothesis and accept the alternative
and accept the alternative hypothesis that
hypothesis that Overall Performance
Overall Professional Learning of graduate
school faculty members and administrators was
Culture was seen to be demonstrated
significant. significantly.

• These findings are in consonant with the results • These findings are in consonant with the
of S. Cris. Edmon, 2017. results of S. Cris. Edmon, 2017.
• HO15: Service is not a significant
moderating factor to Excellence.
• The test result was to reject the null
hypothesis and accept the alternative
hypothesis that Service was a significant
moderating factor to Excellence.
• These results are in consonant with the
findings of Munro and Pooley, 2009;
Roorda et al, 2011; Cahill et al, 2012.
• HO16: Character is not a significant
moderating factor to Excellence.
• The test result was to reject the null
hypothesis and accept the alternative
hypothesis that Character was a significant
moderating factor to Excellence
• These results are in consonant with the
findings of Munro and Pooley, 2009;
Roorda et al, 2011; Cahill et al, 2012.
• HO17: Service is not a significant moderating
factor to Excellence (Resilience, Support).
• The test result was to reject the null hypothesis
and accept the alternative hypothesis that
Service was a significant moderating factor to
Excellence (Resilience, Support).

• These are in consonant with the findings of

Munro and Pooley, 2009; Roorda et al, 2011;
Cahill et al, 2012.
 RECOMMENDATIONS

• Based on the findings and conclusions, • 1 On the GS Faculty/ Administrator.

the following are strongly recommended:
• 1.1 Excellence in terms of resiliency and
• 1 On the findings: support.
• Appropriate maintenance programs for the • 1.2 University Values.
areas that were found to be the strengths of
• 1.3 Effectiveness adaptability, affiliative
the faculty and administrators must be
and self-determination in support to the
initiated and institutionalized by the Dean
Graduate School.
of the Graduate School with the full
cooperation of faculty and administrators • 1.4 Professional Development.
on the following strengths:
• 1.5 Performance Culture.
Implications to Decision Makers
• 2 On the regression results
• 2.1 Performance Culture with
Resilience and Support to be considered
hand-in-hand.
• Likewise, appropriate strong
interventions/corrective actions must be initiated
by the Dean of the Graduate School with the full
cooperation and support of the faculty and
administrators on the identified weaknesses:
• 1 Professional Learning as to resilience
and support. Resilience was inversely
related to Professional Learning and
Resilience and Support had no significant
effect to Professional Learning which was
not expected.
• 2 Professional Learning. Resilience was
inversely related to Professional Learning
whch was considered to be an area of concern
that needed immediate strong intervention to
turn it into a positive effect. Nonetheless,
when Resilience and Support were taken
together, their effect on Professional Learning
was not significant. This was not expected
and, likewise, this concern needed immediate
intervention for their effect on Professional
Learning to become significant
• 2 On the Derived Theoretical • The Derived Theoretical Framework is
Framework strongly recommended for adoption by
future researchers.
• It is also strongly recommended for
future researchers to test the derived
theoretical framework using additional
independent variables, dependent
variables and moderating variables
• In the context of this study, a moving • The achievement of Excellence is fully
Graduate School is one that is strong in supported by inculcating a strong
its Performance Culture. This culture is a demonstration of the University Values:
strategic posture to achieve Excellence. A University that nurtures FAITH,
transforms CHARACTER and inspires
SERVICE.
• These unique characteristics are reflected
in the endearing pursuit of continuous
Professional Development.