Mallig Plains Colleges Readiness for Accreditation

<<MALLIG PLAINS COLLEGES, INC.>> - 1 -

GRADUATE SCHOOL

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Every school dreams to be transformed with a better atmosphere
which will open its gate to learners who will soon be the leaders of change.
The learners will spearhead innovations into different fields of endeavor. The
educational setting in our country today seems like a zooming jet in the sky
that keeps on accelerating until it reaches its maximum speed. The
educational struggle of every learner becomes even more complex this time
because of the standards set by different accrediting agencies in pursuit of
quality education which will serve as the gatepass of learners in creating a
formidable image towards global competitiveness.
Accreditation is the formal recognition of an educational program that
possesses high level of quality or excellence based on the analysis of the
merits of its educational operations in attaining its objectives and its role in
the community that it serves.
In 1970, The Presidential Commission to Survey Philippine Education
(PCSPE) submitted the policy recommendation to improve and strengthen
higher education. One of the recommendations encourages schools to join or
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The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation


GRADUATE SCHOOL

organize accrediting agencies and that a federation of accreditation agencies
be established. This recommendation was referred to as the Integrated
Reorganization Plan (IRP). Presidential Decree No. 1 approved and adopted
the IRP. Presidential Decree No. 1 and PD No. 1200 (NEDA Five-Year Plan)
both provided that the accreditation program shall be one of the strategies to
achieve educational and manpower development goals1.
Different colleges in the country exert a lot of efforts to be able to
acquire an accreditation status. Undergoing the process requires a lot of
undertakings since there are guidelines and indicators to be complied with to
quality accreditation. The nine areas identified as the qualifying criteria for
accreditation are: Purposes and Objectives, Faculty, Instruction, Library,
Laboratories, Physical Plant and Facilities, Student-Personnel Services, Social
Orientation

and

Community

Involvement

and

Organization

and

Administration. These are set by the Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA).
Faculty and Instruction are definitely the key factors in achieving
quality education, obviously since the two factors speak of the performance
and qualifications of teachers and the quality of instruction given by them.

1

Manual of Accreditation, Philippine Association of Colleges and Universities
Commission on Accreditation.

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These two impalpable dimensions in a school should be given utmost regard
because the academic reputation of the institution depends on them.
Faculty, as one of the major concerns in the academe, makes the school
function. In every organization, human resources come first as a priority,
precisely because if there are no teachers in the school, there would be no
stewards of learning who transform learners into responsible citizens. An
individual who works for an organization or institution is normally evaluated
by his superior on the basis of at least four phases. These four phases are
effectiveness, productivity, efficiency and character. If the job performance of
an individual is rated high in any one or all of the four dimensions, the
institution is expected to recognize the individual by means of either intrinsic
or extrinsic rewards, or both.
Instruction, on the other hand, is the instrument for metamorphosis of
the teachers. In simple language, it speaks of the effectiveness of both the
administrators and faculty members. Definitely, when the teachers desire to
uplift the performance of the students, they should be aware of the tools that
contribute to quality of instruction. This will motivate the learners in their
pursuit of excellence.
Instruction plays a vital role with regards to instructional competence
of teachers. The methods used in teaching are employed with a view of
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guiding the students’ self-realization through the development of their
analytical and critical thinking.

These methods are adapted to subject

matters, situational needs and individual differences. A variety of
instructional procedures are to be expected too, such as lecture, team teaching
and group dynamics. The school should make use of a number of teaching
devices

such

as

audio-visual

aids

and

modern

information

and

communications technology to cope with highly sophisticated gadgets. 2
With a certificate of appreciation awarded by PACU, Mallig Plains
Colleges was recently dubbed as the Most Improved College in Cagayan
Valley. Like any other institution, it carries and promotes its philosophy,
mission, vision, objectives and core values. Mallig Plains Colleges is proud of
its existence and envisions continuing its delivery of quality education to its
learners. The administration, faculty and staff exert more effort to come up
with a worthy aspiration—to be a center of academic excellence in Region 2
and in the country at large.
MPC has 59 teaching personnel. This covers the basic education
teachers, instructors and professors. Expectedly it should have a pool of
competent teachers, not to mention, with talents and skills.

2

Rubelyn Lizardo, ‘The Instructional Competencies
(Unpublished Master’s Thesis, MPC, Isabela, March 2000).

2008

of

Teachers

in

WIPC,”

4


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In addition, the institution should have several comprehensive,
accurate and up-to-date instructional materials present in the school to give
platforms to the students to foray into a well designed and sound education
process.
It is for this reason that the researcher has embarked on an assessment
of the Faculty and Instruction readiness of Mallig Plains Colleges towards
Accreditation. Identifying the criteria and indicators would be an initial step
to decipher the actual standing of two areas in relation to accreditation. The
findings will be beneficial for administrators and faculty members since these
will be an immense reference point in discovering the strengths and
weaknesses of both faculty and instruction. If these will emerge as the good
points for accreditation, then the institution as a whole shall cherish and
continue questing for excellence.
The illustration below is the sequential process of the different phases
of accreditation considering the different stages and the actions to be taken.

ACCREDITATION STATUS FLOW CHART FOR HIGHER EDUCATION
INSTITUTIONS

Preliminary Survey

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Level I
Applicant Status
5



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2 years
Formal Survey

Level II
Initial Accreditation Status

3 years
1st Re-survey
Level II
Re-accredited Status
5 years “Clean Accreditation” plus
additional criteria set by
CHED/FAAP*

2nd Re-survey

Level III
Level III

additional criteria set by
CHED/FAAP*

3rd Re-survey

additional criteria set
Conceptual Framework by
CHED/FAAP*

Level III
Level IV

Conceptual Framework
The existence of the framework in which this study was based lie on
the concept of human relations. It is said that human relations is simply an

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interaction among people. In the context of an organization, human relation is
the interaction among employers and their employees, and employees among
co-workers, and in most cases among clients. The relationship maybe among
individuals, among groups or in organization at large. Lussier 3 opines that
the goal of human relations is to create a “win-win” situation by satisfying
employee needs while achieving organizational objectives. A win-win
situation according to Lussier, occurs when the organization and employees
get what they want. In some instances, Labor group sometimes express their
grievances because they feel and observe that organizations exploit their
employees, and that they are often perceived to be profit-focused. In this case,
the organization wins and employees lose. In other situations, employees go
slowly on their productivity because of the organizations rigidity or stringent
policies. This particular event causes the employees to win, and a loss for the
organization.
In the context of this study therefore, an organization is expected to
exercise fair treatment and practices. A win-win situation is a state whereby
harmonious and smooth interpersonal relationship is central to the
organization’s management principles. Being aware of what an employee
needs, and providing these needs will motivate the workers to work with
Robert N. Lussier, Human Relations: A Skills Building Approach, 2nd ed. (U.S.A:
Irwing Publishing, Co;,1989.), pp. 4-7.
3

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efficiency and productivity. It is believed that organizations are responsible
for the behavior of its employees. Success, peace and goodwill inside and
within the organization will depend on the human relations exhibited inside
the organization.
In the light of this undertaking, the researcher intended to scrutinize
the real stand of faculty and instruction in response to the standards set by
PACUCOA.

It helped the researcher determine the extent to which these

needs are wanted. Awareness of the real stand of Faculty and Instruction will
allow the administration to formulate programs that will contribute to their
career growth and development.

Figure 1 presents the paradigm of the study. The paradigm uses the inputprocess-output in a vertical manner to clearly understand the interconnectivity of each factor and variable.

The input box includes the

documents and exhibits under Faculty and Instruction in response to the
standards set by PACUCOA. The faculty area includes the Academic
Qualifications, Professional Performance, Teaching Assignment, Rank,
Tenure and Remuneration and Fringe Benefits and Faculty Development.
Instruction, on the other hand, speaks on Program for Studies, Co-curricular
Activities, Instructional Process, Academic Performance of Students and
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Administrative measures for Effective Instruction. The process box contains
the Comparative Analysis of the Faculty and Instruction of Mallig Plains
Colleges vis-a-vis the Criteria set by PACUCOA. The output expects an
objective assessment of the level of readiness of Faculty and Instruction for
Accreditation.

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<<MALLIG PLAINS COLLEGES, INC.>> - 10 - GRADUATE SCHOOL

Figure 1
RESEARCH PARADIGM
INPUT

PROCESS

Documents
Exhibits under Faculty and
Instruction in response to
the standards set by
PACUCOA
Rating of the following areas
based on rubrics
Faculty
Academic
qualifications
Professional
Performance
Teaching Assignment
Rank, Tenure and
Remuneration and
Fringe Benefits
Faculty Development
Instruction
Program for Studies
Co-curricular
activities
Instructional Process
Classroom
Management
Academic
Performance of
Students
Administrative
Measures for
Effective
Instruction

OUTPUT

Analysis of the Status
of the Faculty and
Instruction of Mallig
Plains Colleges

An Objective
Assessment of the
Level of Readiness of

Vis-a-vis

Faculty and

Criteria set by
PACUCOA

Instruction for
Accreditation

FEEDBACK MECHANISM

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Statement of the Problem
The study sought to identify The Level of Readiness of Faculty and
Instruction of Mallig Plains Colleges Towards Accreditation.
Specifically, it addressed issues that concern:
1. Faculty
a. Academic qualifications
b. Professional Performance
c. Teaching Assignment
d. Rank, Tenure, Remuneration and Fringe Benefits
e. Faculty Development
2. Instruction
a. Program of Studies
b. Co-curricular Activities
c. Instructional Process
d. Classroom management
e. Academic Performance of Students
f. Administrative Measures for Effective Instruction

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Significance of the Study
The study is perceived to be of significance and relevance to the
following:
Policy-Making Body/School Administrators. Through the study, the
school administrators will be able to identify the level of readiness of faculty
and instruction. The result of this study will help the administrators to
develop ideas to improve skills of staff for better performance.
Faculty. With the findings of this study, the faculty members will be
guided with the most comprehensive and accurate methods, techniques,
styles and approaches to use in the teaching-learning process.
Students. The students through the result of this study will be
provided with the best instruction to become well guided learners in their
psychomotor, affective and cognitive phases.
Researcher. The researcher being a member of the Mallig Plains
Colleges Family maybe able to identify the level of readiness of faculty and
instruction and therefore be able to address issues in a proper manner.
Furthermore, he may be able to suggest ways to improve the deficiencies of
the employees and further assist them to develop their strengths in order to
provide quality performance in their respective fields.

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Future Researchers. The study may serve as a frame of reference for
researchers who would like to dwell on investigating similar institutional
situations in the academic field.
Scope and Delimitation
The study focused mainly on the level of readiness of Faculty and
Instruction of Mallig Plains Colleges towards Accreditation.
This included an analytical assessment of some factors that affect
Faculty, such as: Academic Qualifications, Professional Performance,
Teaching Assignments, Rank, Tenure, Remuneration and Fringe Benefits and
Faculty Development.
Instruction analysis covered different factors such as: Program of
Studies,

Co-curricular

Activities,

Instructional

Process,

Classroom

Management, Academic Performance of Students and Administrative
Measures for Effective Instruction.
Definition of Terms
The terms used in this study are operationally defined for better
understanding of the study by the readers.
Academic Qualification. This refers to the highest degree obtained by
the faculty members.
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Academic Performance. This refers to the performance made by the
faculty members based on the standards set by Institutional Committee on
performance appraisal.
Academic Rank. This specifies the designation of the faculty member
as Professor I,II, III, IV and V, Associate Professor I, II, III, IV and V, Assistant
Professor I, II, III, IV and V and Instructor I, II and III in the tertiary level. For
basic education, this specifies whether one is a Senior Teacher I, II and III and
Junior Teacher I, II and III.
Accreditation. It is a process towards achieving formal recognition of
an educational program as possessing high level of quality or excellence
based on the analysis of the merits of its educational operations in attaining
its objectives and its role in the community that it serves by an accrediting
authority.
Administrators. These are school authorities who take care of the
implementation of an institution’s standards.
Character.

It

pertains

to

the

teacher’s

attitude, behavior and values.
Commission on Higher Education (CHED). This is a governmentcreated educational agency which monitors and supervises Higher Education

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Institutions to ensure that they are follow the established standards of
Philippine Higher Education Institutions (PHEI’s).
Classroom Management. This pertains to the proper administration
and management of classroom activities by the faculty members in holding
their classes.
Competence. This refers to someone’s capabilities, skills, abilities and
aptitude for any undertaking.
Co-Curricular Activities. These are activities related to different
subjects. These are considered supplementary to learning because these
provide avenues for the learners to be exposed in response with the
application of the theories and principles discussed by teachers.
Effectiveness. A term for accomplishing work in an earlier expected
time with minimal flaws.
Efficiency. It as a term for finishing work with an outstanding output
and in an earlier possible time.
Faculty. This refers to the professionally-trained and licensed persons
who are teaching academic subjects in a school.
Faculty Development. This pertains to the activities planned and
implemented by the school administration for the upgrading and acceleration
of the faculty members towards quality academic performance.
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Fringe benefits. This refers to an employee’s personal benefits received
in addition to wage or salary.
Instructional Process. This pertains to the entire methodology used in
imparting instruction which are employed with a view to guiding the
student’s self-realization through the development of the students’ analytical
and critical judgment.
Instruction. A process of emphasizing a mission to provide leadership,
service and support for the development and implementation of a researchbased curriculum to ensure that all learners achieve at high levels.
Management. It is partly an art and partly a science. This recognizes
the innovative, intuitive and subjective skills that lead towards success of
every endeavor taken.
PACUCOA. Philippine Association of Colleges and Universities –
Commission on Accreditation. It is an agency which assesses an institution’s
performance using a set of standards and requirements.
Productivity. It pertains to someone’s efficiency, effectiveness and
proficiency.
Professional Performance. It refers to performance revealed by the
faculty in administering and holding classes and addressing the problems
that exist.
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Program of Studies. It is a plan of education with clear cut academic
goals for regional and national development and for practical experience
directly related to the professional role for which the students are being
prepared.
Readiness. It refers to the numerical score that MPC must have in
response to the standards set by PACUCOA. MPC must have a rating of 90%
in order to achieve level 1 status, based on the standardized transmutation
table of average and rating.
Remuneration. It pertains to the pay for service rendered.
Rubrics. A measuring tool with empirical basis. It is made more
credible to rate a certain endeavor since every action has a counterpart based
on a designed scale and range.
Teaching Assignment. This presents the matrix of subjects to be taught
by the faculty members.
Tenure. The time frame or period where a certain employee has
rendered service.
Training. It refers to the seminars, conferences and workshops
attended by faculty members to increase professional efficiencies and skills.

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Chapter 2
REVIEW OF RELATED LITERATURE
AND STUDIES
This chapter includes summaries and cited works from both local and
foreign researches on Instructional Competencies of teachers. The researcher
perceived the findings of various authors appropriate and relevant in the
study about the Faculty and Instruction findings in response to the standards
set by PACUCOA.
Related Literature
Foreign:
One of the most important and necessary factors in the academic
system is the human resource. For this, it is the duty of the administration to
hire qualified and competent faculty who will spearhead effective learning
transmission.

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Katz4 identified administrative and supervisory skills as conceptual,
technical, and human skills in order to carry out effectively the duties and
responsibility of a principal. These skills are further described by Hersey and
Blanchard5 as follows:
Technical skill is the ability to use knowledge, methods, techniques
and equipments necessary for the performance of specific tasks acquired from
experience education and training. Human skills, on the other hand, are the
ability and judgment in working with and through people including an
understanding of motivation and an application of effective leadership. The
ability to understand the complexities of the over-all organization is referred
to as conceptual skills. This knowledge permits one to act according to the
objectives of the total organization rather than only on the basis of the goals
and needs of one’s immediate group.
The conceptual skills include the setting of goals, objectives and targets
of the school, development of organization, coordinating and integrating all
the organizational interests and activities of the school, solving problems at
the shortest possible time, recognizing and analyzing school problems,

Robert L. Katz, “Skills of an Effective Administrator,” Harvard Business Review, Vol.
33, No. 1(Jan-Feb. 1995), pp. 34-42.
4

Hersey and Blanchard K., Management of Organization Behavior, 2nd edition (New
Jersey: Prentice-Hall, Inc.), p. 19.
5

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participation of social, civic and cultural activities and cooperation in the
implementation.
Lawler6 explains that employees prefer offices, which have suitable
working conditions such as good heating, illumination, ventilation and
isolation. At the same time, the implication of salary on job satisfaction had
been proved. However, the employee should believe that he deserves the pay
for job satisfaction based on salary. He also emphasized that high degree of
job satisfaction is related to colleagues. He stated that: “harmony, in small
working teams increases job satisfaction but incompatible employees cause
dissatisfaction at the office.”
Mc Gehee and Thayer7 defined training as the formal procedure which
a company utilizes to facilitate learning so that the resultant behavior
contributes to the attainment of the company’s goals and objectives. The
definition implies that training is only one of the tools used by management
to enhance organizational efficiency. There are various human resource
functions which are utilized by organizations to be productive and effective.
They are as follows:
1. Salary and Benefit Administration
Lawler,
E.E.
A
http//www.pdffactory.com
6

Journal

on

Pay:

An

Organization

Development.

W. Mc Gehee and P.W. Thayer, Training in Business and Industry (New York: J.
Wiley and Sons).
7

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Salary and Benefit administration is the function of the
personnel involved in seeing to it that employees are compensated
fairly and they are receiving the wages and other benefits intended
to motivate and maintain them.
A training program like orientation or induction program is
the best avenue where newly-hired employees are told of their
basic salary, the probability of overtime and its corresponding pay,
and fringe benefits that the company gives to its employees.
2. Employees discipline.
Training programs which are involved in the development of
positive attitude towards self, others and work lessen disciplinary
problems among the employees.
Abella8 on the other hand defines training needs analysis as
the process of finding out about the people to be trained and the
type of training they need. He further adds that training needs
analysis also provides the information one need in order to decide
on the objectives, content and format of a training program.

K.T. Abella, Building Successful Training Program: Step by Step Guide (New York:
Addison-Wesley)
8

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Moorehead and Griffin9 suggest at least 12 key ingredients that would
give an organization a well planned career management program. These are:
1. Top Management support
2. Activities with other human resource activities
3. Involvement of supervisors
4. Use of human resource managers as consultant
5. Periodic skill assessment
6. Realistic feedback about career programs
7. Equal access and open enrolment
8. Focus on psychological success rather than advancement
9. Flexibility for individual needs
10. Climate setting for career development
11. Small pilot programs
12. Periodic program assessment

To quote Robbins10 opinion, he said that
“The essence of a progressive career development
program is built on providing support for employees to
continually add their skills, abilities, and knowledge.
This support includes clearly communicating the
organization’s goals and future strategies, creating
9

Ibid., p. 593.

10

Robbins, Loc.cit.

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growth opportunities, offering financial assistance, and
providing the time for employees to learn.”
Local:
While the preceding text handled occupational needs and training
needs in the context of foreign point of view, the following discussions focus
purely on the Philippine setting.
The need for conceptual, technical, and human relations skills or
professional improvement of the principals has been recognized by the
principals themselves as pointed out in the following observations: 11
The principal, like any other position in the teaching service, is a
developing position. However, no matter how adequate the preparation of a
principal is, he will find it necessary to improve professionally after being
appointed to the job. Problems and issues will continue to crop up and proper
solution for such can be attained through study and constant consultation
with his peers as well as with teachers and other school officials.
According to Villamar,12 the fundamental qualities of an efficient
educational manager are intelligence, honesty, industry, courage, unusual

11

A Hand Book for Philippine Public Elementary School Principals, 1968, pp.119-120.

Fortunata C. Villamar, “The Role of an Educational Management”, The Modern
teacher, XXVI: 8(November, 1970), pp.291-293.
12

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foresight, knowledge of human conduct beyond mere book knowledge and a
good attitude toward work.
Sison13 stated that, the study of the training needs is the first
prerequisite in establishing a systematic training program. He further states
that the immediate and specific need of a company is the determining factor
in the selection of the training courses and materials.
Related Studies
Foreign:
Riipinen14 findings in his study entitled “The Relation of Work

P.S. Sison, Personnel and Human Resource Management, 6th Edition (Manila; Rex
Book Store).
13

M. Riipinen, The Relation of Work Involvement to Occupational needs, Need
Satisfaction, Locus of Control and Affect (Department of Psychology, University of Helsinki,
Finland) http//www.ericdigest.com (ud43194210).
14

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Involvement to Occupational Needs, Needs Satisfaction, Locus of Control
and Affect” states that “Work involvement was generally independent of
need satisfaction, although both negative and positive correlation with need
satisfaction were found, depending upon occupational group and sex.
Basini and Buckley15 found out that from the 259 respondent voluntary
organizations compared with private sector populations, indicate significant
differences in employees work value, reward expectations and job
involvement in their study entitled employee needs and expectations in the
Irish voluntary sector.
Venables and Allender16 in their study on the occupational health
needs of universities enumerated 15 trainings needed. These are: accounting
skills, communication skills, writing skills, career development, conflict
management, customer service, leadership, financial skills, interview skills,
stress management, supervisory skills, report writing, team building, time
management and work place safety.

Serge Basini and Finian Buckley, Employee Needs and Expectations in the Irish
Voluntary sector. Email(basini@dcu.ic), and Email (Buckley@dcu.ic)
15

K.M. Venables and S. Allender, Occupational Health Needs of Universities (A
Review with an Emphasis on the United Kingdom. University of Oxford, UK.).
16

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Local:
Paranete17 pointed out in her study that there are four areas of possible
training

needs

to

be

considered

namely:

professional

competence,

professional growth, personal-social growth and personal development
which include physical end spiritual aspects.
The perceptions of respondents on the training needs for teachers
were determined in the four areas.18
a.

Personal Competence
In the study, there is a need to emphasize the development of
instructional materials, especially since there is much use for such
materials that will appeal and interest the child learner.

b.

Professional growth
There were, however, four important training needs that were
noted which include: need to attend seminars, conferences for
professional

growth,

observe

class

demonstrations,

update

knowledge and skills in teaching, adopting new trends in
education.
c.

Personal Development

Carmen L. Paranete, “Training Needs-Based Teacher Development program for
Muntinlupa 1,” (Unpublished Masters Thesis, Philippine Christian University, Manila, 1980).
17

18

2008

Ibid.

26


Stressed by teachers was the need for minimization of stress
which will in fact deal with the concept of stress management due
to the stress subjected on people because of the nature of their
work.
d. Personal-Social growth
Another training need isolated based on their perception was to
have understanding of one’s personality.
In a similar study made by Santos,19 she made the following
conclusions: The principals perceived that most important training are on
planning and introducing educational innovations, special programs and
project, good setting, development of organizational action or work plan,
understanding proficiency in the process, procedure and methods in
improving teaching-learning situations: possession of good working
relationship among personnel and community service.
Santos20 further concluded that the principal with low educational
background showed higher percentage of training needs than those with
higher educational attainment.
Rosita C. Santos, “The Training Needs of Public Elementary School Principals in
Pililla-Jala Jala: Their Implications to their Training Development Program,” (Unpublished
Masters Thesis, Central Colleges of the Philippines, Manila, May 1989).
19

20

2008

Ibid.

27


The study of Santos is similar with the present study which dwelt also
on the training needs of elementary school principals. Both studies focused
on identifying training needs as bases for coming up with a program and
training to address the identified needs. However, the Santos study involved
only school administrators, teaching and non-teaching personnel down to
utility workers. In terms of settings, though both are educational institutions,
Santos’ is public while the locale of the present study is a private school.
Malabanan21 in her research found out that of the 13 skills listed in her
questionnaire under technical, the skills found to be developed further or
strengthened for head teachers were: Guiding teachers in innovative
techniques and procedures of teaching subjects and co-curricular activities,
developing entrepreneurial skills among pupils and providing opportunities
to learn, earn and invest. Planning and conducting in service training of
teachers and non-teaching personnel were also included and conducting
research aimed at improving quality instruction.
The study of Malabanan runs parallel with the present study. She
investigated the training needs of elementary school principals and school
heads. In like manner, the present study also considered the in-service

Remedios B. Malabanan, “The In-Service Training Needs of Elementary Schools
Principals and Head Teachers in the Division of Cavite City S.Y. 1994-1995,” (Unpublished
Masters Thesis, Republican College, Quezon City, Oct. 1994).
21

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training needs of the employees of Mallig Plains Colleges. Nonetheless, the
study differ in terms of respondents. Malabanan considered public
elementary school administrators while the respondents of the presently
conducted study considered all the employees of the school under study.
Ollosa22 divided his topic into two categories and his findings are the
following: for the internal needs, he enumerated sense of duty, love of work,
self-realization and fulfillment and recognition of accomplishments were
frequent and powerful motivators of efficient work performance to
elementary grades teachers; and to school officials, the desire for promotion,
fear of failure and fair disciplinary action.
On external needs, he found out that belonging and acceptance by the
school, job security, working facilities, community support for education,
salary increase and interpersonal relations with co-workers were frequent
stimulators of efficient job accomplishment to elementary grades teachers
than the kind of leadership.23
The study of Ollosa was centered upon the factors that motivate
efficient work performance among public elementary grades teachers and
22

Cesar B. Ollosa, “A Study of the Factors That Motivate Efficient Work Performance of
Public Elementary Grades Teachers and School Officials of Buhangin District, Davao
City,”(Unpublished Masters Thesis, Ateneo de Davao University, 1980).
23
Ibid.

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school officials in Davao City. While the present study unearthed the
occupational needs of employees of Mallig Plains Colleges, Mallig, Isabela;
the researcher saw a vein of similarity as his study is also anchored on the
motivational needs of employees.
In June 1980, Flores24 conducted a study on teacher’s morale and she
made the following conclusions; high morale is an indicator of favorable
condition that would lend to satisfaction of work. A teacher generally is
influenced by the conditions prevailing in the environment where she
performs her work. In like manner, she maintained that teacher salary play an
important role in teachers attitude toward the service.
There is dissatisfaction among rural teachers with regard to inadequate
salary and teaching overload. She also included that more experienced
teachers exhibit high morale possibly because of the administrators’ ability to
recognize and utilize their special talents thus giving them a sense of
leadership.
On the same plane, there lies the present study and of Flores since both
dwell on factors affecting employees’ performance. It was the concern of
both researchers to address needs of employees to improve their
performance. The study of Flores identified the level of morale of teachers
Corazon K. Flores, “Teachers Morale in the Division Of Cotabato, Malybalay
Bukidnon,” (Unpublished Masters Thesis, Bukidnon State University, Bukidnon, June, 1980).
24

2008

30


and its affect to performance while the present study focused on the faculty
and instruction readiness.

Chapter 3
RESEARCH METHODOLOGY AND PROCEDURE
This chapter presents the methodology used in the study. It includes
the discussion of the following: Research design, data gathering, procedure,
instruments to be used in the analyses of the data.
Research Design
The documentary analysis was used in the study. It deals on
documentary process which is rubrics-based against the documents that are
2008

31


available. The researcher opines that since his study dealt on identifying and
describing the readiness of faculty and instruction towards accreditation, this
is the most fitting research design to bring out the real state of faculty and
instruction in the institution as key areas in PACUCOA accreditation
standards to be addressed.
Data Gathering Instruments
The study was designed to assess the readiness of faculty and
instruction towards accreditation using rubrics supported by documents
which are available at the accreditation room.
The rubrics used were rated 0-5 with corresponding indicators
depending upon their existence and functionality in response to the factors
concerning faculty and instruction.
After scrutinizing the corresponding mean of each rubric, they were
added to come up with the mean of every category in each area. The
computed mean of each category were totaled to come up with the general
average of a certain area. After the averages of faculty and instruction had
been determined, the standardized transmutation table served as the
reference point in assessing whether an area is qualified for a Level 1, 2 or 3
status. Below is the table which presents the expected average for each area
with corresponding percentage.
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32


Expected
Average

Transmutation
Rating

5.0
4.9
4.8
4.7
4.6
4.5
4.4
4.3
4.2
4.1
4.0
3.9
3.8
3.7
3.6
3.5

100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85

Remarks

The expected rating for PACUCOA
LEVEL III STATUS

LEVEL II STATUS

LEVEL I STATUS

Specifically, the rubrics were designed to suit the analytical evaluation
form for the self-survey by the PACUCOA. Rating in each rubric was made
vis-à-vis the numerical evaluation set by the standard.
Since the PACU-COA instruments are more of checklists, there are no
objective indicators that would qualify the ratings pre determined by the
accrediting agency. The checklists include some statements describing the
ratings but are perceived as not objective enough to prove the reliability of

2008

33


the ratings assigned by the respondents. The use of rubrics, somehow
lessened if not totally eliminated subjectivity.
The presence of a document is not enough evidence of the
functionality of a program requirement.

With the use of rubrics, the

researcher was able to explicitly narrow down the biases that the respondents
accrued in their ratings.
Data Gathering Procedure
The researcher sought the permission of the President of Mallig Plains
Colleges to conduct the study and to use the accomplished documents
available in the accreditation room.

After permission was granted, the

researcher consulted with the Dean of the Graduate Studies for her
suggestions and insights. After such, the researcher approached the Research
Director to request for the available documents needed in this study. The
researcher identified the appropriate indicators which served as bases to
identify the objective evidences to support the PACUCOA standards.
Data Analysis Procedure
The data gathered was first organized by the researcher according to
the requirements set by PACUCOA together with the available documents in
the accreditation room. Assessment of documents followed. The following
2008

34


standards set by CHED and PACUCOA served as benchmarks or references
to determine the level of readiness of Faculty and Instruction areas of MPC
towards Accreditation.
MINIMUM STANDARDS FOR ACCREDITATION

Area/Sub-Areas

CHED Minimum
Standards

Accreditation
Minimum
Standards

Numerical
equivalent based
on institutional
documents

FACULTY
1. Academic
Qualifications

25% of
undergraduate
subjects should be
taught by faculty
with appropriate
Masters and/or Law
degrees

2. Teaching Load

Maximum teaching
load of 30 units/hrs
per week

3. ]Educational/
Professional
Experience and
Length of Service

2008

30% with MA
degree

• Maximum
teaching load of
24 units
hrs/week
• Assignment
should be in
one’s field of
study or
specialization

No
minimum • 3 years of college
standard specified
teaching
• 3
years
of
successful
practice in one’s
profession

35


Area/Sub-Areas

4. Selection of
faculty members

5. Ranking
Promotion

CHED Minimum
Standards

Accreditation
Minimum Standards

Numerical
equivalent based
on institutional
documents

• Cooperative
No
minimum
selection process
standard specified • Clear criteria for
choice e.g. teaching
ability, personality,
health,
personal
integrity
• Broad
general
scholarship
• Extensive experience
along the field of
specialization
• Professional
competence and
communication skills

recognized
and *For
schools
definite
system of ranking
and promotion
*Faculty manual
*Suggested criteria
for
ranking:
training, teaching
competence,
length of service,
efficiency,
productive
scholarship,
community
extension services,
good
moral
character

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36


Area/Sub-Areas

Accreditation
Minimum
Standards

CHED Minimum
Standards
*Probationary
period of not more
than 3 years

Adequate
probationary period

•

6. Ranking
Promotion

•

Numerical
equivalent based
on institutional
documents

Definite procedure
for separation/
dismissal

recognized • Definite system of
and *For
schools
definite
ranking & promotion
system of ranking
and promotion
*Faculty manual

• Faculty handbook

*Suggested criteria • Criteria for ranking
for
ranking:
and
promotion
training, teaching
includes
training,
competence,
teaching
ability,
length of service,
scholarly
efficiency,
publication, length of
productive
service to the college
scholarship,
and/or department,
community
further educational
extension services,
attainment,
good
moral
community
character
involvement
and
commitment to the
objectives of the
college
•
*Probationary
period of not more
than 3 years

Adequate
probationary period

•

Definite procedure
for separation/
dismissal
Numerical

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37


Area/Sub-Areas

CHED Minimum
Standards

Accreditation
Minimum Standards

7. Performance
evaluation

No
standard • Regular
specified
performance
evaluation
•
Evaluation
instrument
accepted by the
faculty

8. Faculty
Development

*Maintains
development
program for
faculty

• Long term faculty
development
program
• Professional
growth program
• Membership in
professional
organizations
• Productive
scholarships,
continuing
research and
publications;
continuous
professional
growth

9. Faculty
Relations

No
standard
specified

equivalent based
on institutional
documents

• Participation
in
policy making and
curricular program
evaluation
• Satisfactory
relations between
and
among
academic
community.

2008

38


Area/Sub-Areas

CHED Minimum
Standards

Accreditation
Minimum Standards

Numerical
equivalent based
on institutional
documents

10. Salaries
and *Salaries paid in •
Fringe Benefits full or regular
basis and on time

Salaries
and
compensation
assure a living
standard
in
conformity
with
the social demands
of profession
• System of financial
and promotional
advancement
• Social
security
program and other
fringe benefits

INSTRUCTION
1.

Program of
Studies

*Curricula reflect • Curricula
reflect
the
mission
institution’s/progra
statement of the
m’s objectives and
school
have clear-cut goals
for human and
national
development
*126
academic • Program of study
units required for
exceeds
CHED
graduation except
requirements and
for board courses.
follow
logical
sequencing
of
subjects
• Existence
and
updating of syllabi
fro special courses

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39


Area/Sub-Areas

2. Instructional
Procedures

3. Classroom
Management

CHED Minimum
Standards

Accreditation
Minimum Standards

*High standard of
Instruction

Numerical
equivalent based
on institutional
documents

• Development
of
analytical
and
critical judgment
• Stimulation
of
students’
social
awareness
• Variety of teaching
procedures;
judicious use of
teaching aids
• Punctual
attendance
• Number of students
appropriate to size
and acoustics of
room
• Classroom
atmosphere
conducive
to
learning
• For ordinary lecture
courses involving:
-Recitation-45
Students
-Language courses
40 students
-Science courses – 20
students/lab asst.
-Purely
lecture
–
depending
on
available/
appropriate
physical facilities
Numerical

2008

40


Area/Sub-Areas

CHED Minimum
Standards

Accreditation
Minimum Standards

equivalent based
on institutional
documents

4. Academic
*Clear criteria for • Just appraisal of
performance of promotion
student
Students
performance
• Clear criteria for
promotion
• Variety of reliable
and
valid
evaluation
tools
used
• Remedial
and
enrichment classes
where needed
• Consultation
by
faculty
with
students
5. Supervision for *Definite program
Effective
of supervision and
Instruction
evaluation

• Periodic updating
of syllabi
• Classroom
visitation/
observation
• Conferencing by the
dean with teachers

6. Co-curricular
Activities

`

• Relevance to overall
academic
program
• Students actively
participate in cocurricular
activities
• Monitoring
of
activities

2008

41


Area/Sub-Areas

CHED Minimum
Standards

Accreditation
Minimum Standards

7. Academic
Counseling

• Available academic
guidance
and
counseling
• Availability
of
faculty with specific
schedules
for
counseling

8. Performance of
Graduates
in
the Licensure
Examination

Numerical
equivalent based
on institutional
documents

• Average passing
percentage for the
last 3 years:
LI – 50% of the
national passing
average;
LII – 60% of the
national passing
average;
LII First RA – 75%
of the national
passing average;
LII Second RA –
100% of the
national passing
average;
LIII – Beyond
national passing
average

Chapter 4
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42


PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
This chapter presents the documentary analysis and interpretation of
the institutional documents available specifically on the areas of faculty and
instruction.
This study further analyzes the readiness of two areas as responded by
the exhibits and documents available.
A.

FACULTY
1. Academic Qualification
Rubrics 1
The School has a policy on recruitment of faculty members
Academic Qualification

Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes
No

Assessment
Ranking
5

A.1

Develop
guidelines
to improve
implementation
of the policy

Effective
procedure of
recruitment and
hiring

4
3



2
1
0

Indicators
81- 100% of the guidelines,
procedure and recruitment are met
61-80% of the guidelines, procedure
and recruitment are met
0% of the guidelines, procedure

TABLE 1
2008

43


Degree of Implementation of the Policy on Recruitment for Faculty Members

DEPARTM
ENT
Elementary
High
School
College
Graduate
School
Total
Rating

1
(Applicat
ion)

2
(Selecti
on)

3
(Demo
Teachi
ng)

4
(Intervi
ew)

√
√

×
×

√
√

√
√

5
(Signi
ng of
Contra
ct)
√
√

√

×

√

√

√

×

√

×

×

×

TOT
AL

PERCENT
AGE

4
4

80.00%
80.00%

4
1

80.00%
20.00%

3.25

65.00%
4

Table 1 shows the breakdown of the procedure of recruitment and
hiring that transpired in each level. The elementary teachers have four out of
five or 80.00 percent, the high school teachers with four out of five or 80.00
percent, four out of five or 80.00 percent for the college instructors and
professors and one out of five or 20.00 percent in the professors in the
graduate school. An average of 65.00 percent with a numerical rating of 4 is
taken, based on the range of percentage presented in the rubrics–based
PACUCOA instrument.

Rubrics 2
The Percentage of Faculty Members with Earned

2008

44


Graduate Degree is Satisfactory
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes
No

Assessment
Ranking
5

4
A.2

Appropriate
attractive
salary scale to
be able to hire
MA and Ph.D.
degree holders

Qualified
Faculty
Members

3



2
1
0

Indicators
81- 100% of the faculty members
are qualified
61-80% of the faculty members
are qualified
are qualified
are qualified
are qualified
0% of the faculty members are
qualified

Table 2
Frequency Distribution of Teachers Having Earned
2008

45


Graduate Degree Courses

Actual Number
of Faculty
Members

Qualified
Faculty
Members

Percentage

Elementary

7

7

100.00

High School

15

14

93.33

College

19

2

10.52

Graduate School

10

10

100.00

51

34

66.67
4

DEPARTMENT

TOTAL
NUMERICAL RATING

Table 2 shows the breakdown of the qualified faculty members for
each level. Seven out of seven or 100 percent in the elementary teachers are
qualified, 14 out of 15 or 93.33 percent of the faculty in the high school are
qualified. Due to verticalization policy by CHED, there are two out of 19 or
10.52 percent who are qualified. To sum up, there are 34 out of 51 or 66.67
percent of the faculty who are qualified enough to be part of the academic
community, resulting to a numerical rating of 4, based on the range of
percentage presented in the rubrics-based PACUCOA instrument.
Rubrics 3
Faculty Members Teach Courses in Their
Field of Specialization
2008

46


Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes
No

Assessment
teach their line of specialization
0% of the faculty of the faculty
members teach their line of
specialization

5
Faculty
should only
be assigned
to their line
of
specialization

A.3

4

Qualified
Faculty
members
teach their
line of
specialization

Indicators

Ranking

3

2
1
0

Table 3
Frequency Distribution of Teachers Teaching
their Field of Specialization
Number of
Faculty Members

Qualified Faculty
Members

Percentage

Elementary

7

7

100.00

High School

15

14

93.33

College

19

2

10.52

Graduate School

10

10

100.00

51

34

66.67
4

DEPARTMENT

TOTAL
NUMERICAL RATING

Table 3 shows the breakdown of faculty members who teach their line
of specialization, seven out of seven teachers or 100 percent are qualified in
the Elementary, 14 out of 15 teachers or 93.33 percent are qualified in the high

2008

47


school. Due to the verticalization of CHED, only two out of 19 or 10.52
percent college teachers are qualified. A numerical rating of 4 is achieved
based on the range of percentage presented in the rubrics-based PACUCOA
instrument.
Rubrics 4
Deficiencies in Graduate Degrees of Faculty Members are Compensated
by Other Qualifications Such as Satisfactory Teaching
Experience and Professional Practice
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes
No

Assessment
Ranking
5

A.4

Seminars
and
In-service
training

Satisfactory
Teaching
experience
and
professional
practice

4

3



2
1
0

Indicators
have
satisfactory
teaching
experience
61-80% of the faculty members have
satisfactory teaching experience
0% of the faculty members have

Table 4
Frequency Distribution of Satisfactory Teaching Experience
and Professional Practice

2008

48


Actual Number of
Faculty Members

Faculty with at
least 3 years of
experience

Percentage

Elementary

7

5

71.43

High School

15

6

40.00

College

19

13

68.42

41

24

58.54

DEPARTMENT

TOTAL
NUMERICAL RATING

3

Table 4 shows the percentage of Faculty members with at least 3 years
of teaching experience. A total of 24 out of 41 faculty members or 58.54
percent have more than three years of teaching experience. Five out of seven
teachers or 71.43 percent are qualified in the Elementary, six out of 15
teachers or 40.00 percent are qualified in the High School and 13 out of 19
teachers or 68.42 percent are qualified in the college department. A numerical
rating of 3 according to rubrics-based PACUCOA instrument is given..

2008

49


Rubrics 5
Faculty Members Assigned to Practicum Courses Have at Least Three
Years of Experience in Their Specialized Field of Study
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5

A.5

Only faculty
having 3
years and
above
experience in
their field of
specialization
should be
hired

4
Practicum
subjects to
be handled
by the
Faculty

3



2
1
0

Indicators
0% of the faculty members have

Table 5
Frequency Distribution of the Number of Years of Experience
of the Faculty Assigned to Practicum Courses

Elementary
High School
College
TOTAL

Actual Number
of Faculty
Members

Faculty that handles
Practicum subjects with at
least 3 years of experience

Percentage

7
15
19
41

DEPARTMENT

5
10
17
32

71.43
66.67
89.47
78.05

NUMERICAL RATING

2008

4

50


Table 5 shows the percentage of Faculty members teaching practicum
courses with at least 3 years. A total of 32 out of 41 faculty members or
78.05% have more than three years of teaching experience in their field of
specialization. Five out of seven teachers or 71.43 percent are qualified in the
Elementary, 10 out of 15 teachers or 66.67 percent are qualified in the High
School and 13 out of 19 teachers or 89.47 percent are qualified in the college.
A numerical rating of 4 is achieved according to the rubrics–based
PACUCOA instrument.
Rubrics 6
Faculty Members are Updated on Global Issues
and Technology
Sub
section

Program
Alternativ
e

Expected
Output

Identification
of existence
Yes

No

Assessment

5

A.6

Special
Studies in
global
issues and
technology

Faculty
equipped
with
knowledge
of global
issues and
technology

Indicators

Ranking

4
3



2
1
0

are knowledgeable about global
issues
61-80% of the faculty members are
knowledgeable about global issues

Table 6
2008

51


Frequency Distribution of the Faculty Members Equipped with
Knowledge on Global Issues and Technology

Actual
Number of
Faculty

Faculty Equipped with
Knowledge of Global
Issues and Technology

Percentage

Elementary

7

5

71.43

High School

15

14

93.33

College

19

19

100.00

Graduate School

10

10

100.00

51

48

94.12

DEPARTMENT

TOTAL
NUMERICAL RATING

5

Table 6 shows that a total of 48 out of 51 faculty members or 94.12%%
are equipped with enough knowledge on global issues and technology. In
the elementary, five out of seven teachers or 71.43 percent are equipped with
knowledge in global issues & technology, 14 out of 15 teachers or 93.33
percent in the High School, 19 out of 19 teachers or 100 percent in the college,
and 10 out of 10 teachers or 100 percent in the Graduate School. This results
to a numerical rating of 5 according to the rubrics–based PACUCOA
instrument.

2.

2008

PROFESSIONAL PERFORMANCE
52


Rubrics 7
Faculty Members Endeavor to Implement the Purposes and Objectives
of the Institution and the Specific Objectives of
the College Under Survey

Professional Performance
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5

4

B.1

Include this
in the
syllabi and
introduction
to every
class
orientation

Vision and
Mission in
each of the
syllabus

3
X
2

1

0

2008

Indicators
81-100% of the syllabus of the
faculty include mission and
vision of MPC
vision of MPC
vision of MPC
vision of MPC
vision of MPC
0% of the syllabus of the faculty
include mission and vision of
MPC

53


Table 7
Frequency Distribution of Teachers who Include Vision, Mission, Goals
and Objectives of the Institution in Their Syllabi

Actual
Number of
Faculty

Teachers who include
vision, mission, goals and
objectives of the
institution in their syllabi

Percentage

Elementary

7

0

0

High School

15

0

0

College

19

0

0

Graduate School

10

0

0

51

0

0

DEPARTMENT

TOTAL
NUMERICAL RATING

0

Table 7 shows the frequency distribution of teachers who include
vision, mission, goals and objectives of the institution in their syllabi. Zero
out of 51 faculty members include vision, mission, goals and objectives of the
institution in their syllabi. A numerical rating of 0 according to the rubrics is
taken.

Rubrics 8
Follow the Syllabi and Enrich Them Through Additional Reading
2008

54


Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5

B.2

Require
students to
submit
book
reports and
current
issues
reports

4
Student
book
reports

3



2
1
0

Indicators
81-100%
of the faculty have
compilation of students’ book reports
61-80%
of the faculty have
41-60%
of the faculty have
21-40%
of the faculty have
1-20% of the faculty have compilation
of students’ book reports
0% of the faculty have compilation of
students’ book reports

Table 8
Frequency Distribution of Faculty with Compilation
of Student’s Book Reports
Actual
Number of
faculty

Faculty with
compilation of student’s
book reports

Percentage

Elementary

7

0

0

High School

15

0

0

College

19

3

15.79

Graduate School

10

10

100.00

51

13

25.49

DEPARTMENT

TOTAL
NUMERICAL RATING

2

Table 8 shows the percentage of Faculty members with compilations of
student’s book reports. A total of 13 out of 51 faculty members or 25.49%

2008

55


have student book reports compilation. There are no book reports
compilation from faculty members in both the Elementary and High School.
Three out of 19 teachers in the college or 15.79 percent have. Ten out of 10
teachers in the Graduate School or 100 percent have compilation. The result
has a numerical rating of 2 according to the rubrics.
Rubrics 9
“Show Mastery of Subject Matter”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5

B.3

This should
be evident
by the
observation
and
evaluation
reports

4
Class
observation
reports



3
2
1
0

2008

Indicators
81-100% of the faculty were
observed by the administrators
0% of the faculty were

56


Table 9
Frequency Distribution of Teachers who were Observed
by the Administrators

Actual Number
of Faculty
Member

Faculty observed
by the
administrators

Percentage

Elementary

7

6

85.71

High School

15

11

73.33

College

19

15

78.95

41

32

78.05

DEPARTMENT

TOTAL

4

NUMERICAL RATING

Table 9 shows the percentage of faculty members who were observed
by the administrators. A total of 32 out of 41 faculty members or 58.54
percent were observed.

Six out of seven teachers or 85.71 percent were

observed in the Elementary, 11 out of 15 teachers or 73.33 percent in the High
School, and 15 out of 19 teachers or 78.95 percent in the college. The result
has a numerical rating of 4 according to the rubrics.

2008

57


Rubrics 10
“Show Evidence of Preparedness for Classes”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

Assessment

No

Rating

81-100% of the faculty have
notes on daily exercises
1-20% of the faculty have notes
on daily exercises
0% of the faculty have notes on
daily exercises

5
Require
faculty to
have
objective
evidence of
prepared
daily
practical
exercises

B.4

4
Notes on
daily
exercises

3



Indicators

2
1
0

Table 10
Frequency Distribution of Teachers with Notes
on Daily Exercises
Actual Number
of faculty

Faculty with notes
on daily exercises

Percentage

Elementary

7

5

71.43

High School

15

14

93.33

College

19

19

100.00

Graduate School

10

10

100.00

51

48

94.12

DEPARTMENT

TOTAL
NUMERICAL RATING

2008

5

58


Table 10 shows the percentage of Faculty members with notes on daily
exercises. A total of 48 out of 51 faculty members or 94.12 percent have notes,
with five out of seven teachers or 71.43 percent in the Elementary, 14 out of 15
teachers or 40.00 percent in the High School, 19 out of 19 teachers or 100.00
percent in the college, and 10 out of 10 teachers or 100.00 percent in the
Graduate School. A numerical rating of 5 according to the rubrics is attained.
Rubrics 11
Faculty Members are Aware of Recent Educational Trends and
Problems and are Able to Relate Subject Matter to
Current Local and Global Issues
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5
4

B.5

Special
Studies in
global
issues and
technology

Global
issue
reports

3
X

2
1

0

2008

Indicators

59


Table 11
Frequency Distribution of Faculty Members who are Aware of Recent
Educational Trends and Problems and are Able to Relate Subject
Matter to Current Local and Global Issues

Actual Number
of Faculty

Teachers who are
knowledgeable
about global issues

Percentage

Elementary

7

0

0

High School

15

0

0

College

19

0

0

TOTAL

41

0

0

DEPARTMENT

NUMERICAL RATING

0

Table 11 shows the frequency distribution of teachers who are
knowledgeable about global issues. Zero out of 41 faculty members are
knowledgeable on the said issue. A numerical rank of 0 according to the
PACUCOA-based rubrics is taken.

2008

60


RUBRICS 12
Evidence of Effective Use of Library, Internet, Instructional
Media and Other Instructional Devices
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

Indicators

3

81-100% of the faculty use
internet
and
multi-media
resources
61-80% of the faculty use internet
and multi-media resources

2


1


0

0% of the faculty use internet and
multi-media resources

5
Present
logbook of
internet
access and
multimedia
usage in
classroom

B.6

4
Logbook
for internet
and
multimedia
usage



Table12
Frequency Distribution of Teachers with Logbook for
Internet and Multi-Media Usage

Elementary
High School
College
Graduate School
TOTAL

Actual Number
of Faculty
Member

Faculty with logbook
for internet and
multimedia usage

7
15
19
10
51

DEPARTMENT

2
4
11
4
21

NUMERICAL RATING

2008

Percentage

28.57
26.67
57.89
40.00
41.18
3

61


Table 12 shows the percentage of faculty members with logbook for
internet and multimedia usage. A total of 21 out of 51 faculty members or
41.18 percent do have logbooks. Two out of seven teachers or 28.57 percent in
the Elementary, four out of 15 teachers or 26.67 percent in the High School, 11
out of 19 teachers or 57.89 percent in the college and 10 out of 10 teachers or
100 percent in the Graduate School have logbook.

This feature has a

numerical rating of 3 according to the rubrics.
Rubrics 13
“Show Evidences of Professional Growth Through Research Activity
and Publication and/or Membership in Recognized
Educational Organization and Association”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

5

B.7

Require
faculty to
engage in
group
research and
encourage
them to join
Research
Organizations

Compilati
on of
researches
and actual
uploading
of
membership

4
3


2

1
0

Indicators
81-100% of the faculty submitted
their compiled action researches

1-20%
of
the
faculty
submitted their compiled
action researches
0% of the faculty submitted
their
compiled
action
researches

Table 13
2008

62


Frequency Distribution of Teachers with Compiled
Action Researches
Actual Number
of Faculty
Member

Faculty with
compilation of
action researches

Percentage

Elementary

7

7

100.00

High School

15

15

100.00

College

19

19

100.00

Graduate School

10

10

100.00

51

51

100.00

DEPARTMENT

TOTAL
NUMERICAL RATING

5

Table 13 shows the percentage of faculty members with compilation of
action researches. A total of 51 out of 51 faculty members or 100.00 percent
submit action researches to help the administration in overseeing problems
within the school. Seven out of seven teachers or 100.00 percent in the
Elementary, 154 out of 15 teachers or 100.00 percent in the High School, 19
out of 19 teachers or 100.00 percent in the college, and 10 out of 10 teachers or
100 percent in the Graduate School. A numerical rating of 5 according to the
rubrics is achieved.

3.

2008

TEACHING ASSIGNMENT
63


Rubrics 14
“A Policy of Determining Teaching Assignments is
Adopted and Followed”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes
No

Assessment
Rating
5
4

C.1

Adoption of
determining
teacher’s
assignment

Policy on
teaching
assignment

3



2
1
0

Indicators
81-100% of the faculty have 24
maximum loads with 3 preparations
1-20% of the faculty have 24 maximum
loads with 7 preparations
None of the above

Table 14
Frequency Distribution of Teachers with Maximum
Load of 24 units
Actual Number
of faculty

Faculty with maximum
load of 24 units

Percentage

Elementary

7

0

0

High School

15

3

20.00

College
TOTAL

19
41

15
18

78.95
43.90
3

DEPARTMENT

NUMERICAL RATING

Table 14 shows the percentage of faculty members with maximum
load of 24 units. A total of 18 out of 41 faculty members or 43.90 percent do
2008

64


have a maximum load; zero out of seven teachers or zero percent in the
Elementary, three out of 15 teachers or 20.00 percent in the High School, and
15 out of 19 teachers or 78.95 percent in the college. A numerical rating of 3
according to the rubrics is taken.
Rubrics 15
“The Percentage of Faculty Members Employed on a Full-time Basis
Meets Accreditation Requirements”

Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence

Yes

No

Assessment
Rating

5
4

C.2

percentage
of full time
instructors
against
part time

percentage
of full time
instructors
against
part time

3



2
1
0

Indicators
81-100%
of
the
faculty
members
are
full-time
instructors
61-80%
of
the
faculty
members
are
full-time
instructors
41-60%
of
the
faculty
members
are
full-time
instructors
21-40%
of
the
faculty
members
are
full-time
instructors
are full-time instructors
full-time instructors

Table 15
Frequency Distribution of Full Time Faculty Instructors

2008

65


Actual Number
of faculty

Full Time Faculty
Instructors

Percentage

Elementary

7

7

100.00

High School

15

15

100.00

College

19

19

100.00

Graduate School

10

4

40.00

51

45

88.24

DEPARTMENT

TOTAL
NUMERICAL RATING

5

Table 15 shows the percentage of Full time faculty members. A total of
45 out of 51 faculty members or 88.24 percent are full time instructors. Seven
out of seven teachers or 100.00 in the Elementary, 15 out of 15 teachers or
100.00 percent in the High School, 19 out of 19 teachers or 100.00 percent in
the college, and four out of 10 teachers or 40.00 percent in the Graduate
School. A numerical rating of 5 according to the rubrics is achieved.

2008

66


Rubrics 16
“Faculty Members are Given Teaching Assignment Only
In Their Major Fields of Specialization”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

Indicators

3

teach their field of specialization

2


1


0

0% of the faculty members teach
their field of specialization

5
4

C.3

Teacher’s
schedule
showing
qualification

Teacher’s
schedule
showing
qualification



Table 16
Frequency Distribution of Teachers who Teach their
Field of Specialization

DEPARTMENT

Actual
Number of
faculty

Faculty members who
teach their field of
specialization

Elementary
High School
College
Graduate School
TOTAL

7
15
19
10
51

7
14
2
10
34

NUMERICAL RATING

2008

Percentage

100.00
93.33
10.52
100.00
66.67
5

67


Table 16 shows the breakdown of faculty members who teach their line
of specialization. Seven out of seven teachers or 100 percent are qualified in
the Elementary, 14 out of 15 teachers or 93.33 percent are qualified in the high
school. Due to the verticalization of CHED, only two out of 19 or 10.52
percent college teachers are qualified. A numerical rating of 4 is achieved
based on the range of percentage presented in the rubrics-based PACUCOA
instrument.
Rubrics 17
“Teaching Loads of Faculty Members (Both Full-time and Part-time)
Allow Sufficient Time for Preparation of Classes and
Adequate Evaluation of Student Achievement”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

C.4

There
should be
no three
consecutive
lecture
classes
assigned to
each faculty
+ B.4

2008

Class
schedule
showing
that
teachers
have no 3
consecutive
hours
lecturing in
his classes

No

Assessment
Rating

5
4


3
2
1
0

Indicators
81-100% of the faculty do not
teach 3 consecutive hours
0% of the faculty do not teach
3 consecutive hours

68


Table 17
Frequency Distribution of Teachers with No
3 Consecutive Teaching Hours

Actual Number
of faculty

Teachers with no 3
consecutive
teaching hours

Percentage

Elementary

7

7

100.00

High School

15

15

100.00

College

19

14

73.68

41

36

87.80

DEPARTMENT

TOTAL
NUMERICAL RATING

5

Table 17 shows the percentage of faculty members with no three
consecutive teaching hours. A total of 36 out of 51 faculty members or 87.80
percent do not have three consecutive teaching hours. Seven out of seven
teachers or 100.00 percent in the Elementary, 15 out of 15 teachers or 100.00
percent in the High School and 14 out of 19 teachers or 73.68 percent in the
college do not engage themselves teaching for three consecutive hours. A
numerical rating of 5 according to rubrics is noted.

2008

69


Rubrics 18
“The Quality of Teacher Performance is Considered
When Assigning Faculty Load”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

5
4

C.5

The
quality of
instruction
a teacher
has

Policy on
teaching
assignment

3



2
1
0

Indicators
81-100% of the faculty
satisfactory performance

have
have
have
have

0% of the faculty have teaching
assignment

Table 18
Frequency Distribution of Teachers with Satisfactory Performance
Actual Number
of faculty

Faculty with
satisfactory
performance

Percentage

Elementary

7

5

71.43

High School

15

12

80.00

College

19

18

94.74

Graduate School

10

10

100.00

51

45

88.24

DEPARTMENT

TOTAL
NUMERICAL RATING

2008

5
70



Table 18 shows the percentage of faculty members with satisfactory
performance. A total of 45 out of 51 faculty members or 88.24percent have
satisfactory performance, five out of seven teachers or 71.43 percent in the
Elementary, 12 out of 15 teachers or 80.00 percent in the High School, 18 out
of 19 teachers or 94.74 percent in the college and 10 out of 10 teachers or 100
percent in the Graduate School. A numerical rating of 5 according to the
rubrics is achieved.
This performance rating of teachers is based on the records without
having verified the objectivity of the instrument used in the evaluation.
Rubrics 19
“Provision is Made for the Distribution of Extra Class
Responsibilities of Faculty Members”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

3

81-100% of the faculty have extra
class assignment
class assignment
class assignment

2

class assignment

5
4

C.6

A
responsibility
checklist
showing
extra class
assignments

Policy on
extra class
assignment

Indicators



1
0

extra class assignment
0% of the faculty have extra
class assignment

Table 19
2008

71


Frequency Distribution of Teachers with
Extra Class Assignment
Number of
faculty

Faculty with Extra
Class Assignment

Percentage

Elementary

7

7

100.00

High School

15

15

100.00

College

19

19

100.00

Graduate School

10

4

40.00

51

45

88.24

DEPARTMENT

TOTAL
NUMERICAL RATING

5

Table 19 shows the percentage of faculty members with extra class
assignment. A total of 45 out of 51 faculty members or 88.24 percent have
extra class assignment,

seven out of 7 teachers or 100.00 percent in the

Elementary, 15 out of 15 teachers or 100.00 percent in the High School, 19 out
of 19 teachers or 100.00 percent in the college and four out of 10 teachers or 40
rubrics is attained.

Rubrics 20

2008

72


“Student-Faculty Ratio is Generally Satisfactory”
Teaching Assignment
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

5
4

C.7

Enrolmen
t status
per class

Enrolmen
t status
per class

3



2
1
0

Indicators

81-100% of the classes have 35:1
student-teacher ratio
0% of the classes have 35:1

Table 20
Frequency Distribution of Classes with 40
Students and below

Actual Number
of Class

Classes with 40
students and below

Percentage

Elementary

7

7

100.00

High School

15

0

0

College

21

17

80.95

43

24

55.81
3

DEPARTMENT

TOTAL
NUMERICAL RATING

2008

73


Table 20 shows the percentage of classes with 40 students and below.
A total of 24 out of 43 classes or 55.81 percent have 35 and below students.
Seven out of seven classes or 100.00 percent in the Elementary, zero out of 15
classes or 0 percent in the High School and 17 out of 21 classes or 80.95
percent in the college. A numerical rating of 3 according to the rubrics is
noted.
4.

RANK, TENURE RENUMERATION AND FRINGE BENEFITS

Rubrics 21
“Promotion in Rank and Salary Which Includes Teaching Ability, Research
and/or Publication, Community Services, Academic Degrees
and Continuing Professional Education”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

2008



All the factors considered
7-8 factors are considered

3


2


1

1-2 factor/s is/are
considered

0

Policy on
promotion

Indicators

4

D.1

Rating
5

Provision on
the criteria
for
promotion in
rank and
salary

No

Assessment

No factor is considered

74


Table 21
The Criteria for Promotion in Rank and Salary
DEPARTMENT

1

2

3

4

5

Total

Percentage

Elementary

√

√

X

√

√

4

80.00

High School

√

√

X

√

√

4

80.00

College

√

√

X

√

√

4

80.00

4

80.00

TOTAL
NUMERICAL RATING

4

Table 21 shows that the 4 out of 5 policies on the promotion of faculty
are being observed. A numerical rating of 4 according to the rubrics is
achieved.

2008

75


Rubrics 22
“In the Application of the Criteria, the Recommendation of College
Administrators, Department Chairpersons, Students,
Peer Groups and Others”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5
4

D.2

Provision
on the
application
of D.1

3
Policy on
promotion


2

1
0

Indicators
All the identified personalities have
a say in the promotion of a faculty
Only
4
of
the
identified
personalities have a say in the
promotion of a faculty
Only
3of
the
identified
Only
2of
the
identified
Only
1of
the
identified
None of the identified personalities
have a say in the promotion of a
faculty

Table 22
The Groups Who are Entitled to Recommend Faculty for Promotion
DEPARTMENT

Elementary
High School
College

College
Administrators

Dep’t
Chairperson

Students

Peer
Groups

Others

TOTAL

Percentage

√
√
√

X
X
X

X
X
X

X
X
X

X
X
X

1
1
1

20.00
20.00
20.00

1

20.00
1

AVERAGE
NUMERICAL
RATING

2008

76


Table 22 shows that only College administrators have a say on the
policy on promotions of faculty. A numerical rating of 1 according to the
rubrics is taken.
Rubrics 23
“The Salary Rates are Adequate in Meeting the Economic
and Social Demands of the Profession”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

5

4

D.3

Research
output to
prove
economic
viability
of salaries

Satisfactor
y salary
rates of
faculty

3



2

1

Indicators

receiving salary above
minimum wage
minimum wage
minimum wage
minimum wage
minimum wage

are
the
are
the
are
the
are
the
are
the

0

Table 23
2008

77


Frequency Distribution of Teachers Receiving
Above Minimum Wage

Actual Number
of faculty

Faculty members
receiving above
minimum wage

Percentage

Elementary

7

2

28.57

High School

15

8

53.33

College

19

18

94.74

41

28

68.29

DEPARTMENT

TOTAL
NUMERICAL RATING

4

Table 23 shows the percentage of faculty members receiving above
minimum wage. There are 28 out of 41 faculty members or 68.29 percent who
receive above minimum wage; two out of seven teachers or 28.57 percent in
the elementary, eight out of 15 teachers or 53.33 percent in the high school
and 18 out of 19 teachers or 94.74 percent in the College. A numerical rank of
4 according to the rubrics is achieved.

Rubrics 24

2008

78


“The Benefits and Responsibility of Tenure are Clearly
Described in the Faculty Manual or Elsewhere”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating
5

4
Resolve
policy of
tenure

D.4

Policy of
tenure



3
2
1
0

Indicators
81-100% of the policy
are being observed
61-80% of the policy are
being observed
being observed
being observed
being observed
There is no policy on
tenure being made

Table 24
Frequency Distribution of Permanent Teachers
Actual Number
of Faculty

Permanent

Percentage

Elementary

7

6

85.71

High School

15

8

53.33

College

19

12

63.16

Graduate School
TOTAL

10
51

4
30

40.00
58.82
3

DEPARTMENT

NUMERICAL RATING

Table 24 shows the percentage of permanent faculty members. A total
of 30 out of 51 faculty members or 58.82 percent are permanent. Six out of
2008

79


seven teachers or 85.71 percent in the Elementary, eight out of 15 teachers or
53.33 percent in the High School, 12 out of 19 teachers or 63.16 percent in the
college, and four out of 10 professors or 40 percent in the Graduate School. A
numerical rating of 3 according to the rubrics is achieved.
Rubrics 25
“There are Definite Policies for Termination
of Employment”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

5
4

D.5

Develop
guidelines
for policy
on
termination

Policy on
termination



3
2
1
0

2008

Indicators

being observed
being observed
being observed
being observed
being observed
There is no policy on
termination being made

80


Table 25 shows that 12 out of 13 or 92.31 percent of the policies on
termination are being observed: 12 out of 13 policies or 92.31 percent in the
elementary, 12 out of 13 policies or 92.31 percent in the high school, 12 out of
13 policies or 92.31 percent in the college and 12 out of 13 policies or 92.31
rubrics is attained.
Rubrics 26
“Fringe Benefits are Enjoyed by Faculty Members Such as: Sick Leave,
Vacation Leave, Mandated Leave, Maternity Leave, Study
Leave With Pay, Study Leave Without Pay, etc”
Sub
section

Program
Alternative

Expected
Output

Identification
of existence
Yes

No

Assessment
Rating

Indicators

3

All the identified benefits are
implemented
Only 6 identified benefits are
implemented
Only 5 identified benefits are
implemented

2

Only 3-4 identified benefits are
implemented

1

Only 1-2 identified benefits are
implemented

0

No identified benefits are
implemented

5
4

D.6

2008

Develop
guidelines
for policy
on benefits

Policy on
benefits



81


Table 26
The Policies on Fringe Benefits Enjoyed by the Faculty

DEPARTMENT

1

2

3

4

5

6

7

8

Total

Elementary

√

√

X

√

√

X

X

√

5

High School

√

√

X

√

√

X

X

√

5

College

√

√

X

√

√

X

X

√

5

Graduate School

√

√

X

√

√

X

X

√

5

TOTAL

5

NUMERICAL RATING

3

Table 26 shows that 5 out of 8 of the policies on fringe benefits are
being observed: five out of eight policies in the elementary, five out of eight
policies in the high school, five out of eight policies in the college and fie out
of eight policies in the Graduate School. A numerical rating of 3 according to
the rubrics is achieved.
5.

2008

FACULTY DEVELOPMENT

82


Rubrics 27
“The Faculty Development Program of the College Gives Provision for:
Scholarship, Fellowship, Study Grants, Stress Management
And Acquaintance”
Faculty Development
Sub
Section

Program
Alternative

Expected
Output

Identification
of existence
Yes

Assessment

No

Rating

Indicators
All provisions in the
standards are available
Only 5 provisions in the
Only 1-2 provision/s in the
standards is/are available
There are no available
provisions in the standards

5
Provision for
scholarships,
fellowships
and study
grants of
faculty
members

E.1

4
Policy on
Faculty
Development
Program

3



2
1
0

Table 27
The Faculty Development Program of the College Gives Provisions for
Scholarships, Fellowships, Sabbatical Leaves, Faculty Loans for
Professional Growth and Research Grants

DEPARTMENT

1

2

3

4

5

Total

Elementary

√

√

√

√

√

5

High School

√

√

√

√

√

5

College

√

√

√

√

√

5
5
5

TOTAL
NUMERICAL RATING

2008

83

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