THE THREE DIMENSIONS OF EDUCATIONAL PRACTICES: A QUALITY

ASSESSMENT BY TEACHERS OF JOSE PANGANIBAN

NATIONAL HIGH SCHOOL
________________________________________________________________

Abstract:

This study aimed primarily at assessing the quality level of the three dimensions of
educational practices (Student Discipline and Behavior, Instructional Staff and
Parent/Community Involvement) as viewed by thirty teachers from Jose Panganiban
National High School. Specifically, this sought answer to the following sub-questions:1.
What is the level of the quality of educational practices in each dimension as perceived
by teacher respondents in terms of Student Discipline and Behavior, Instructional
Staff and Parent/Community Involvement? 2. Are there significant differences in the
level of quality of educational practices along the three areas as perceived by the
teacher respondents? 3. What educational implications and suggestions can be drawn
based from the results of the study? The study employed the descriptive- survey-
evaluation design where thirty samples were randomly and purposively chosen from the
given population. Moreover, this study used quantitative mode as it utilized quantitative
method to describe, record, analyze and interpret practices that exist. To quantify the
quality of the three dimensions of educational practices, a standardized survey
questionnaire called “Orientation to Excellence” was utilized. Within each dimension,
statements addressing each of the individual indicators were written. These statements
were expressed in a manner which allowed participants in the study to assess the quality
of the educational practices. The recorded and organized data were statistically treated
using Descriptive Statistics (Mean and One Samples test) and the results were
interpreted in a 6-point scale. Results revealed that Jose Panganiban National High
School teachers showed a high self-assessed quality level of educational practices in
terms of Student Discipline and Behavior, Instructional Staff and Parent/Community
Involvement. Further, there exists a statistical significant difference along these three
areas of educational practices. When developing a School Improvement Plan, the school
should consider include all aspects of an educational dimension practices, from which
educators can start to develop a plan to improve student learning was highly
recommended for further study.

Key words: Student Discipline and Behavior Dimension, Instructional Staff Dimension,
Parent/Community Involvement, Dimensions of Education
________________________________________________________________

I. Introduction:

The education system of the Philippines has been highly influenced by

the country’s colonial history. That history has included periods of Spanish,

American and Japanese rule and occupation. Like the United States, the

1
Philippine nation has an extensive and highly inclusive system of education,

including higher education. In the present day, the United States continues to

influence the Philippines education system, as many of the country’s teachers

and professors have earned advanced degrees from United States universities.

Although the Philippine system of education has long served as a model for other

Southeast Asian countries, in recent years that system has deteriorated. This is

especially true in the more remote and poverty-stricken regions of the country.

Public dissatisfaction with the perceived lack of quality of education's process

and the product of education has caused educators to research the various

aspects of successful schooling practices and develop processes for school

improvement. From the traditional point of view, and also from the modern point,

the essence of assessment is considered the knowledge of the educational

activities effects, in order to elaborate a new teacher education route. The need

to measure the efficiency and effectiveness of the teacher education process, to

obtain relevant information about school results, and to offer the feed-back

necessary to all educational factors, justifies the importance of assessment in

education whereby assessment provides a sound basis for improving students’

achievements and behavior.

The National Commission on Excellence in Education, with their report,

contributed to the urgency of school reform where the foundation of the

educational system has been eroded by a growing complacency and an attitude

of mediocrity. The ongoing research, reform efforts, and school improvement

strategies centered on these major concerns is now commonly known as "The

2
Effective Schools Research." It is this body of research that drives the

educational practices for effective schooling and underlines the importance of

measuring the level of quality of those practices.

George Weber, one of the first educational researchers identify

important characteristics of successful schools, and concluded that they had the

following characteristics: (a) strong leadership, (b) high expectations for all

students, (c) an orderly and pleasant atmosphere, and (d) an emphasis on

reading skills which was supported by frequent assessment of student progress.

[1]

Lawrence C. Stedman challenged the existing work of the Effective

Schools research and created his own list of practices which are present in

effective schools. His nine practices were similar to the original correlates but

placed importance on shared governance, ethnic and racial pluralism, and more

of a personal approach to delivering educational services. [2]

William W. Wayson who is credited with adding the concept of critical

thinking instruction as an element to be considered as an important aspect of

effective educational practices, presented a plan in which schools could teach

critical thinking skills as well as basic skills. The plan was based on the basic

correlates, but he stressed the importance of cooperative, working relationships

among staff. [3]

Staudenmaier emphasized that for research to show effective

monitoring and assessment, programs must encompass an ongoing reevaluation

3
process. This process is necessary if schools are to maintain testing as a means

to an end rather than an end in itself. [4]

Madaus also emphasized the importance and the roles of testing and

assessment, to ensure that there are proper ways to evaluate, prioritize, and

monitor those same roles. [5]

1.1 Student Discipline and Behavior Dimension

1.1.1 School discipline is the actions taken by a teacher or the school

organization towards a student (or group of students) when the student's

behavior disrupts the ongoing educational activity or breaks a rule created by the

teacher or the school system. Discipline can guide the children's behavior or set

limits to help them learn to take care of themselves, other people and the world

around them. [6]

1.1.2 Attitudes and Behavior is "a relatively enduring organization of

beliefs, feelings, and behavioral tendencies towards socially significant objects,

groups, events or symbols" Hogg & Vaughan 2005. [7] A psychological tendency

that is expressed by evaluating a particular entity with some degree of favor or

disfavor"

Eagly & Chaiken, 1993. [8] In psychology, an attitude refers to a set of emotions,

beliefs, and behaviors toward a particular object, person, thing, or

event. Attitudes are often the result of experience or upbringing, and they can

have a powerful influence over behavior. While attitudes are enduring, they can

also change. According to some researchers, one of the underlying assumptions

about the link between attitudes and behavior is that of consistency. This means

4
that we often or usually expect the behavior of a person to be consistent with the

attitudes that they hold. This is called the principle of consistency. The principle

of consistency reflects the idea that people are rational and attempt to behave

rationally at all times and that a person’s behavior should be consistent with their

attitude(s). McLeod, S. A. (2018. [9]

1.2 Instructional Staff Dimension

Teachers are those persons who provide instruction for students.

Educators and policymakers are increasingly looking to teacher professional

learning as an important strategy for supporting the complex skills students need

to be prepared for further education and work in the 21st century. For students to

develop mastery of challenging content, problem-solving, effective

communication and collaboration, and self-direction, teachers must employ more

sophisticated forms of teaching. Effective professional development (PD) is key

to teachers learning and refining the pedagogies required to teach these skills.

This collaborative and job-embedded PD can be a source of efficacy and

confidence for teachers, and can result in widespread improvement within and

beyond the school level. To ensure a coherent system that supports teachers

across the entire professional continuum, professional learning should link to

their experiences in preparation and induction, as well as to teaching standards

and evaluation. It should also bridge to leadership opportunities to ensure a

comprehensive system focused on the growth and development of teachers.

Linda Darling-Hammond Maria E. Hyler Madelyn Gardner. [10] According to A.

W. Anderson, he stated that, clearly, teachers play many different roles and

5
undertake an extraordinary range of tasks. The importance of classroom

instruction and the skills of teachers cannot be overstated. Teachers in effective

schools demonstrate key practices with levels of high quality. [11]

Porter and Brophy both presented a picture of effective teachers as semi-

autonomous professionals who; (a) are clear about their instructional goals, (b)

are knowledgeable about their content and teaching strategies, (c) communicate

to their students what is expected of them and why, (d) make expert use of

existing instructional materials, (e) are knowledgeable about their students and

adapt to their differences, (f) teach students metacognitive strategies and give

them time to master them, (g) address higher, as well as lower, level cognitive

objectives, (h) monitor students' understanding and offer regular feedback, (i)

integrate instruction of different subjects, 0 accept responsibility for student

outcomes, and (k) are thoughtful and reflective about their practices.[12]

In a similar fashion, SERVE identified many practices that enhance

learning. Effective teachers: (a) work with the administration in decision making,

(b) share common school goals, mission, and high achievement expectations, (c)

expect all students to master the subject matter, (d) support and administer

policies relating to behavior, attendance, and tardiness, (e) show respect for

students and enthusiasm for learning, (f) maximize student time on task, (g) hold

consistently high expectations for all students, (h) utilize lessons and

presentations that consider student individual differences, (i) encourage and

utilize heterogeneous grouping of students, (j) assess and monitor student

achievement through appropriate test and measurement techniques, (k) involve

6
and inform parents of the high standards of the school, and (1) take pride in their

school and its appearance. [13]

Rosenholtz and Kanter both stated that common attitudes and beliefs

among teachers also play a key role in effective schools. Even though major

differences may exist in the structure or focus of the operation of schools, there

are common factors among the instructional staffs. [14]

1.3 Parental/Community Involvement

Comer stressed the need for parental involvement. The importance of

school/parent partnerships cannot be overlooked regarding the area of student

discipline and behavior. Parents who are involved and well informed will be more

supportive and satisfied than those who are not In support of this partnership, it is

essential that an efficient management system be in place for documentation of

disciplinary incidents and parental notification. [15]

Comer and Edmonds both noted that principals, staff, and parents need

to have appropriate data when working together to improve student behavior.

Elizabeth Coleman, Sacramento County Office of Education,

summarized home-school relations in effective schools by stating that "In an

effective school: (a) parents feel positive about the school, (b) they feel the

administrators and the teachers are responsive to their concerns, (c) the school

provides opportunities for parents to be involved in school activities and to

participate in advisory committees or other parent organizations, (d) parents are

aware of school policies and cooperate with school staff in support of school

rules, (e) parents are well informed of the school's homework policy, and they

7
help with homework when needed, (f) teachers initiate contact with parents under

positive as well as negative circumstances. Parental involvement in the schools

starts with the sharing of information as stated by Epstein who also studied eight

urban schools and found that parents become more involved if the school gives

them specific information about their children and their programs. She also found

elementary school programs for parent involvement to be stronger than

secondary school programs. He also concluded that informing parents was more

important than 30 parent education, family size, marital status, and even grade

level of the students in getting parents involved in schools. Communication

between home and school must also involve information coming from parents.

[16]

McKinney and Sweeney both stressed the importance of parents giving

schools important information about their children and their needs whereby also

necessary for schools to collect data from parents for school improvement

efforts. Parents have a right to expect quality service. Another avenue in

developing parental involvement is through the utilization of parents as

classroom assistants for instructional aides, supervision, guest presenters, and

simply as guests.

Comer endorsed a model in which parents assist teachers in academic

and social areas and form the core of the larger parent group in the school. [17]

Bicouvaris suggested that it is important not to let reluctant parents "off

the hook" because they are poor, do not have transportation, or for any of the

8
other reasons they may have used in the past. It is up to the school to pull them

in. [18]

1.4 Dimensions of Education are groupings of related skills used by

educators. Comer stressed that the importance of developing a sound staff-to-

student relationship in which mutual respect is essential depends on acceptance

of differences such as socio-economic factors and alienation of parents toward

schools must be considered as schools work toward building this bond. [19]

This study aimed primarily at assessing the quality level of the three dimensions

of educational practices such as Student Discipline and Behavior, Instructional

Staff and Parent/Community Involvement. Much research on dimensions of

educational practices has been conducted in many developed countries but less

in countries like Philippines and likewise, the effect on students’ achievement is

poorly investigated. These were identified as research gaps in literature. In this

context, the researchers attempted to answer the following sub questions:

1. What is the level of the quality of educational practices in each

dimension as perceived by teacher respondents in terms of Student Discipline

and Behavior, Instructional Staff and Parent/Community Involvement?

2. Are there significant differences in the level of quality of educational

practices along the three areas as perceived by the teacher respondents?

3. What educational implications and suggestions can be drawn based

from the results of the study?

9
 II- Research Methodology

The study employed the descriptive- survey-evaluation design since it

focused on determining the quality of the three dimensions of educational

practices as assessed by the teachers of Jose Panganiban National High School.

Moreover, this study used quantitative mode as it utilized quantitative method to

describe, record, analyze and interpret practices that exist.

2.1. The Target Population, Sample Size and Sampling Method

The target population in this research were teachers of Jose Panganiban

National High School consisted of ten (10) males and twenty (20) females with a

total of thirty (30) respondents. Purposive and random sampling methods were

utilized.

2.2. Data Collection and Measuring Instrument

To quantify the quality of the three dimensions of educational practices, a

standardized survey questionnaire called “Orientation to Excellence” was utilized.

Within each dimension, statements addressing each of the individual indicators

were written. These statements were expressed in a manner which allowed

participants in the study to assess the quality of the educational practices. It

consisted of 49 items, (Student Discipline and Behavior; 10 items, Instructional

Staff; 28 items and Parent/Community Involvement; 11 items). The instrument

utilized six point – Likert type scale (1 = very poor quality, 2 = poor quality, 3 =

mediocre quality, 4 = good quality, 5 = very good quality, 6 = excellent quality).

The three chosen dimensions have an Alpha of 0.95, 0.97 and 0.95 respectively.

10
2.3 Statistical Treatment of Data

The data gathered were recorded, cleaned, organized and input into

Statistical Package for Social Sciences (SPSS) data file and from Vassar

Statistics computational website to ensure reliability and validity of results. The

gathered data were treated by the following statistical measures;

1. A 6 - point Likert scale was employed to determine the quality level along

the three areas of educational practices as perceived by teacher

respondents. The mean for scaling items was computed by multiplying the

frequency of the responses by the value of scaled items and dividing the

total with the number of respondents. In making decision, a decision rule

was applied; if the value of the mean is above 3.5 it is accepted and if

below 3.5 it is rejected. The value of the decision rule is dependent on the

number of rating scale. This is used to answer the research questions.

Source: Field Survey, September 2011.

2. To determine the statistical significant differences along the three areas,

descriptive statistics (Mean and One Samples t-test were applied);

III- Results and Discussion

Findings, analysis and interpretation of data gathered from the

respondents of the study, involved quantitative process. Tables and graph were

used to facilitate the presentation of data.

11
 Results and Discussion of Accomplished Data per- RQ

3.1 Findings related to Student Discipline and Behavior Dimension

Practices

Table1. Mean Values of the Participants’ Responses to the Student

Discipline and Behavior Dimension Questionnaire
___________________________________________________________________
RQ1. What is the level of the quality of educational practices in each dimension as
perceived by teacher respondents in terms of: a). Student Discipline and Behavior ?
_________________________________________________________________________

The school……

N/S SPECIFIC PRACTICE 1 2 3 4 5 6

VPQ PQ M GQ VGQ E MEAN DECISION
Utilizes a written disciplinary
policy and clearly stated
1. expectations and guidelines. 2 1 5 5 10 7 4.4 Accepted
Utilizes disciplinary policy
2. consistently and fairly. 0 1 2 7 11 9 4.8 Accepted

Utilizes periodic review of policy

3 and guidelines. 0 0 1 8 13 8 4.9 Accepted
Involves parents, guardians, or
surrogates in solving behavioral
4. and disciplinary problems. 0 0 3 8 7 12 4.9 Accepted
Develops student responsibility
5. for behavior. 0 1 1 8 10 10 4.9 Accepted
Creates a sense of student
6. belonging. 0 1 4 9 9 7 4.6 Accepted
Helps students resolve problems
7. before they lead to behavioral
problems. 0 1 2 7 10 10 4.8 Accepted
Takes disciplinary action promptly
8. after infractions. 0 1 1 9 12 7 4.8 Accepted
Employs consistent general
9. discipline procedures among
teachers. 0 1 3 9 8 9 4.7 Accepted
Utilizes preventive practices to
10. minimize student discipline
problems. 1 1 2 11 6 9 4.6 Accepted

Overall Mean 4.66 Accepted

Table 1 presents the perceived quality of student discipline and behavior

practices. The mean for each discipline and behavior practice is also provided.

All practices were given an accepted decisions with an overall (M=4.66). Utilizes

12
periodic review of policy and guidelines, involves parents, guardians, or

surrogates in solving behavioral and disciplinary problems and develops student

responsibility for behavior with (M=4.9) respectively, were reported to be of

highest quality while utilizes a written disciplinary policy and clearly stated

expectations and guidelines was perceived of having the lowest among the ten

practices with a (M=4.4). Utilizes disciplinary policy consistently and fairly, helps

students resolve problems before they lead to behavioral problems and takes

disciplinary action promptly after infractions with (M=4.8) respectively, were

given having second to the highest quality. Only forty (40) % of the teacher

respondents perceived that the school takes disciplinary action promptly after

infractions to be of very good quality. The practices having the highest quality

were supported by Comer (1988) and Edmonds (1989) who both stress that the

need for parental involvement where the importance of school/parent

partnerships cannot be overlooked regarding the area of student discipline and

behavior plays a great significance. Further, in support of this partnership, it is

essential that an efficient management system be in place for documentation of

disciplinary incidents and parental notification where principals, staff, and parents

need to have appropriate data when working together to improve student

behavior.

3.2 Findings related to Instructional Staff Dimension Practices

Table 2. Mean Values of the Participants’ Responses to the Instructional Staff

Dimension Questionnaire
____________________________________________________________
RQ. 1 What is the level of the quality of educational practices in each dimension as
perceived by teacher respondents in terms of: b). Instructional Staff ?
__________________________________________________________________

13
Instructional staff…….

N/S SPECIFIC PRACTICE 1 2 3 4 5 6

VPQ PQ M GQ VGQ E MEAN DECISION
Receives recognition for
accomplishments and
. contributions from parents,
11. students, and community. 0 3 0 8 10 9 4.7 Accepted
Are treated as valuable,
contributing members of society
by parents, students, and
12. community. 0 1 2 7 11 9 4.8 Accepted
Are treated as valuable,
contributing members of the
school community by other
members of the instructional
13 staff. 0 0 1 8 13 8 4.9 Accepted
Shares, help, and support each
14. other. 0 0 1 8 11 10 5.0 Accepted
Works together to achieve
15. desired results. 0 0 1 9 10 10 5.0 Accepted

16. Shares a vision of the school. 0 0 0 6 14 10 5.1 Accepted

Strives to enhance the learning
17. environment. 0 0 0 6 14 10 5.1 Accepted
Utilizes innovative approaches
18. to improve the school. 0 0 0 3 14 13 5.3 Accepted
Creates new ideas and
approaches in the classroom
19. and school. 0 0 1 5 14 10 5.1 Accepted
Communicates to students and
others the need for a high level
20. of achievement and behavior 0 0 2 4 14 10 5.1 Accepted
Develops and maintain high and
explicit standards for student
21. performance. 0 0 1 4 16 9 5.1 Accepted
Accepts responsibility for what
22. occurs in the school. 0 0 1 7 12 10 5.0 Accepted
Accepts ownership for student
23. achievement in the school. 0 0 2 6 13 9 5.0 Accepted
Disagrees constructively on
24. important issues. 0 0 2 7 11 10 5.0 Accepted
Strives to reach personal,
professional and school goals
25. and mission. 0 1 0 8 12 9 4.9 Accepted
Helps others in sharing the
responsibility of facilitating
26. school improvement. 0 1 0 8 10 11 5.0 Accepted

Serves as appropriate role

27. models for students. 0 0 1 8 9 12 5.1 Accepted

14
 Socializes and function as a
28. family unit. 0 0 1 3 14 12 5.2 Accepted
Expresses pride in the school
29. and its programs. 0 1 1 4 14 10 5.0 Accepted
Strives to use financial
30. resources wisely. 0 0 2 6 9 13 5.1 Accepted
Provides support and assistance
31. to colleagues. 0 0 4 3 10 13 5.1 Accepted
Demonstrates a willingness to
32. grow and improve. 0 0 1 4 14 11 5.2 Accepted

33. Trusts one another. 0 0 2 4 13 11 5.1 Accepted

Strives to maximize
34. achievement for all students. 0 0 1 3 13 13 5.3 Accepted
Trusts the leadership of the
35. school. 0 0 1 6 11 12 5.1 Accepted

Shows concern and interest for

36. the welfare of all students. 0 0 0 4 13 13 5.3 Accepted
Believes they make a difference
37. in the lives of students. 0 0 0 5 13 12 5.2 Accepted
Strives to reach students with
special needs in the regular
38. education classroom. 2 5 10 7 3 3 3.4 Rejected

Overall Mean 5.06 Accepted

Table 2 presents the perceived quality of instructional staff practices. The

mean for each instructional staff practice is also provided. Twenty seven (27) out

of twenty eight (28) received positive decisions while the latter a negative

decision with an overall (M=5.06). Utilizes innovative approaches to improve the

school, strives to maximize achievement for all students, and shows concern and

interest for the welfare of all students with (M=5.3) respectively, were reported to

be of highest quality while strives to reach students with special needs in the

regular education classroom with a (M=3.4) was reported to be of lowest quality.

Socializes and function as a family unit, demonstrates a willingness to grow and

improve and believes they make a difference in the lives of students (M=5.2)

were perceived second to the highest quality. Only about fifty three (53) % gave

15
a very good quality perception as to developing and maintaining high and explicit

standards for student performance. These practices were of high quality except

for one. This exception needs laborious effort and extra time for its improvement

The South Eastern Regional Vision for Education 26 (SERVE, 1991) identified

many practices that enhance learning. Effective teachers: (a) work with the

administration in decision making, (b) share common school goals, mission, and

high achievement expectations, (c) expect all students to master the subject

matter, (d) support and administer policies relating to behavior, attendance, and

tardiness, (e) show respect for students and enthusiasm for learning, (f)

maximize student time on task, (g) hold consistently high expectations for all

students, (h) utilize lessons and presentations that consider student individual

differences, (i) encourage and utilize heterogeneous grouping of students, (j)

assess and monitor student achievement through appropriate test and

measurement techniques, (k) involve and inform parents of the high standards of

the school, and (1) take pride in their school and its appearance, all of which

appeared to be almost similar to the practices as perceived by teacher

respondents. It suggests that instructional staffs who exercised these kinds are

considered effective.

3.3 Findings related to Parent/Community Involvement Dimension

Table 3. Mean Values of the Participants’ Responses to the Parent/Community

Involvement Dimension Questionnaire
______________________________________________________________
RQ. 1 What is the level of the quality of educational practices in each dimension as
perceived by teacher respondents in terms of: c). Parent/Community Involvement ?
______________________________________________________________

The school….

16
 (Consider the term parent to include guardians and surrogates)

N/S SPECIFIC PRACTICE 1 2 3 4 5 6

VPQ PQ M GQ VGQ E MEAN DECISION
Promotes a partnership between
39. home and school. 0 0 6 12 12 5.2 Accepted
Informs parents and community
about the school's programs and
40. activities 0 0 3 14 13 5.3 Accepted
Informs parents about their child's
41 progress in school. 0 0 1 4 8 17 5.4 Accepted
Identifies needs and interests of
42. parents. 0 0 3 8 7 12 4.9 Accepted
Implements programs and
activities for parental involvement.
43. 0 0 3 3 13 11 5.1 Accepted
Informs parents and community
about the effectiveness of the
44. school programs. 0 0 2 4 9 15 5.2 Accepted
Includes parent and community in
45. decision making. 0 0 2 4 10 14 5.2 Accepted
Informs the parents and
community about procedures for
involvement in school activities
and participation in school decision
46. making. 0 0 1 5 9 15 5.3 Accepted
Provides parents opportunities to
47. meet with school personnel 0 1 1 5 9 14 5.1 Accepted
Reaches out to individual parents
to provide and solicit help to
strengthen their child's educational
48. program. 0 0 1 6 10 13 5.2 Accepted
Communicates with parents about
their student's school work and
49. progress. 0 0 4 11 16 5.7 Accepted

Overall Mean 5.24 Accepted

Table 3 presents the perceived quality of parent/community involvement

practices. The mean for parent/community involvement practice is also provided.

All practices under this dimension were given an accepted decision.

Communicates with parents about their student's school work and progress

(M=5.7) was reported by teachers of highest quality while identifies needs and

interests of parents (M=4.9) was reported to be of slightly lower than those

17
practices receiving the third highest quality (M=5.3). Informs parents about their

child's progress in school (M=5.4) was reported as having the second highest

quality but fifty seven (57) % of the respondents viewed this practice excellently.

According to the U.S. Department of Education, advocates of effective schools

maintain that parents are critical partners in the school improvement process. It

was Elizabeth Coleman (1988), Sacramento County Office of Education, who

summarizes home-school relations in effective schools by stating, "In an effective

school: (a) parents feel positive about the school, (b) they feel the administrators

and the teachers are responsive to their concerns, (c) the school provides

opportunities for parents to be involved in school activities and to participate in

advisory committees or other parent organizations, (d) parents are aware of

school policies and cooperate with school staff in support

RO3. What educational implications and suggestions can be drawn based from

the result of the study?

3.5 Discussion, Implications and Suggestions

This aspect is included to answer RO3. Initially, the quality of practices in

each educational dimension was determined. One of the practices that was

viewed as one of the highest is “Involves parents, guardians, or surrogates in

solving behavioral and disciplinary problems” which implies that, to effectively

develop and implement these policies, schools should involve families as

partners to the greatest extent possible. For example, families, along with

students and staff, should be involved in the development and review of the

school’s discipline policy, schools should regularly communicate with families,

18
including about specific disciplinary incidents, and schools should ensure

transparency about the school’s behavior expectations and discipline policies

and procedures. Another practice that was reported second to the highest is,

“Utilizes disciplinary policy consistently and fairly” which implies that schools

should ensure that school discipline is applied fairly and should continually

monitor and improve disciplinary policies and practices. Likewise, as part of a

school’s ongoing training for staff, schools should equip them with the skills and

strategies to reinforce appropriate behaviors and respond to student misconduct

fairly and equitably. An equitable and fair response is without regard to a

student’s personal characteristics, including, race, color, national origin, religion,

disability, ethnicity, sex, gender, gender identity, sexual orientation, or status as

an English language learner, migrant, or homeless student. It is suggested that in

order to help ensure fairness and equity, schools may choose to explore the use

of cultural competence training to enhance staff awareness of their implicit or

unconscious biases.

It was observed that under instructional staff dimension, all practices

provided were accepted except for one. It implies that teachers feel they have

developed good relationships with parents and students. This is not surprising

because teachers generally believe they interact well with others. Recognizing

student accomplishments, making an impact on student lives, and serving as

appropriate role models for students are all practices which contribute to a

positive climate setting the stage for improved learning. Developing good

communication lines with parents through both written and personal contact is

19
also beneficial to the learning process. Effective schools are ones in which

parents are informed of school policies and programs, teachers initiate contact

with parents, and parents feel positive about their relationship with the school

(Coleman, 1988). Likewise, teachers feel they are receiving the recognition they

deserve for their accomplishments and the services they provide. As a result,

they feel they are treated as valuable and contributing members of society. It is

interesting to see that the teachers perceive themselves functioning and

socializing as a family. Therefore, it is strongly suggested that, issues such as

self-esteem, recognition, and functional unity should be addressed because if

they are not, they could have a devastating effect on not only the climate for

learning, but also on the effectiveness of individual teachers. The practice which

received the lowest quality rating simply indicates maybe an area of concern.

Perhaps the reason might be accounted to lack of instructional materials for

these kinds of students and the involvement and support from the concerned

persons and agencies are not enough to prioritize their needs. It is suggested

that the heads of the school should do appropriate actions in coordination with

the concerned agency.

The highest overall mean quality level perceived by the respondents was

on parent/community involvement, implies that, It is possible that the school in

this study has developed parent/community involvement to a point in which the

parents and community members play an integral role in the schools, including

involvement in the decision making process. It is also, however, possible the

teachers are very satisfied with the current level of involvement of the

20
parents/community in the school and see no reason, or have no interest, in

expanding their involvement.

These things manifest the applications of Paulo Freire’s relevance to

education where his concept of dialogue that is grounded in love, faith, humility

and hope exist. It is not enough for people to come together in dialogue in order

to gain knowledge of their social reality but they must act together upon their

environment in order to critically reflect upon their reality and so transform it

through further action and critical reflection. of school rules, (e) parents are well

informed of the school's homework policy, and they help with homework when

needed, (f) and teachers initiate contact with parents under positive as well as

negative circumstances" (p. 52), which characterized all the practices provided

by the school, it goes to say that, there exists a strong and effective partnership

between the school and the parent/community as explained by the principle of

shared governance. All among the eleven specific practices assessed by the

respondents were of high quality with an overall (M=5.24).

3.4 Findings related to the Existing Level of the Overall Mean Quality
of Educational Practices in each Dimension

Table 4: Three Dimensions of Educational Practices against the

Overall Mean Quality Level

Dimensions of Educational Practices Overall Mean Quality Level

Student Discipline and Behavior 4.66

Instructional Staff 5.06

Parent/Community Involvement 5.24

21
 10
Educational Dimension Practices against Overall
9
Mean Quality Level
8
8
7

Overall 4 4.66 5.06 5.24

Mean 3
ISDP P/CIDP
SDBDP
Quality 2

Level 1

Educational Dimension Practices

Fig. 1: Comparative Analysis between Educational Dimensions

Practices and the Overall Mean Quality

This figure as shown in table 4, presents the three dimensions of

educational practices against the overall mean quality. It was evident that

Parent/Community Involvement exhibits the highest overall (M=5.24), followed by

Instructional Staff with (M=5.06) and the least Student Discipline and Behavior

with an overall (M=4.66). A descriptive statistics revealed that the higher the

overall mean quality figure the more the variable exhibited high quality as

perceived by the respondents. The findings suggest that the parent/community

dimension practices are of high quality, instructional staff dimension practices are

little less likely of high quality within that range and the student discipline and

behavior practices are of above the moderately high quality. After examining the

overall means quality level, the Jose Panganiban National High School teachers

showed a high self-assessed quality level of educational practices in terms of

22
Student Discipline and Behavior, Instructional Staff and Parent/Community

Involvement.

3.5 Findings related to Mean Difference t-test and probability value

Table 5: Analysis between Mean Difference, t-test and Probability Value

R Q. 2 Are there significant differences in the level of quality of educational practices

along the three areas as perceived by the teacher respondents?

T-Test

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

EDP 49 5.0041 .32721 .04674

One-Sample Test

Test Value = .05

t df Sig. (2- Mean 95% Confidence Interval of
tailed) Difference the Difference
Lower Upper
EDP 105.983 48 .000 4.95408 4.8601 5.0481

As reflected in table 5, one sample test was utilized showing mean

difference and probability value with a substantial mean difference of 4.95 and

the value of the obtained probability (Sig. two-tailed) was given by p= 0.000 was

less than the actual or the specified probability value of p= 0.0005 [t=105.9].

Therefore, it can be deduced that they differ significantly. The null hypothesis that

there are no significant differences between the mean scores as perceived by the

respondents was rejected. The magnitude of the difference in means was at high

extent. The alternative hypothesis that there are significant changes in mean

23
scores as perceived by the respondents is considered as an existing reality in the

school being investigated. The findings denote further that the high quality level

along Instructional staff and parent/community involvement dimensions will mean

high quality performing students.

________________________________________________________________
R Q. 3 What educational implications and suggestions can be drawn based from
the results
________________________________________________________________
3.6 Discussion, Implications and Suggestions

This aspect is included to answer RO3. Initially, the quality of

practices in each educational dimension was determined. One of the practices

that was viewed as one of the highest is “Involves parents, guardians, or

surrogates in solving behavioral and disciplinary problems” which implies that, to

effectively develop and implement these policies, schools should involve families

as partners to the greatest extent possible. For example, families, along with

students and staff, should be involved in the development and review of the

school’s discipline policy, schools should regularly communicate with families,

including about specific disciplinary incidents, and schools should ensure

transparency about the school’s behavior expectations and discipline policies

and procedures. Another practice that was reported second to the highest is,

“Utilizes disciplinary policy consistently and fairly” which implies that schools

should ensure that school discipline is applied fairly and should continually

monitor and improve disciplinary policies and practices. Likewise, as part of a

school’s ongoing training for staff, schools should equip them with the skills and

strategies to reinforce appropriate behaviors and respond to student misconduct

24
fairly and equitably. An equitable and fair response is without regard to a

student’s personal characteristics, including, race, color, national origin, religion,

disability, ethnicity, sex, gender, gender identity, sexual orientation, or status as

an English language learner, migrant, or homeless student. It is suggested that in

order to help ensure fairness and equity, schools may choose to explore the use

of cultural competence training to enhance staff awareness of their implicit or

unconscious biases.

It was observed that under instructional staff dimension, all practices

provided were accepted except for one. It implies that teachers feel they have

developed good relationships with parents and students. This is not surprising

because teachers generally believe they interact well with others. Recognizing

student accomplishments, making an impact on student lives, and serving as

appropriate role models for students are all practices which contribute to a

positive climate setting the stage for improved learning. Developing good

communication lines with parents through both written and personal contact is

also beneficial to the learning process. Effective schools are ones in which

parents are informed of school policies and programs, teachers initiate contact

with parents, and parents feel positive about their relationship with the school

(Coleman, 1988). Likewise, teachers feel they are receiving the recognition they

deserve for their accomplishments and the services they provide. As a result,

they feel they are treated as valuable and contributing members of society. It is

interesting to see that the teachers perceive themselves functioning and

socializing as a family. Therefore, it is strongly suggested that, issues such as

25
self-esteem, recognition, and functional unity should be addressed because if

they are not, they could have a devastating effect on not only the climate for

learning, but also on the effectiveness of individual teachers. The practice which

received the lowest quality rating simply indicates maybe an area of concern.

Perhaps the reason might be accounted to lack of instructional materials for

these kinds of students and the involvement and support from the concerned

persons and agencies are not enough to prioritize their needs. It is suggested

that the heads of the school should do appropriate actions in coordination with

the concerned agency.

The highest overall mean quality level perceived by the respondents

was on parent/community involvement, implies that, It is possible that the school

in this study has developed parent/community involvement to a point in which the

parents and community members play an integral role in the schools, including

involvement in the decision making process. It is also, however, possible the

teachers are very satisfied with the current level of involvement of the

parents/community in the school and see no reason, or have no interest, in

expanding their involvement.

These things manifest the applications of Paulo Freire’s relevance

to education where his concept of dialogue that is grounded in love, faith, humility

and hope exist. It is not enough for people to come together in dialogue in order

to gain knowledge of their social reality but they must act together upon their

environment in order to critically reflect upon their reality and so transform it

through further action and critical reflection.

26
 IV- Conclusions and Recommendation:

4-1 Concluding statements

Based from the findings drawn, the following statements were deduced:

This study examined and reported the quality of the practices in three

dimensions of education as reported by thirty teachers from Jose Panganiban

National High School.

1. Teachers perceive most of the specific practices within the three

dimensions to be very good or excellent quality.

2. Teachers perceive some specific practices to be of considerably

higher quality than others.

3. Teachers perceive one educational practice as being considerably

lower quality that needs laborious effort and extra planning.

4. Teachers perceive parent/community involvement practices to be of

very high quality.

5. Teachers viewed instructional staff practices to be of little less

lower but within that range of the high quality.

6. Teachers viewed student discipline and behavior practices to be

above moderately high quality.

7. Jose Panganiban National High School teachers showed a high

self-assessed quality level of educational practices in terms of

27
 Student Discipline and Behavior, Instructional Staff and

Parent/Community Involvement.

8. Using One sample t-test there were a statistically significant

differences along these areas with a substantial difference of 4.95

and the hypothetical mean estimate of the total population where

samples were drawn.

4.2 Recommendations

1. When developing a School Improvement Plan the school should consider

include all aspects of an educational dimension practices, from which educators

can start to develop a plan to improve student learning.

2. Further study of the quality of educational practices is recommended which

include a larger population with a balance of school size and geographic areas .

3. Further study is highly recommended to re-examine student discipline and

behavior practices for improvement purposes.

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