1. MAGANDANG BUHAY !!!!!

2. LEVEL OF READINESS OF CALAMBA BAYSIDE NATIONAL HIGH SCHOOL FOR TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY ( TESDA ) ACCREDITATION by: DANILO S. TUNGOL MaEd RONALDO M. CANTA MaEd ISABELITA R. HIZON Ed. D

3. INTRODUCTION
The K- 12 education plan offers a long- term effect that is very beneficial to Filipinos. Therefore, there must be a strong will to support K- 12 Educational Plan for the betterment of the education system and economy. The effectiveness of educational deliveries depends critically on the quality of teaching and learning in the classrooms, workshops, laboratories and other space in which education takes place. The real answers to improving outcomes from vocational education lie in the ‘classroom’, in understanding the many decisions ‘teachers’ take as they interact with students (Lucas, etal,2012).

4. As to Strengthened Technical Vocational Education Program (STVEP) the Competency Based Curriculum aims to help lessen the dropout rate in high school and help lessen job-skills mismatch of graduates and labor market needs of local industries. It is geared towards providing technical-vocational students with TESDA certifiable skills while still in the high school. (Andrada, 2008)

5. The techvoc program according to DepEd consists of Competency‐Based Curriculum and Instructional Learning Materials, Capacity Building Programs, Provision for Tools and Equipment, Provision for Infrastructure/Facilities Support; Provision for Competency Assessment Subsidy (CAS), Provision for Additional Teacher Plantilla Items, Provision for Increased MOOE, Policy Support/Research and Development, and Monitoring and Evaluation.

6. Lapus (2009) stressed that strengthening technical-vocational education afforded the students a practical and appropriate alternative where they could build a career.

7. The Strengthened Technical Vocational Education Program (STVEP) helps the high school graduates find gainful employment whether or not they get the college diploma. The students’ skills will give them competitive advantages to become viable in the cut-throat employment market place and to compete for world-class skill recognition.

8. REVIEW OF LITERATURE
Global Perspective of Technical-Vocational Education (Fluitman 2005). The focus of UN Millennium Development Goals (MDG) is on basic and especially primary education (MDG 1). This emphasis on the first cycle of education contributes to the neglect of post-basic education and training including technical and vocational education and training.

9. According to International Labor Organization (ILO, 2000), skills development is central to improving productivity. In turn, productivity is an important source of improved living standards and growth. Other critical factors include macroeconomic policies to maximize opportunities for pro-poor employment growth.

10. The newer term technical and vocational skills development (TVSD) is often used to describe flexible skills, learning to learn, going beyond literacy and numeracy skills and including more than ‘life skills’. TVSD comprises three main types of education or training: public school-based technical education, in the form of junior and senior secondary education but non-tertiary institutions; public vocational training centers and industrial training institutes; and training in the informal sector which often include traditional apprenticeship training or traditional forms of training offered at artisan workshops owned by master craftsmen/women (King 2007).

11. On a press release of 2005, the Department of Education publicized that under the Strengthened Technical-Vocational Education Program (STVEP), DepEd supervises a total of 282 tech-voc high schools where students can take specialization in automotive, computer hardware service, cosmetology, furniture and cabinet-making, garments, air conditioning and refrigeration, food production, crop production, food processing, fish culture, and fish capture, among others.

12. RESEARCH QUESTIONS
1. What is the level of readiness of CBNHS for TESDA accreditation as assessed by teachers and school administrators in terms of: In-Service Training (INSET); Production of Teachers Material; Support for Tools, Facilities and Equipment; Students Monitoring and Evaluation?

13. 2. How do the respondents assess the management behavior of the school administrators in terms of communicating the school vision-mission, goals and objective, supervising and evaluating instruction, implementing the curriculum, monitoring and assessing student progress, and promoting professional development?

14. 3. Is there a significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behavior of the school administrators?

15. CONCEPTUAL FRAMEWORK PROCESS √Utilization of survey questionnaire
√Data analysis
- On the readiness’ level of CBNHS for TEADA accreditation
√Comparative Analysis
- On the significance difference between the assessment of the two sets of respondents on the level of readiness of CBNHS for TESDA accreditation
-On the observed status of the management of the school administrators
√ Correlation Analysis
- On significant relationship between the level of readiness and observed status of the management behavior of the school administrators
OUTPUT
Designed Plan of Action to accredit CBNHS as TESDA TESTING CENTER
INPUT
√ Assessed Readiness’ Level of CBNHS for TESDA accreditation in terms of the following:
INSET
Production of Teachers Materials
Support for Tools, Facilities and Equipment
Students Monitoring and Evaluation
√ Observed Status of the School Administrators’ Management of STVEP in terms of:
Communicating the School Vision-Mission, Goal and Objective
Supervising and Evaluating Instruction
Implementing the Curriculum
Monitoring and Assessing Student Progress
Promoting Professional Development
√ Significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behavior of the school administrator.
FEEDBACK

16. METHODOLOGY AND RESEARCH DESIGN
The study used the descriptive research design to evaluate the perception of each respondent on the level of readiness of CBNHS for TESDA accreditation through answering the questionnaire.

17. School Administrators
Legend:
– 5.00 Highly Ready (HR)
– 4.20 Ready (R)
– 3.40 Moderately Ready (MR)
– 2.60 Less Ready (LR)
– 1.80 Not Ready (NR)
WM – Weighted Mean
RESULTS AND DISCUSSION SUMMARY OF FINDINGS Table 1: Level of Readiness of CBNHS for TESDA Accreditation
Indicators
Respondents
Grand Mean
School Administrators
Teachers WM VI
1. In-Service Training (INSET)
4.56 HR
3.93 R
4.25
2. Production of Teachers Material
4.80
3.80
4.30
3. Support for Tools, Facilities and Equipment
4.74
3.73
4.24
4. Students Monitoring and Evaluation
4.75
4.01
4.38
Average Weighted Mean
4.71
3.87
4.29

18. School Administrators
Legend:
– 4.00 Highly Observed (HO)
– 3.25 Observed (O)
– 2.50 Seldom Observed (SO)
– 1.75 Not Observed (NO)
WM – Weighted Mean
SUMMARY OF FINDINGS Table 2: Assessment in the management behavior of school administrators
Indicators
Respondents
Grand Mean
School Administrators
Teachers WM VI
1. Communicating the School Vision-Mission, Goal and Objective
3.78 HO
3.3
3.54
2. Supervising and Evaluating Instruction
3.79
3.22 O
3.51
3. Implementing the Curriculum
3.19
3.49
4. Monitoring and Assessing Student Progress
3.76
3.15
3.46
5.Promoting Professional Development
3.68
Average Weighted Mean
3.23
3.50

19. Table 3: Significant relationship between the level of readiness of CBNHS for TESDA accreditation and the management behaviors of the school administrators
Variables
Gamma -Value
P- Value
Decision
Remarks
In-service Training
Communicating the School Vision-Mission, Goal
0.873
(High correlation)
0.036
Reject Ho
With significant relationship
Supervising and Evaluating Instruction
0.698
(Moderate correlation)
0.001
Implementing the Curriculum
0.624
0.002
Monitoring and Assessing Student Progress
0.975
(Very High correlation)
0.005
Promoting Professional
Development
0.790
0.003

20. Production of Teachers Material
Variables
Gamma -Value
P- Value
Decision
Remarks
Production of Teachers Material
Communicating the School Vision-Mission, Goal and Objective
0.678
(Moderate correlation)
0.001
Reject Ho
With significant relationship
Supervising and Evaluating Instruction
0.800
(High correlation)
0.020
Implementing the Curriculum
0.701
Monitoring and Assessing Student Progress
-0.949
(Negative very high correlation)
0.039
Promoting Professional Development
0.400
(Small correlation)
0.004

21. Support for Tools, Facilities and Equipment
Variables
Gamma -Value
P- Value
Decision
Remarks
Support for Tools, Facilities and Equipment
Communicating the School Vision-Mission, Goal and
-0.505
(Negative moderate correlation)
0.000
Reject Ho
With significant relationship
Supervising and Evaluating Instruction
-0.600
Implementing the Curriculum Versus
-0.300
(Negative small correlation)
Monitoring and Assessing Student Progress Versus
-0.667
Promoting Professional Development
0.200
(Slight correlation)

22. Students Monitoring and Evaluation
Variables
Gamma -Value
P- Value
Decision
Remarks
Students Monitoring and Evaluation
Communicating the School Vision-Mission, Goal and Objective
-0.783
(Negative high correlation)
0.011
Reject Ho
With significant relationship
Supervising and Evaluating Instruction
0.954
(Very high Correlation)
0.030
Implementing the Curriculum
0.493
(Moderate Correlation)
0.021
Monitoring and Assessing Student Progress
-0.313
(Negative Small correlation)
0.001
Promoting Professional Development
0.698
(Moderate correlation)
0.003

23. CONCLUSIONS
The following are the conclusions drawn by the researchers based on the findings of the study:
1. The teachers and school administrators assessed CBNHS as highly ready for TESDA accreditation since the school has prepared its teachers, students, and school itself through different relevant programs and activities conducted.

24. 2. The management behavior of the school administrator is highly observed, and plays a significant role in achieving the required level of readiness of CBNHS for Tesda accreditation.

25. 3. The management behavior of the school administrators has a significant relationship on the level of readiness of CBNHS for TESDA accreditation because of school administrators empowerment.

26. RECOMMENDATIONS
1. The Principal of Calamba Bayside National High School should create an oversight committee that will reconcile assessments of the school administrators and teachers regarding the school’s level of readiness for TESDA accreditation. The said committee will evaluate the lapses found in this study and make a full report and recommendation in this regard.

27. 2. The Principal should conduct a school-based management behavior enhancement program focusing on comprehensive multimedia technology on teaching, assessment tools and instructional development.

28. 3. The Principal and the Head Teacher of STVEP shall require an action research among all teachers. The objective of each action research shall be in line with any of the variables of the school’s level of readiness to be an assessment center and any of the facets of school administrators management behavior and finally the action plan presented in this study is highly recommended for implementation since this plan has been prepared as the school’s immediate action on improving its level of readiness for TESDA accreditation.

29. Action Plan to Improve the Level Readiness of CBNHS for TESDA Accreditation
Area of Concern
Objectives
Activities
Person Involved
Time
frame
Resources
Success Indicator
Support for tools, facilities and equipment
To complete the availability of tools, facilities and equipment to support the curriculum
Conduct of inventory and evaluation of availability of tools, facilities and equipment
School Administrators Finance Committee
Teachers
May
2014 to
Dec.
MOOE
100% of the tools, facilities and equipment shall have been available to support the curriculum
Teaching materials
To complete the teaching module for each subject area
Creation of research and
development team for module development
School
Administrators
and
April
100% of the teaching modules for each subject was completed
Students monitoring
evaluation
To follow
up the
implementation of the curriculum
based on national
standard
Creation of
curriculum
team
EPS – TLE
Tesda
Coordinator
100% of the team
shall have
been
created and the
of the
shall have been
completed

30. KORONADAL.pptx

31. THANK YOU AND GOD BLESS TO ALL