Development Orientation and Institutional Intiatives of Two Chinese Secondary Schools in Dagupan City

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A Dissertation at LNU Dagupan City March 2013

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Development Orientation and Institutional Intiatives of Two Chinese Secondary Schools in Dagupan City

  1. 1. Lyceum-Northwestern University Graduate Studies Page iDEVELOPMENT ORIENTATION AND INSTITUTIONAL INITIATIVES OF TWOCHINESE SECONDARY SCHOOLS IN DAGUPAN CITY SY 2010-2012______________________A DissertationPresented toThe Faculty of the Graduate SchoolLYCEUM – NORTHWESTERN UNIVERSITYDagupan City_________________________In Partial FulfillmentOf the Requirement for the DegreeDoctor of EducationBy:QI YIApril, 2013
  2. 2. Lyceum-Northwestern University Graduate Studies Page iiCERTIFICATION AND APPROVAL SHEETThis Dissertation entitled “DEVELOPMENT ORIENTATION ANDINSTITUTIONAL INITIATIVES OF TWO CHINESE SECONDARY SCHOOLS INDAGUPAN CITY SY 2010-2012” prepared by QI YI in partial fulfillment of the requirementsfor the degree DOCTOR IN EDUCATION” is hereby recommended for final defense.CYNTHIA P. LOPEZ, Ph.D.AdviserThesis CommitteeROMANA O. FABREGAS, Ph.D.ChairmanTHELMA E. ROYECA Ed.D. JOSEFINA B. BITONIO, DPA CRESENCIO QUINTO, Ed.D.Member Member MemberApproved on January 28, 2013 by the Panel of Examiners on Oral Examination with a grade of97%.ROMANA O. FABREGAS, Ed.D.ChairmanTHELMA E. ROYECA Ed.D. JOSEFINA B. BITONIO, DPA CRESENCIO QUINTO, Ed.DMember Member MemberAccepted and approved in partial fulfillment of the requirements for the degree Doctor inEducation with a grade of 97%.Comprehensive Exam 95% Date: May 25, 2012ROMANA O. FABREGAS, Ed.D.Dean, Graduate School
  3. 3. Lyceum-Northwestern University Graduate Studies Page iiiCERTIFICATION AND APPROVAL SHEETThis Dissertation entitled ““DEVELOPMENT ORIENTATION ANDINSTITUTIONAL INITIATIVES OF TWO CHINESE SECONDARY SCHOOLS INDAGUPAN CITY SY 2010-2012”. The reading committee found the Dissertation acceptablein accordance with the requirements and standards in Dissertation writing. He is recommendedfor Final Oral Examination on his Dissertation on January 28, 2013.ROMANA O. FABREGAS, Ph.D.ChairmanCYNTHIA P. LOPEZ, Ph.D. THELMA E. ROYECA Ed.D CRESENCIO QUINTO , Ed.D.Adviser Member Member.JOSEFINA B. BITONIO, DPAMember
  4. 4. Lyceum-Northwestern University Graduate Studies Page ivACKNOWLEDGEMENTWith honor and pride, the researcher wishes to express his heartfelt andprofound gratitude to all those unselfishly helped and contributed to the realization ofthis academic endeavor.Dr. Romana O. Fabregas, Dean of the Graduate School Dean for being theChairman of his panel whose scholarly guidance, suggestion and comments greatlyimproved the study;Dr. Cynthia P. Lopez, his adviser for her sharing her valuable time andeditorial skills in improving the content and context of my studyI am very fortunate to have my panel members who guided and directed mein enriching my paper: Dt. Josefina B. Bitonio, Thelma E. Royeca, Dr. andDr. Cresencio Quinto. My committee was always there for me and helped mewhen I needed some direction, many thanks to them.I would like to thank all the Ed.D. faculty for supporting me through thisendeavor.To all my friends who inspired me to finish the Ed.D program have givenmoral support when I needed it most. Without their support, the program may havebeen a bit tougher to complete.
  5. 5. Lyceum-Northwestern University Graduate Studies Page vSpecifically, I would like to thank my parents Qi Qing Sheng and He PengHua who served as my inspiration to complete this work. They have always beenthere for me and without them this would not have been possible.Finally, I would like to thank Almighty God, Buddha, giving me positivereinforcement, it truly helped.QI YI
  6. 6. Lyceum-Northwestern University Graduate Studies Page viDEDICATIONIlovinglyand wholeheartedlydedicate this humble work toAll the Administrators of the Chinese SecondarySchools in the Philippines for their undying commitment and dedicationto serve the 9th largest Overseas Chinese communities inthe Philippines and by helping them to be sociallyand economically sound.
  7. 7. Lyceum-Northwestern University Graduate Studies Page viiDISSERTATION ABSTRACTObjectiveThe study sought to determine the development orientation and institutionalinitiatives of the two Chinese secondary schools in Dagupan City. Specifically, itdetermined the profile of the two schools in terms of their vision and mission,organizational structure, and other operations related variables. Further it determinedthe level of development orientation of the school, extent of institutional initiatives,and problems encountered by the Chinese secondary schools in Dagupan City. Thestudy looked also into the relationship between the school visions’ mission and goalsvis-a-vis their development orientation along education and training, science andTitle : Development Orientation and Institutional Initiatives of TwoChinese Secondary Schools in Dagupan City SY 2010-2012Author : Qi YiDegree : Doctor in EducationInstitution : Lyceum – Northwestern UniversityGraduate Studies DepartmentDagupan CityDate : April 2012Page :Adviser :Key Words :Abstract :136CYNTHIA P. LOPES, Ph.D.Development Orientation, Institutional Initiatives
  8. 8. Lyceum-Northwestern University Graduate Studies Page viiiinformation communications technology, leadership, interaction with community,cooperation with local authorities, resourcefulness, and customer satisfaction.MethodologyThe descriptive method of research was used with survey technique andquestionnaire as data gathering tool. The respondents of the study were the SchoolAdministrators and all the Faculty Unit Heads/Supervisors of the Divine WordAcademy and Pangasinan Universal Institute, the two Chinese secondary schoolsduring SY 2012. The questionnaire was personally administered by the researcher tothe respondents. Data was analyzed using descriptive statistics such as frequency andpercentages.Findings1. On the Profile of the Two Chinese SchoolsThe two Chinese secondary schools in Dagupan City formulated their visionand mission based on their aspirations and beliefs. DWAD postulates the formationof a globally prepared, culturally enriched Filipino and Chinese committingthemselves in the achievement of academic excellence, guided by their moral andspiritual values. Equally, the PUI envisioned their students to be caring with love andrespect for themselves and the environment, productive member of society whobelieves in themselves and to ultimately become successful in life. Their missionincluded academic excellence, incorporating research, experience challenges withdeep love and respect for themselves, others and their environment;The organizational structure of the two Chinese secondary schools in Dagupan
  9. 9. Lyceum-Northwestern University Graduate Studies Page ixCity is a line and staff structure which is a hierarchical type, the authority isemanating from top to middle management connecting to the students. It has boxesrepresenting the positions and represented according to grouping of related functions.The Society of Divine Word (SVD) formally took over the ownership andadministration of the DWAD. The School Director is appointed and no fix term ofoffice. The Academy is under the direction of Divine Word Missionaries and chairedby a priest. The PUI governing body consisted of the Board of Trustees electedduring the General Assembly which is conducted every two years. Among themembers present during the selection process elect the President, Vice Presidents,Secretary. The Board of Trustees has a fix term of office for two years.DWAD had been in existence for 56 years. It has 28 faculty members, withan average student population of 379 during the past three years giving a teacher-student ratio of 1:14. On the other hand, PUI was established 93 years ago with acurrent faculty members of 40 and average student population of 502 during the pastthree years, giving a teacher-student ratio of 1.13.2. On the Level of Development Orientation2.1 Education and Training. The average response per school categoryresulted in “high orientation” for both schools. Furthermore, the average response forthe education and training of the two Chinese secondary schools was “highorientation” by 36.98% of all respondents; 2.2. Science and InformationCommunication Technology (ICT). The average response per school category was“high orientation”. Likewise, the overall response for Science and Information
  10. 10. Lyceum-Northwestern University Graduate Studies Page xCommunication Technology of the two Chinese secondary schools was “highorientation” by 41.66 % of all respondents; 2.3. Leadership. The average responseper school was rated “high orientation”. The average response for all respondents forleadership indicators was “high orientation” by 49.58% of all respondents; 2.4.Interaction with community. The average response per school category was “highorientation”. The average responses for the both school in the interaction with thecommunity was “high orientation” by 58.85% of all respondents; 2.5. Cooperationwith local authorities. The average response per school category was “highorientation” for PUI and “moderate orientation” for DWAD. All in all, the averageresponses for both schools on the indicator cooperation with local authorities were“high orientation” by 41.66% of all respondents; 2.6. Resourcefulness. Theaverage response per school category was “moderate orientation” for DWAD and“high orientation” for PUI. The average response for resourcefulness was “moderateorientation” by the 44.94% of all respondents; and 2.7. Customer satisfaction. Theaverage response per school category was “high orientation” for both schools and theoverall performance for customer satisfaction was “high orientation” by 44.27% of allrespondents.3. Extent of the institutional initiatives3.1 Faculty. The average response for school category and both schools was“high initiative” by 55.21% of all respondents; 3.2 Student. The average response perschool category was rated “very high initiative” for both schools while the average responsefor institutional initiatives for students’ welfare was “very high initiative” by 51.84%
  11. 11. Lyceum-Northwestern University Graduate Studies Page xiof all respondents; 3.3 Research. The average per response for school category was“very high initiative” for both while the average per response category for all schoolswas “very high initiative” by 51.84% of all respondents; 3.4 Physical facilities. Theaverage per response per school category was “high initiatives” for both schools.Moreover, the average per response for all schools was “high initiative” for thephysical facilities by 44.58% of all respondents; 3.5 Awards and Recognition. Theaverage response for school category was “very high initiative” for PUI and “ highinitiative” for DWAD. The Average response for all school categories was “veryhigh initiative”; 3.6 Organizations and clubs. The average response per school was“high initiative” for both schools while the average response for all school was rated“high initiative” by 47.92% of all respondents.4. The Relationship Between Vision, Mission and Goals of the Two ChineseSecondary School to their Development OrientationThe high development orientation of the two schools particularly in educationand training, science and Information Communication Technology (ICT), interactionwith community and customer satisfaction is congruent with their mission andmission. DWAD’s development orientation along cooperation and resourcefulness isonly at a moderate level which indicates a need for enhancement to becomeharmonious with its mission of producing graduates with a deep love and respect forthemselves, others and their environment.
  12. 12. Lyceum-Northwestern University Graduate Studies Page xii5. Problems on institutional initiatives5.1 Faculty. The average response per school was “not serious at all” forDWAD and “moderately serious" for PUI particularly on lack of the necessary books,computers, audio-visual supplies and other teaching tools make it hard for teachers todo their jobs; low salary; and job security. The average responses for all school was“not serious at all” by 32.98% of all responses; 5.2 Problems of the students. Theaverage response per school and well as the average response for all schools weregenerally rated as generally “not serious at all” for both schools by 46.35% of allresponses; 5.3 Problems Encountered on the conduct of research. The averageresponse per school and well as the average response for all schools were generally“not serious at all” by 44.79% of all responses; 5.4 Problems on Physical facilities.The average response per school and well as the average response for all schools weregenerally “not serious at all” by 62.84% of all responses; 5.5 Awards andrecognition. The average response per school and well as the average response for allschools was generally “not serious at all” by 57.08 of all respondents; and 5.6. Theproblems encountered that are associated in sustaining organizations and clubs..The average response per school and well as the average response for all schools weregenerally “not serious at all by 64.58 % of all respondents.
  13. 13. Lyceum-Northwestern University Graduate Studies Page xiiiConclusionsBased from the summary of findings, the following conclusions wereformulated1. The two Chinese secondary schools in Dagupan City formulated their visionand mission guided by their aspirations, beliefs and values, been in existencedecades, with sufficient number of faculty for their student population, thegoverning body are the Board of Trustees and the organizational examineddepicted and a line and staff structure with hierarchical organizational chartshowing that the top management are in charge with the overall administration ofthe school with a middle management grouped according to functions designed toassist the top leaders in implementing the plans and programs of the schools for thebenefit of the students and community.2. The administrators of the two Chinese secondary school were open minded asthey put premium on development orientation for their faculty and students alongscience and information communication technology, leadership, interaction withcommunity, cooperation with local authorities and customer satisfaction but stillneed improvement in other aspects.3. The administrators of the two Chinese secondary schools recognized that toincrease the likelihood of achieving high performance the institutional initiativesfor faculty, student, research physical facilities, awards and recognition andorganizations and clubs should be further sustained and improved.
  14. 14. Lyceum-Northwestern University Graduate Studies Page xiv4. The development orientation of the two Chinese secondary schools is congruentto their vision and mission statements.5. In general, the problems encountered by the two Chinese secondary schools are“Not serious at all”RecommendationsThe importance of education has been given utmost importance by allgovernments in a widest sense. Hence, based on the conclusions drawn andaddressing some critical issues that surfaced in the conduct of study, the following arerecommended:1. Education is the greatest force that can be used to bring about change, thusFaculty Development Program should be provided regular budget under theHuman Resource Development Program Plan of the two Chinese secondaryschools to enhance quality teaching and for them to keep up with thechanging trends and protocols of the 21stglobal economy.2. The two Chinese secondary schools should include in the School MediumTerm Plan an ICT Procurement and Maintenance Plan to address the needfor more ICT equipments for classroom use and increase use ofcommunication and learning possibilities as afforded by the newtechnology.

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