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| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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Fernandez-Pangilinan, Maria Janice. |
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| 245 #0 - TITLE STATEMENT |
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Stakeholders' view on the effectiveness of Our Lady of Fatima University as an educational institution / |
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Maria Janice Fernandez-Pangilinan. |
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6 |
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46 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Dimensions |
28 cm. |
| Extent |
xvi, 169 pages |
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unmediated |
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| 500 ## - GENERAL NOTE |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. |
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| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| 506 ## - RESTRICTIONS ON ACCESS NOTE |
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| 520 ## - SUMMARY, ETC. |
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ABSTRACT: The study looked into the extent of effectiveness of the five areas: Faculty, Instruction, Library, Physical Plant and Facilities, and Student Personnel Services based on the perceptions of the university's stakeholders (faculty members, non-teaching staff & students). Specifically, the study sought answers on the extent of effectiveness of the aforementioned areas in terms of transferring educational information, program delivery, faculty and staff focus and learning environment. This study aimed to answer the following questions: 1. As perceived by the respondents (students and school personnel), how effective are the following areas in attaining quality education: 1.1 Faculty; 1.2 Instruction; 1.3 Library; 1.4 Physical Plant and Facilities; and 1.5 Student Personnel Services? 2. Is there a significant difference in the perceptions of the two groups of respondents (school personnel and students) on the level of effectiveness of the aforementioned areas? 3. What are the problems encountered by the stakeholders in the implementation of the areas mentioned? 4. Based on five quality indicators, what measures can be recommended for future improvement of the university? The research adopted a descriptive survey method using a set of questionnaires for gathering primary data. Secondary data were sourced from books, magazines, journals, unpublished researches and other printed materials. The research instruments were collected a week after their administration. Weighted mean was used to test the extent of effectiveness of each provision, however, percentage was used in the problems encountered and in the proposed measures for the improvement of each area. In order to determine if there is a significant difference in the perceptions of the two groups of respondents (school personnel and students), t-test was used at 0.05 level of significance. There is no significant difference in the perceptions of the two groups of respondents (students and school personnel) on the level of effectiveness in the following areas: 1.1 Faculty; 1.2 Instruction; 1.3 Library; 1.4 Physical Plant and Facilities; and 1.5 Student Personnel Services. Based on the retrieved data, the findings of the study were derived: The integration of services for the benefit of stakeholders affects the overall institutional effectiveness and ultimately enhances institutional performance and serves the needs of other stakeholders inside and outside the university. Based on the perceptions of the two groups of respondents (school personnel and students), library has ranked first in terms of the extent of effectiveness. Second ranked is the area of faculty. It is followed by the instruction area. Next is the student personnel services area. Finally, the weakest among the areas is physical plant and facilities. The areas are ranked according to the highest weighted mean to the least, though, all of the five (5) areas of quality indicators are said to be effective. There is no significant difference in the perceptions of the two groups of respondents. It can be deduced that everything in the school is justified for both students and school personnel. The administrative setup offers harmonious relations among students and personnel. Inter-institutional cooperation, interrelationships, and effective communication always occur among students, administration and other school personnel. Perceived Effectiveness of the Five Areas: 1. Faculty Area The school personnel perceived that faculty development is the strongest division of faculty. All the divisions are effective except for remuneration and fringe benefits which is moderately effective. For the weakness, the Rank, Tenure, and Remuneration and Fringe Benefits are moderately effective but functioning well. 2. Instruction Area Based on the perceptions of the two groups of respondents (school personnel and students), all the divisions of the instruction area are functioning effectively. The strong points are administrative measures for effective instruction and instructional process. Classroom management and co-curricular activities are the weak divisions. The ratio of teacher to students in a laboratory class is inappropriate. Academic requirements are not relaxed in favor of participation in co-curricular activities. 3. Library Area The data retrieved from the two groups of respondents (school personnel and students) show that all the divisions of the library area are functioning effectively. The strong points of the library area are the selection, organization and maintenance of collection administration and services and utilization. The weakest division of library is holdings. This division is functioning moderately effective in terms of the accessibility and adequacy of facilities, equipment and instructional materials. 4. Physical Plant and Facilities Area According to the two groups of respondents (school personnel and students), offices and staff rooms have the highest rating in the area of physical plant and facilities. This division is effective and functioning very well. Buildings and classrooms are the weakest division of physical plant and facilities. 5. Student Personnel Services Area As perceived by the two groups of respondents (school personnel and students), the student personnel services area has a very effective guidance program and services. The weal points include co-curricular programs and activities and student assistance program. These are functioning moderately effective in health services, food services and student welfare services. Based on the findings of the study, the researcher concludes that: The Our Lady of Fatima University is considered to be an effective educational institution based on the five areas/ quality indicators. Physical plant and facilities were given the least attention by the administration whereas the library was given more attention and priorities for growth and development though all the five areas are functioning effectively. The institutional evaluation by internal stakeholders is very pertinent. As the primary clientele of the institution, the internal stakeholders should also be the primary evaluator. School-wise decision-making processes were viewed as more important in the development of an effective school. Based on the findings and conclusion drawn from the study, the following recommendations are set forth: The administration should have a critical review on the school's weak divisions like building, campuses, health services, library holdings, co-curricular programs, salary and fringe benefits scheme. The governing bodies should set an environment for open communication, and institutionalize strategic development and planning activities in all sectors of the university to identify and to have a common understanding of each other's needs. |
| Uniform Resource Identifier |
<a href=""></a> |
| 521 ## - TARGET AUDIENCE NOTE |
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| 542 ## - INFORMATION RELATING TO COPYRIGHT STATUS |
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| Date of meeting or treaty signing |
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| Number of part/section/meeting |
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| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |