ABSTRACT
This study was conducted to examine the SCOUTERS ROCK TEA Governance-aligned praxes of school heads and their impact on internal and external stakeholders’ satisfaction.
The study followed a sequential explanatory mixed methods design. The study was done in two phases. In the first phase, a survey was conducted to gather quantitative data to assess the level of observation of the internal and external stakeholders on SCOUTERS ROCK practices and the level of satisfaction on the conduct of the different practices among their school heads. A test of difference was then carried out to see if there is a difference between the level of observation and level of satisfaction of the internal and external stakeholders. The result showed that the extent of implementation of SCOUTERS ROCK practices significantly impacts the satisfaction of external and internal stakeholders on the conduct of SCOUTERS ROCK practices. In the second phase, guided questions were given to the participants to gather qualitative data and then themes were shown.
The respondents of the study were 8 school heads, 87 teachers, 44 PTA officers, and 44 barangay officials in Calamba East District. The participants of the study were 3 school heads, 3 teachers, 2 PTA officers, and 2 barangay officials.
In conclusion, this study showed that there was an impact on the level of observation and level of satisfaction of the internal and external stakeholders. Their perspectives were the same quantitatively and qualitatively.
Meanwhile, the themes that emerged after gathering the data were: Stakeholders’ Familiarity of SCOUTERS ROCK practices; Aligned Practices of School Heads; Consistency and Encouragement from School Heads; Guide for School Improvement; and Consistent and Improved Best Practices.
For the output of the study, an anthology of best practices for SCOUTERS ROCK-aligned praxes of school heads was provided in the study to further enhance and develop the implementation of SCOUTERS ROCK practices.
INTRODUCTION
Through governance, the process of decision-making and the process by which decisions are implemented or not implemented can be observed. Structures and processes designed to ensure accountability, transparency, responsiveness, rule of law, stability, equity and inclusiveness, empowerment, and broad-based participation are likewise manifested. Governance also represents the norms, values, and rules of the game through which public affairs are managed in a manner that is transparent, participatory, inclusive, and responsive. Governance therefore can be subtle and may not be easily observable. In a broad sense, governance is about the culture and institutional environment in which citizens and stakeholders interact among themselves and participate in public affairs. It is more than the organs of the government.
In addition, governance is likewise mentioned in Republic Act No. 9155, Section 5 which deals with the Principles of Shared Governance and recognizes that every unit in the education bureaucracy has a particular role, task, and responsibility inherent to the office and for which it is principally accountable for outcomes. It is also said that the process of democratic consultation shall be observed in the decision-making process at appropriate levels. The act also encompasses feedback mechanisms that ensure coordination and open communication of the central office with the regional, division, and school levels. Additionally, the principles of accountability and transparency are operationalized in the performance of functions and responsibilities at all levels and the communication channels of field offices are strengthened to facilitate the flow of information and expand linkages with other government agencies, local government units, and non-governmental organizations for effective governance.
Moreover, in the Department of Education-Region IV-A CALABARZON, the Transparent, Ethical, and Accountable (TEA) Governance Forum for the public school system is emphasized to show the camaraderie between the school and the community. The region started to hold TEA Governance in 2014 which aims to showcase and benchmark best practices to further build up diligence and conviction among education leaders as frontliners in providing responsive public service.
As part of TEA, the regional office released SCOUTERS ROCK as the basis for a transparent, ethical, and accountable governance. It consists of the twelve (12) things a school head can do to attain improvement and effectiveness of the school for the benefit of the internal and external stakeholders. All schools’ division offices present their initiatives or accomplishments relative to TEA Governance. The forum aims to distinguish the best practices that each municipality performed in line with the SCOUTERS ROCK. Following such praxes, it is hoped that better school management, and better resource allocation and utilization will be observed among school heads of CALABARZON.
Relative to the Regional TEA Governance and the conduct of SCOUTERS ROCK-aligned practices, the City of Calamba started participating and holding TEA Governance Forums. The conduct of activity aims to sustain intense implementation of the advocacy for transparent, ethical, and accountable (TEA) governance. It also aims to motivate all DepEd teaching and non-teaching personnel as ambassadors of TEA governance and to enhance the quality of services delivered by the Schools Division Office and all public elementary, secondary and senior high schools for the internal and external stakeholders.
Being the ambassador of TEA Governance in the public school system and as future administrator, the researcher wants to determine the best practices of the school heads in the Division of Calamba, specifically in public secondary schools of Calamba East District, as well as to assess and verify through guided questions if the school heads of Calamba City are following their mandate of upholding TEA governance and the SCOUTERS ROCK praxes. This study will be the basis for an anthology of best practices that can help them to be effective leaders and managers of their schools.
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