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Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Lingayen
DOMALANDAN CENTER INTEGRATED SCHOOL

MANAGEMENT CHALLENGES IN THE IMPLEMENTATION

OF SENIOR HIGH SCHOOL IN DOMALANDAN CENTER
INTEGRATED SCHOOL
(An Action Research)

By:

MA. THERESA S. AQUINO

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I. Context

Introduction to the Study

In any society the role of education is to prepare young people to meet the requirements

and expectations that the society holds for its citizens. An almost limitless amount of informed

discussion about what a formal public school education should or should not do can be found

today. Undeniably the role of education has not changed; but, the society in which our youth are

developing has the reality of many more choices, challenges and opportunities than at any other

time in human history.

With the signing of the the Enhanced Basic Education Act in 2013.the last 3 years saw a

rise in the education budget, the crafting of a new curriculum, the training of teachers, and the

construction of classrooms.
Actualizing the K-12 system in the Philippines, in the words of Senator Bam Aquino, has

been envisioned to result in more young Filipinos equipped with the necessary knowledge, skills

and attitudes to enter the workforce. Four months into its implementation or actualization, the

challenge we now face with the Senior High School program at this stage is the delivery of the

program where the aspects on teachers, training, enrolment, classrooms, textbooks and

facilities are concerned. To the school heads at the forefront of this reform in their respective

schools, leading and managing the Senior High School program is influenced significantly by

the presence, absence and/or lack of the aforecited provisions.

While the Philippines’ Education for All 2015National Review showed that survival of

children until they reach the final year (cohort survival rate) has been improving over the years,

it cannot be denied that the biggest challenge we have to reckon with right now is making sure

that every student who completes Grade 10 pursues senior high school.
Take the case of Grade 10 students who completed junior high school in schools

adjacent to one another --- Domalandan Center Integrated School, Estanza National High

School, St. Columban’s Institute – Domalandan Center and Ramon Magsaysay Integrated
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School (Labrador, distance of which ranges from 350 meters to 4 kilometers. Records show and

interviews with teachers from the said schools affirmed that not all Grade10 completers pursued

senior high school. In Domalandan Center Integrated School alone out of 130 Grade 10

completers only 93 enrolled at DCIS while 9 opted to pursue senior high school in other schools.

Apart from the 28 who did not enroll include the students at risk of dropping who, if not for the

intervention done by the school, dropped from the roll. One factor that can be attributed to this is

the fact that the abovementioned four schools offer the same tracks. Lack of facilities and

teachers that meet the qualification standards set for senior high schools, particularly for tech

voc courses posed a problem, too, why tracks offered are limited to the General Academic

Strand and a replication of tech voc courses.

Undeniably organizational challenges and constraints rein the school heads in leading and

managing the senior high school program. While some schools have to contend with double

shifting due to ongoing construction of senior high school buildings, other schools have to tap

the teachers in the junior high school to take teaching loads in the senior high school. This is not

to discount the fact that senior high teachers ought to teach their area/s of specialization. Add to

this the absence or lack of learning materials such as textbooks as well as facilities which are

essential to the students’ (experiential) learning. It is in view of the aforecited data that this study

is hereby proposed. It shall look into the status and challenges of the implementation of the

Senior High School at the Domalandan Center Integrated School this S.Y. 2016 – 2017.

II. Review of Related Literature

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The State is mandated to provide a system of education for the Filipino children and the

youth. The kind of education that is envisioned in the Constitution is "quality education," a

"complete, adequate, and integrated system of education relevant to the needs of the people

and society," and the State must ensure that all citizens can access this envisioned system of

education (Article XIV, Section 1, and Article XIV, Section 2, Sub-section 1). BATAS PAMBANSA

BLG. 232, also known as the Education Act of 1982 in Section 22 points to how the Secondary

Education aims at discovering and enhancing the different aptitudes and interests of the

students so as to equip him with skills for productive endeavor and/or prepare him for tertiary

schooling. Article XIV of the 1987 Philippine Constitution specifically encourages the

development of non – traditional forms of education that are responsive to community needs.
As stated in the Senior High School Manual of Operations , the SHS Curriculum, as part

of the K to 12 Program, aims to produce graduates who are (a) holistically developed; (b)

equipped with 21st century skills (i.e., learning and innovation skills, life and career skills,

communication skills, and information media and technology skills); and (c) prepared for the

future, be it in pursuit of higher education or acquisition of middle-level skills, or geared towards

employment or entrepreneurship.

Senior High School (SHS) refers to Grades 11 and 12, the last two years of the K to 12

Basic Education Program. In SHS, students are required to go through a core curriculum and

subjects under a track of their choice.

A product of consultations among the Department of Education (DepEd), Commission on

Higher Education (CHED), Technical Education and Skills Development Authority (TESDA),

other government agencies and labor market partners, the SHS curriculum was developed with

the learners’ livelihood and further education readiness in mind. It recognizes the learners’

needs, characteristics, and possible choices while also considering the learners’ community,

culture, competencies, and career options.

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As underscored in the Senior High School Manual of Operations, SHS is an

essential component of the K to 12 Program. Thus, it is difficult to envision a

successful SHS without describing the attributes of a successful K to 12 Program.

The K to 12 Program is a transformative vehicle for local and national development.

Through the provision of quality education for all, the K to 12 Program intends to

develop and harness the skills and competencies of the Filipino youth, leading to the

development of self, community, and nation.

Hence, by establishing an effective SHS, we are ensuring that the learners (1) benefit

from an education system suited for the 21st century, (2) are prepared for what they want to be

after high school, and (3) are equipped with the knowledge and skills to pursue better lives for

themselves, their families, and communities.

It would seem that the implementation of the Senior High School is without its grey areas.

During the DepEd-CEAP Mindanao Summit organized by the Catholic Educational Association

of the Philippines’ (CEAP) National Basic Education Commission in 2014, the concern that each

subject will have 80 hours per semester was brought to the fore. As pointed out by Dr. Gina

Montalban, Dean of the College of Education, Ateneo de Davao University, this would mean 6.5

hours of contact hours daily in the senior high school for the DepEd’s required courses. If this

were to be reckoned in today’s college units, this would be the equivalent to a whopping 32.5

units – where college students who need time to read and study outside of class should be

taking no more than about 20 units. The heavy daily 6.5 hours of required DepEd courses

allowed little room for “mission-driven” schools as all CEAP schools are to add courses required

by their educational mission. These include subjects such as religious education or theology,

philosophy, and special formational courses such as in leadership training. To date, the 80 hours

per subject every semester is in effect. Add to this the observation and point underscored by Fr.

Onofre Inocencio, Superintendent of Don Bosco Schools and TVET Centers, that the tec-voc

courses in the K to 12 curriculum will not prepare students for work as industry requires. Within
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the time-constraints of the senior high school, Fr. Inocencio’s thesis is that it is not possible to

truly develop the multi-skilled students needed for industry. He confirmed his thesis in recent

dialogues with industry: what is important is not that the student has gone through a required

number of hours in vocational training, but that the student actually have the skills required by

industry. While private schools have to contend with issues pertinent to additional courses as

required by their educational mission and the non-feasibility of of truly developing the multi-

skilled students needed for industry, it cannot be denied that for the public schools, their issues

and concerns range far wider than these.

Studies made on the implementation of the Senior High School saw to the varying

results and findings with regards to its status. De Luna (2016) in her study on the

implementation of Senior High School in the Eastern Samar Division claimed that the extent of

advocacy, curriculum development, teachers’ professional development, resource mobilization

and partnership with stakeholders were all found to be implemented to a great extent while

instructional materials, facilities, equipment and laboratory workshops wereall found to be

moderately adequate. On the other hand Volante (2014) in his study on the challenges of the

pilot implementation of the senior high school in Marikina saw to the challenges lying along

learning materials, teaching load preparation, upgrade on skills and training and qualified

teachers.

The manual on the implementation of senior high school put into details what can be

expected of the program and how it achieve its purpose. The studies cited on the other hand

have shown where schools are at in its program implementation. It should be noted that a

successful SHS is consistent and aligned with the features stated and cited. . This is what the

School Head, should work towards and should use as guide as they gear up for SHS and face

the challenges that come along with its full implementation..

III. Research Questions

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This study seeks to determine the status and challenges of the implementation of the Senior

High School in Domalandan Center Integrated School. It shall also look into the management

concerns of the school heads pertinent to the implementation of senior high school this school

year2016 – 2017.
Specifically, this study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Students

a. Age;

b. Sex;

c. Last school attended;

d. Year graduated; and

e. Strand?

1.2 Teacher

a. Educational attainment;

b. Training; and

c. Teaching loads?

2. What is the status o the implementation of the Senor High School in Domalandan

Center Integrated School in terms of

a. Students’ Attendance
b. Facilities
c. Learning Materials; and
d. Programs offered?
3. What are the challenges faced by the school head and the teachers in the

implementation of the Senior High School in terms of

a. Enrolment;
b. Teachers
c. Programs offered; and
d. Learning Materials?
4. What action can be undertaken to improve the full implementation of the Senior High

School based on the results of the study?

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IV. Scope and Limitation

This study looks into the status of the implementation of Senior High School at Domalandan

Center Integrated School this S. Y. 2016 – 2017 in terms of the students’ attendance, facilities,

learning materials, and programs offered. also looks into the challenges faced by the teachers

and the school head with regard to enrolment, programs offered and learning materials. It takes

into scope the profile of the 60 Grade 11 students in terms of their age, sex, last school

attended, year graduated and strand or program enrolled in. It also takes into scope the profile

of the 9 Senior High School teachers and the school head in terms of their educational

attainment, training and teaching loads.

This study is delimited to the implementation of the Senior High School at the Domalandan

Center Integrated School this S. Y. 2016 – 2017. Moreover, this study is delimited to the

development of an action plan to address the challenges that the students, teachers, and the

school head face in managing the Senior High School.

V. Methodology

This study shall employ the descriptive method of research. Descriptive method is a general

procedure, which describes the nature of a situation as it exists at the time of the study and

explores the course of a particular phenomenon (Rivera (2009:18). This method shall be utilized

because of its appropriateness in analyzing the existing relationship among the variables

represented by the pertinent data that will be gathered for this study.

Sampling

This study will be conducted at the Domalandan Center Integrated School under

Lingayen District II. .The participants of this study are the 50% of the total 120 Grade 11

students enrolled this second semester at DCIS, (N=60), eight (9) teachers handling senior high
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class, and one (1) school head. The direct interview and questionnaire method shall be

administered to them.

Data Collection

Data shall be collected through document analysis, face to face interviews, and

questionnaires.

Ethical Issues

Permission to conduct this study shall be requested by the researcher from the Schools

Division Superintendent of Pangasinan I. After permission is granted, the researcher then, shall

course through the Grade11 teachers the questionnaire and explain the mechanics of the

questionnaire as well as the importance of the study.

The researcher shall personally coordinate with the senior high school teachers and class

advisers to ensure the truthfulness of the data gathered from the respondents.

Plan for Data Analysis

After the data are gathered, these shall be subjected to the corresponding statistical

treatment to arrive at answers to the specific problems.

The profile of the students in terms of age, sex, last school attended, year graduated and

strand along with the profile of the Grade 11 teachers in terms of educational attainment,

trainings and teaching loads shall be determined through the use of frequency counts and

percentage. With regards to the status of the Senior High School program in terms of students,

facilities learning materials and programs offered as well as the challenges faced by the school

head in terms of enrolment, programs offered, teachers and learning materials, average

weighted mean was employed.

Timetable/Gantt Chart

November 2016 - February 2016

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Table 1

Activity Time Frame People Involved

1. Identification of respondents. November 24-29, 2016 School Head

2. Administration of the questionnaire Researcher

December 5-7, 2016 SHS Teachers
and interview with respondents.
3. Analysis of results and
December 12- 22, 2016 Researcher
interpretation of data gathered
4. Conduct of LAC Session to
January 4-6 , 2017 Researcher
disseminate the results of the study All Teachers

and plan for improving the full

implementation of the Senior High

School program at DCIS.

5. Development of action plan to
January 9-13 , 2017 All Teachers
improve the implementation of SHS

at DCIS.
6. Implementation of the steps of action
January 16 – February Teacher- Researcher
to be undertaken in improving the Secondary Teachers
10 ,2017
implementation of the SHS program

at DCIS.

7. Evaluation of the action plan/activities February 13-917 2017 Researcher

High School Teachers
undertaken.
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Cost Estimates

Tranche Percentage Deliverables Estimated Costs

 Identification of respondents and evaluation
of SHS at DCIS P3000.00

 Conduct of interviews and fielding of survey

First Tranche 70% questionnaires P12,000.00

 Conduct of LAC session on the status of the

implementation of SHS P8000.00

 Analysis of results and interpretation of data

gathered P4000.00

Last Tranche 30%  Development of school action plan based on

the results of the study P500.00

 Implementation of activities and/or steps of

action towards improving the full P1000.00
implementation of SHS
 Dissemination of results by means of:
a. Narrative report
b. Powerpoint Presentation during faculty 1500.00
meeting/s
c. LAC session

VI. Plans for Dissemination

For the implementation of senior high school program to be successful, implementing

schools must go with the trend to give competitive skills to its students. Looking into its status of

implementation particularly in its first year will be a significant tool in addressing challenges that

come along with its implementation; and in the process; put into place a system that shall

ensure the program succeeds. Recognizing the implications and gains there are to this study,

the researcher, upon approval from the authority concerned, shall disseminate the results of this

study to all teachers through the conduct of a LAC session. Likewise, the results of this study

shall be relayed to the parents during PTA meetings usually scheduled during Card Day.

Others
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References

Article XIV, Section 1, and Article XIV, Section 2, Sub-section of BATAS PAMBANSA BLG.
232, also known as the Education Act of 1982

De Luna, E. (2016). Senior High School Modelling Relative to the K to 12 Curriculum

Implementation. DepEd Region VIII.

Proceedings of the 2014 DepEd- CEAP Mindanao Summit held at the Ateneo de,Davao
University on February 17-18, 2014.

Republic Act 10533, also known as the Enhanced Basic Education of 2013.

Senior High School Manual of Operations, Vol. 1

Volante, C. (2014) The Challenges of the Implementation of the Senior High School Program at
the Marikina Science High School. Marikina City.

Appendix A
Survey Questionnaire
(Student- Respondent)

Direction: The following is the research instrument to be used in the study “Management
Challenges in the Implementation of Senior High School in Domalandan Center
Integrated School”. Please provide the information and/or data asked for. Rest
assured that all information/data you provide will be strictly kept confidential.

Part I Profile of the Respondents. Please check (√) what is appropriate for you in the
spaces provided.

1. Name: ____________________________________________
(optional)

2. Age:

____ 20 -24 ____ 51-55

____ 25-29 ____ 56-60
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____ 30-34 ____61-65

____ 35-40
____ 41-50
3. Sex: ____ Male ____ Female

4. Last School Attended

____ DCIS

____ Others (please specify:_____________________________________)

5. Year Graduated:

____ 2016

____ 2015

____ Others: (please specify:_____________________________________)

6. Strand

_____ GAS

_____ Tech Voc

_____ Automotive

_____ Dressmaking

_____ Welding

Part II. Status of Senior High School

A. Students’ Attendance

Direction: Please put a check mark ( √ ) on the column that corresponds to your class
attendance as required in the semester.

I
met at least 85% of therequired attendance of classes
attended 90% of the required number of school days
attended 95% of the required number of school days
attended 100% of the required number of school days

B. Facilities

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the status of the Senior High School at DCIS in terms of the provision of facilities..

Ratio of Facilities/Equipment
1 ratio of facilities/equipment per strand or none at all
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1+:2 ratio per student

1:1 ratio of facilities/equipment

1+:1 ratio of facilities/equipment

C.Learning Materials

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the status of the Senior High School at DCIS in terms of the provision of learning
materials..

Ratio of Learning Materials

1 ratio of learning materials per strand or none at all

1+:2 ratio per student

1:1 ratio of learning materials

1+:1 ratio of learning materials

D.Programs Offered

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the status of the Senior High School at DCIS in terms of the programs offered..

Programs Offered at DCIS

are limited

are similar to programs offered in nearby schools

complement the resources of the school/industry found in the
community

Others (please specify:_________________________)

(Teacher- Respondent)

Direction: The following is the research instrument to be used in the study “Management
Challenges in the Implementation of Senior High School in Domalandan Center
Integrated School”. Please provide the information and/or data asked for. Rest
assured that all information/data you provide will be strictly kept confidential.
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Part I Profile of the Respondents. Please check (√) what is appropriate for you in the
spaces provided.

1. Name: ____________________________________________
(optional)

2. Educational Attainment
_______ Baccalaureate
______ Post Graduate
_______ Master’s (earned units/ finished academic
_______ Master’s (Graduate)
_______ Doctorate ( earned units/finished academic requirements)
_______ Doctorate (Graduate)
_______ with National Certification
_______ I
_______ II
_______ III
_______ with Teaching Methodology
Part II. Challenges on the Implementation of SHS
A.Enrolment

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the challenges of the Senior High School at DCIS in terms of enrolment..

Enrolment
Increased by 5-10%

Increased by more than 20%

decreased by 5-10%

decreased by more than 20%

B.Teachers

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer on the
challenges in the implementation of the Senior High School. Use the scale below to
guide you in answering the questions.

Choices Rating Scale Interpretation

4 3.26 - 4.0 VS (Very Serious)

3 2.51 – 3.75 MS (Moderately Serious)

2 1.76 – 2.50 S (Serious)

1 1.0 – 1.75 NS (not Serious)

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SHS Teachers VS MS S NS
4 3 2 1
1. met the qualification standard set by the DepEd

2. handle courses/subjects that are not aligned to their

area of specialization

3. attended relevant trainings

4. pursue graduate studies aligned to their baccalaureate

degree

5. have regular teaching loads

C.Programs Offered

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the challenges of the Senior High School at DCIS in terms of the programs offered..

Programs Offered at DCIS

are limited

are similar to programs offered in nearby schools

complement the resources of the school/industry found in the
community

complemented by the needed/required equipment/facilities

Others (please specify:______________________________)

D.Learning Materials

Direction: Please put a check mark ( √ ) on the column that corresponds to your answer
on the challenges of the Senior High School at DCIS in terms of learning materials..

Ratio of Learning Materials

1 ratio of learning materials per strand or none at all

1+:2 ratio per student

1:1 ratio of learning materials

1+:1 ratio of learning materials

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