Development of Values of Students: Performance of School Administration of Public Secondary School in Region XII

Abstract

The general objective of this study was to find out the influence of the performance of the school administration on the student’s value orientations in the public secondary schools in Region XII. This study employed descriptive-correlation design. The subjects of the study were 374 students of five (5) public city high schools in the Region XII. The prime instruments used in the study were survey questionnaires. The major findings came out from the statistical analysis of gathered data from the respondents were hereby summarized. On the evidence of performance of the school administration in three variables of school plant or facilities were all rated highly evident. These are school site or campus (Mean = 3.80), instructional spaces (Mean = 4.19), and administrative and service spaces (Mean =4.19). The school performed highly evident (Mean = 4.13) on faculty and staff development. On the area of curriculum development, it was rated highly evident (Mean = 4.14) by the student-respondents. In terms of instructional supervision, the four sub-variables were all rated highly evident such as: classroom management (Mean = 4.18), teaching strategies (Mean=4.35), teacher’s competence (Mean = 4.31), and evaluating and assessing students (Mean = 4.35). In addition, extra-curricular activities was rated highly evident (Mean 4.23). Similarly, school- community relations was rated highly evident (Mean = 4.17). Moreover, the school general service was generally rated highly evident. These include guidance and counselling (Mean = 4.13), school health and sanitation (Mean = 4.14), and school security and safety (Mean = 4.29) On the other hand, the practice/observance of the students on the societal values was generally rated much extensive. These are the Maka-Diyos value (Mean = 4.31), Maka-tao value (Mean = 4.47), Maka-kalikasan value (Mean = 4.33). As to the influence of the performance of the school administration on the student’s practice/observance of societal values: the predictors of Maka-Diyos value of the students were school-community relations and school general services; of Maka-tao value were extra-curricular activities and school general services; of Maka-kalikasan value were school-community relations, curriculum development, and school general services; and of Maka-bayan value were curriculum development and school general services. Based on the findings emerged from this study, it is concluded that the performance of the school administration of public secondary schools was highly evident. The students developed much extensively the societal values such as Maka-Diyos, Maka-tao, Maka-kalikasan, Maka-bayan. Although, the school administration performed highly evident on school plant/facilities, faculty and staff development, and instructional supervision still do not suffice to influence the student’s development of value orientations. Nevertheless, the better the provision and administration of school general services, school-community relations, extra-curricular activities, and curriculum development the more the students developed Maka-Diyos,Maka-tao, Maka-kalikasan, and Maka-bayan values.