Thesis for Accreditation Page 10 and 11 Only

7/26/2019 Thesis for Accreditation Page 10 and 11 Only

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introducton

Accreditation is a way to rank institutions of learning

certifying that they provide a good education. In essence, it is

government-regulated quality control for schools, and weeds

out the quality institutions from diploma mills.

The concept of accreditation posits that if students

attend School A, they might not get the same level of

education as if they attend School B. Although one school

etter prepares them to work in their field, oth schools give

them a achelor!s degree, so employers have no way of

knowing which educational program was etter. To fi" this

prolem, accreditation was introduced. #hile School A still

might e etter than School B, to e accredited, all schools

have to at least meet minimum standards. This way,


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employers can e sure that all of their candidates have een

through a good educational program in their field, even if

they!ve never heard of the school.

In general, all educational institutions go through one

form of accreditation $ %recogni&ed y the government.'

Ph!ppne Schoo! Doha (Tagalog) Paaralang Pang-

Pilipino sa Doha* (Araic) "#$%&' "()%* "+,+-./&'*, also known as

+S for short, is a maor learning institution in ataras far as

providing asic education for the /ilipino is concerned. The

school has undergone numerous processes to gain its ep0d

recognition, finally receiving it in 1222 after 3 years of

ceaseless strive for e"cellence. The school also aims to e the

4/irst +hilippine Science School in the 5iddle 0ast4, as it says

in the school6s vision and mission.

The +hilippine School oha was estalished in 7ctoer

8991 to serve the educational needs of the children of the

/ilipino community in the State of atar. Its irth was the result
http://en.wikipedia.org/wiki/Tagalog_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Qatarhttp://en.wikipedia.org/wiki/Filipino_peoplehttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)http://en.wikipedia.org/wiki/Middle_Easthttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Qatarhttp://en.wikipedia.org/wiki/Filipino_peoplehttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)http://en.wikipedia.org/wiki/Middle_Easthttp://en.wikipedia.org/wiki/Tagalog_language


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of the action of memers of the /ilipino community in oha

under the auspices of the +hilippine 0massy. As required

under the laws of the +hilippines, the school has een

incorporated as a non-stock, non-profit educational

corporation and is duly registered as the +hilippine School in

oha, Inc. with the Securities and 0"change :ommission. As

such, the school is governed y the :orporation :ode and

special laws and regulations of the +hilippines. A special set of

regulations for the operation of the +S as a private school is

the 57+A; (Manual of Policies and Regulations*. This was

drawn up y the IA: (Inter-Agency Committee* of regulatory

agencies of the +hilippine government, namely, the

epartment of of the year 8932 regarding organi&ation of


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private schools in the State of atar and y applicale

regulations of concerned local authorities. In accordance with

the general provisions of the said 7rdinance, +S was given

permission y the 5inistry of 0ducation and ?igher 0ducation

to operate as a private school of the /ilipino community in

atar, under the patronage of the +hilippine 0massy in

oha. The epartment of 0ducation :ulture and Sports,

granted the +S the permit to operate on 5arch @, 899>, per

overnment +ermit =o. 221, s. 899>. Susequently, on

/eruary 8, 1222, +hilippine School oha was granted

recognition y the 0:S per overnment ;ecognition =o.

228, s. 1222.

The +hilippine School oha offers complete programs

from +re-0lementary to ?igh School following the ;evitali&ed

:urriculum for +re-school and the nderstanding y esign

for 0lementary and ?igh School, respectively prescried y

the epartment of 0ducation, +hilippinesC acknowledged and

recogni&ed y the 5inistry of 0ducation, atar.


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Pr0ar Inter0edate Secondar0nglish 0nglish 0nglish

5athematics 5athematics 5athematics

Science and ?ealth Science and ?ealthScience andTechnology

/ilipino /ilipino /ilipino

5akaayan 5akaayan 5akaayan

:haracter 0ducation :haracter 0ducation0duk.+agpapahalaga(ValuesEd.*

Siika at Dultura E5S0+

5usika, Sining at 0dukasyong+agpapalakas ng Datawan (5S0+*

5A+0?E:AT (Fth Gear*

?eograpiyaEDasaysayanESiika (?DS*Araling+anlipunan(SocialStudies*

0duk. +antahanan at+angkauhayanE:omputer 0duc.

T


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+repare students for higher education opportunities in

atar and aroad.

/oster a generation of world leaders.

The practical assessment aspect of =SA involves two

parts)

Self-study review (y school*

School visit (y government evaluators*

nder the system, all schools are required to conduct

self-e"aminations and analyses to identify their strengths and

areas of growth. The schools are then evaluated y =SA

efore they can e accredited. =SA assessments are made

ased on the school6s)

5anagement and educational leadership

evelopment and care for students

0ducational and learning performance environment

;esource management

+arental and community partnerships


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7nce the evaluation process is complete, =SA

evaluators will provide a recommendation for accreditation. If

approved, an accreditation is valid for three or five years.

?owever, with all these facts as regards accreditation, it

is important to turn the attention to the other end of the suect

matter, the recipient, the end-user of the schools! status $

teachers and students. what do they enefit from thisH oes it

matter to themH oes it affect all school related decisions they

madeH The researcher ecame curious as regards this aspect.

It is the intention of the researcher to look into these facts

which ecame the oective of this study.

Theoretca! 2ra0e3or4

The present study is anchored on System Theory. A

system can e defined as %elements in interaction.' Systems!


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thinking is a theoretical approach to understanding

phenomena.

All systems have nput56 proce55e56 and output. By

identifying and mapping the cycles of inputs, processes and

outputs, we can define a system etter and learn a lot aout

how it ehaves. The present +hilippine educational system

functions in this manner. School status and performance is the

result of est-laid-planned inputs, continuous monitoring on

process, to e ale to produce top performing outputs

(graduates*.

Systems tend to e 7oa! 5ee4n7, that is, they move in

the direction of goal achievement. Systems without well-

defined goals often go in many different directions. Schools

aim to e recogni&ed and accredited for the main goal of

giving quality education and producing quality graduates.


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Re5earch Parad70

8atar Natona! Schoo! Accredtaton

Standard 1:

0ducational


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8UALIT9 EDUCATION

Source) +hilippine School 7verseas

http)EEwww.cfo-pso.org.ph

/igure 8. +aradigm of the Study


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State0ent O: The Pro;!e0

This study aimed to evaluate the level of accreditation

readiness of +hilippine School oha ased on the five (J*

standards of atar =ational School Accreditation (=SA*.

Specifically, it sought answers to the following questions)

8. #hat is the level of accreditation readiness of

+hilippine School oha ased on the five (J*

standards of atar =ational School Accreditation

(=SA* as accordingly evaluated y the four (F*

groups of respondents)

8NSA Standard5 Re5pondentE


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0ducational +erformance and


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Hpothe55

8. There is no significant difference etween the

evaluation of teachers and employees in terms of

Standard 8.

1. There is no significant difference etween the

evaluation of teachers and students in terms of

Standard $ Aspect and Aspect F.

S7n:cance o: the Stud

The result of the analysis of this study will e of great

help to the following)

8. The +rivate Schools in atar. /or those without

accreditation yet ut aiming for one in the future, they


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may use the analysis in their decision-making

regarding application for accreditation.1. The +rivate Schools in atar Accreditation

:ommittee. They may get an idea on what area and

degree program to focus on in their vie for higher

level of accreditation.. The Students. They are the direct recipient of

accredited schools. They will e assured of quality

education, which will e"pose them to innovative

methodology of teaching, gain more knowledge, and

e"perience possile improvement in their academic

performance.F. The +arents. The reali&ation of the result will help

them decide what school to enrol their children,

accredited or not accredited.

Scope and L0taton

This study on the level of accreditation readiness of

+hilippine School oha ased on the five (J* standards of

atar =ational School Accreditation (=SA* was conducted at


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+S with address at +.7. Bo" 89@@F, oha State of atar.

+S is classified as :ommunity 7wned.

/our (F* groups of respondents served as sources of

data of the study) the students, the employees, teachers, and

the parentsEguardians as source of data. They were given

%QNSAAccreditation Tool For Self-evaluation' to evaluate

the level of accreditation readiness of the +hilippine School

oha. The researcher decided to use the total population of

the students, the employees, and the teachers as respondents

of the study. ?owever, for the parents, only twenty (12* was

chosen as they were only those who were at the school and

agreed to e %distured' in their usy schedule during the time

of data gathering month of Kanuary, 128.

De:nton o: Ter05

The following terms are defined for clarification of use)


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Accredtaton= It is a concept of self-regulation which

focuses on self-study and evaluation and on the continuing

improvement of educational quality.

Readne55= It is the

Standard5= It refers to the

Chapter >

RE?IE@ O2 RELATED LITERATURE AND STUDIES


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This chapter presents the different online and printed

related articles, studies and literature that helped the author in

the interpretation of the findings.

2ore7n Lterature

The atar government Hu4oo0wesite provides a link

to a spreadsheet containing the details of all the country6s

international and independent schools with the +hilippine

School oha at =umer @J. +lease see Appendi" pages.

There are different school categories in atar (;etrieved

Kanuary 1J, 128*)

8. Independent Schools. The curriculum in these schools is

prescried y the Supreme 0ducation :ouncil.


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+reparatory - grades >-9, ages 81-8F

Secondary - grades 82-81, ages 8J-83

1. +rivate Schools. These schools are preferred for e"patriate

children. Larious international curricula are taught in these

schoolsC the school6s choice of curriculum usually reflects that

of its affiliated home country. Some schools also teach the

International Baccalaureate programme, or follow the

5ontessori method. The grades in international schools

usually relate to the standard grades of the curriculum used.

All private schools are monitored and assessed y a scheme

known as the atar =ational School Accreditation system. As

to school fees, All private and international schools are fee

paying and policies and prices vary. 7ther costs, such as

application, deposits and registration fees, re-enrolment fees,

uniforms, transport and school equipment, should also e

factored in. Some employers may cover part, ut not all, of the

fees.
http://qatar.angloinfo.com/r.asp?http://www.english.education.gov.qa/section/sec/evaluation_institute/http://qatar.angloinfo.com/r.asp?http://www.english.education.gov.qa/section/sec/evaluation_institute/


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. :ompany Schools. These are schools dedicated to some

maor energy companies employees! families living in

compounds outside oha.

According to The +eninsula (retrieved Kanuary 1J, 1o8*

community schools in atar will not e included in the atar

=ational Schools Accreditation (=SA* system for private

schools launched y the Supreme 0ducation :ouncil (S0:*

recently, a senior S0: official has said. :ommunity schools

catering to different e"patriate communities form a maor

portion of the private schools in atar.

7n the other hand, international schools will e

accredited under the new system. But schools with an

international accreditation will not have to go through the

elaorate procedures required y other private schools to

otain the national accreditation. ?amda Al Sulaiti, irector of

the 0valuation Institute at S0:, said that 83 private schools

had already applied for accreditation. It is e"pected that only

those schools meeting the =SA standards will e accredited.


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?owever, a good numer of private schools, especially

those targeting atari and Ara communities follow the atari

curriculum, international curricula or some other independent

systems. =SA is asically targeting such schools. The S0:

has already started the accreditation process and plans to

accredit all the schools y 128J.

The same as in the +hilippines, there is a ig difference

etween accreditation and licensing. A licence is an official

document that allows a private school to operate ased on

certain standards and requirements while accreditation is a

recognition of their educational performance.

=SA assess the performance of schools in the areas of

academic, educational and administrative standards.

Accreditation is done in accordance with specific criteria set y

=SA.

0very school goes through four phases for otaining

accreditation. After the school applies for accreditation) 8*

achieving school candidacy and now the schools will egin for


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the accreditation process with =SA at evaluation Institute of

Supreme 0ducation :ouncil. 1* school!s self-study for a period

of 83 months, *. implement recommendations y the =SA.

F* A =SA team will then visit the school to inspect whether it

had met the required criteria and standards and then sumit

its report to the 0valuation Institute. Accreditation will e

granted or denied ased on this report. Schools that will e

rated %e"cellent' in educational performance will e granted

accreditation for five years in the first instance, while those

rated %good' will get three years! accreditation. Those who fail

to meet the required criteria and show a poor educational

performance will e denied accreditation.

=SA look into different aspects of the school such as

learning environment, resource management and social

participation.

The Supreme 0ducation :ouncil presented 8J private

schools with the candidacy certificate for atar =ational


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School Accreditation (=SA*, ensuring the quality level of

these schools. It was specifically mentioned during the event

held to hand over the candidacy certificates that %the

participation of the private sector in the educational process is

one of the principles of educational reform initiative.'

A total of 18 schools and kindergartens applied for the

accreditation candidacy and 8J were selected after an

evaluation on several areas. The awarded schools were

International Shouiefat School, ulf 0nglish School, oha

British 5ontessori School, Al Arqam Academy for irls, Al

/orqan School :omple", oha :ollege, :ompass

International School, :amridge School, Al 5aha Academy for

Boys, Iqra 0nglish School for irls, Al ?ekma International

School, :amridge International School for irls, =ewton

International School, oha 5odern Indian School and Al 5aha

Academy for irls. The schools which were not nominated for

accreditation are also good schools and will e ale in the ne"t

accreditation round to e nominated ust like other schools


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after addressing those aspects that need improvement and

which will e included in the report of the office of the =ational

Accreditation.

=SA has relieved areas including the mission of the

school, governance and school leadership, teacher

qualification and professional development, school and

classroom learning environment, curriculum oectives and

admission procedure.

The =ational School Accreditation was introduced y the

0valuation Institute of the Supreme 0ducation council,

focusing on unifying the visions, goals and strategies in the

educational community and emphasi&ing continuous quality

improvement. It also aims to move from static performance to

continuous improvement of performance reaching to

e"cellence, in partnership with schools.


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#hat Is AccreditationH Accreditation is defined as any of

the following (http)EEwww.ched.gov.phE ;etrieved Kanuary1J,

128*)

a concept ased on self-regulation which focuses

on evaluation and the continuing improvement of

educational quality.

a process y which institutions or programs

continuously upgrade their educational quality and

services through self-evaluation and the udgment

of peers.

a status granted to an educational institution or

program which meets commonly accepted

standards of quality or e"cellence.

#hat Are The Basic :haracteristics 7f AccreditationH

The asic characteristics of accreditation are)

its prevailing sense of volunteerismC

its strong tradition of self-regulationC

its reliance on evaluation techniquesC
http://www.ched.gov.ph/http://www.ched.gov.ph/


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its primary concern with quality.

#hy +rivate, Loluntary AccreditationH In general, all

educational institutions in the +hilippines go through one form

of accreditation $ %recogni&ed y the government.'

overnment recognition is, however, inadequate for purposes

of identifying and determining educational quality. Thus,

private voluntary accreditation provides the opportunity for an

educational institution to attain standards aove those

prescried as minimum requirements y the government.

Loca! Lterature


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non-profit and non- stock corporation which was registered

with the Securities and 0"change :ommission on =ovemer

J, 89J>.

+AAS: is a service organi&ation that accredits

academic programs which meet standards of quality

education.

In =ovemer 89@>, the Bureau of 0ducation and :ulture

(now the epartment of 0ducation* officially recogni&ed

+AAS: and endorsed its work as an accrediting agency.

+AAS: is also one of the three founding memers of

the /ederation of Accrediting Agencies of the +hilippines

(/AA+*, which was estalished in 89>> and is authori&ed y

the :ommission on ?igher 0ducation (:?0* to certify the

levels of accredited programs for the purpose of granting

progressive deregulation and other enefits.

Is +AAS: Affiliated #ith Any International

7rgani&ationsEAgenciesH


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Ges. Since 8998, +AAS: has een a full memer of

the International =etwork for uality Assurance Agencies in

?igher 0ducation (I=AA?0*. As of 122J, I=AA?0 is

composed of 8J2 accrediting agencies coming from over @2

different countries. These agencies have also created regional

networks, one of which is the Asia-+acific uality =etwork

(A+=*, with +AAS: eing one of its active memers.

+AAS: also has linkages with the :ouncil for ?igher

0ducation Accreditation (:?0A*, which is a private, nonprofit

national organi&ation that coordinates accreditation activity in

the nited States, as well as with the =ational :ommittee on

/oreign 5edical 0ducation and Accreditation (=:/50A*,

which is ased in #ashington, .:.

#hat Are Its 7ectivesH +AAS:!s oectives are as

follows)

8. To stimulate and integrate the efforts of institutions to

elevate the standards of education in the +hilippines


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1. To strengthen the capailities of educational

institutions for service to the nation.

. To identify educational institutions which meet or

e"ceed stated criteria of educational quality.

F. To encourage and assist institutions which have the

potential and interest to improve themselves through

continuing evaluation and self-surveys.

J. To provide counsel and assistance to estalished and

developing institutions and programs.

@. To provide a asis for institutional relationships,

particularly in the transfer of students.

>. To provide guidance to students and parents in the

choice of institutions and programs.

3. To attract financial aid from government and other

sources for accredited programs and schools

applying for accreditation.

9. To assist schools in their quest for regional and

international recognition of their academic programs


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82. To network with national and international

organi&ation involved in quality assurance.

#hat Are +AAS:!s StandardsH The Association does

not impose aritrary standards. The survey forms developed

y +AAS: identify principles and practices which are found

in e"cellent institutions. The statements in the survey forms

are more qualitative rather than quantitative. The Association

does not have specific formulas to apply or particular patterns

of organi&ation to follow. The criteria and survey instruments

are merely tools to help the school measure educational

quality. They are intended to serve as a guide for institutions

as they strive for e"cellence and for accreditors as they

assess institutional achievement.

The standards reflect a realistic appraisal of the school!s

resources and their efficient utili&ation to help the institution

achieve its goals.

?ow Are These Standards 5easuredH 5uch emphasis

is placed on the formulation of the school!s purposes and


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oectives. 7nly when its goals are clear can the school

discover the e"tent to which such purposes and oectives are

eing achieved.

0ssential in the accreditation process is the self-survey

made y an institution applying for accreditation. The self-

survey is an analysis y its own staff of the institution!s

educational resources and effectiveness in relation to its own

purposes and oectives.

+AAS: udges an institution not y comparison with

other institutions ut primarily y the degree to which each

institution!s own avowed purposes are matched y actual

practice in the various areas eing evaluated. Thus, a school

is udged on the asis of the %total pattern' presented y it.

#hat Areas Are 0valuated uring The SurveyH uring

the survey visits, the following areas are evaluated)

8. :ollegeESchool :ommunity Involvement

1. /aculty

. :urriculum and Instruction


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F.


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%+rogram accreditation' refers to the accreditation of

academic courses such as lieral arts, sciences, education or

commerce. +AAS:!s policy e"tends accreditation y

program. This means that individual courses of study, such as

lieral arts, sciences, commerce and education are evaluated

y +AAS: and given proper accreditation. +AAS:

accreditation of a high school or a grade school is considered

program accreditation.

In contrast, %institutional accreditation' refers to the

accreditation of the higher education as a whole. This focuses

on the overall quality of the higher education institution ased

on the quality of its core program offerings, namely Arts and

Sciences, 0ducation and Business. Institutional accreditation

is anchored on program accreditation.

The +hilippine Association of :olleges and niversities

:ommission on Accreditation (+A::7A*

(http://www.pacucoa.ph, ;etrieved Kanuary 1J, 128* is a

private accrediting agency which gives formal recognition to
http://www.pacucoa.ph/http://www.pacucoa.ph/


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an educational institution y attesting that its academic

program maintains e"cellent standards in its educational

operations, in the conte"t of its aims and oectives.

7ectives )

8. To identify schools whose competence and performance

in a particular field warrant pulic and professional recognition.

1. To guide students in the choice of quality schools,

colleges and universities that will meet their individual needs.

. To help institutions of learning achieve ma"imum

educational effectiveness through self-evaluation and self-

discipline.

F. To enlist the cooperation of institutions of learning and

professional associations in the mission of advancing the

interest of education.

+A::7A Accreditation consists of eight phases)

/irst The consultancy visit

Second The self-survey activities

Third The preliminary visit (for :andidate Status*


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/ourth The formal visit (for level I Accredited Status*

/ifthThe re-accreditation visit (for level IIreaccredited status*

Si"thThe level III phase (for level III reaccreditedstatus*

Sevent

h

The level IL phase

0ighth Institutional Accreditation phase

Since accreditation is a serious attempt to achieve a

high degree of quality in the operationsEadministration of a

program or a school, school heads administrators, faculty and

staff are advised to take note of the +A::7A policies and

accreditation procedure)

A. :onsultancy Lisit

+olicy Statements

8. Any schoolEprogram, including schools selected to try

out a new survey instrument, will have to undergo a

consultancy visit prior to undertaking the self-survey process.


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1. A consultancy visit may e scheduled any time during

the school year.

+rocedures

8. Applicant institutionEprogram sumits a written request

for consultancy visit, stating the date of the visit and the

program(s* seeking accreditation.

1. +A::7A schedules the visit and notifies the

institutionEprogram accordingly.

. The institutionEprogram convenes a representative

group of the school community during the consultancy visit.

The institutionEprogram is given a period of one year within

which to undergo a preliminary visit from the time the

consultancy visit shall have een done.

B. Self-Survey

+olicy Statements

8. =o visit shall e scheduled y +A::7A until a

report is sumitted on the compliance of the program with the

recommendations during the consultancy visit.


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1. Three (* copies of the self-survey report for every

program to e evaluated shall e sumitted to the +A::7A

office thirty (2* days efore the scheduled visit.

+rocedures

8. After the consultancy visit, the Survey 0"ecutive

:ommittee of the applicant institution is formed to take charge

of evaluating initially the program to e surveyed y e"amining

the nine (9* sectionsEareas of concern) philosophy and

oectives, faculty, instruction, lirary, laoratories, physical

plant and facilities, student services, social orientation and

community involvement, and organi&ation and administration.

1. sing the criteria and standards specified in the

appropriate Survey Instrument, the Survey 0"ecutive

:ommittee and areaEsections su-committees analy&e,

evaluate and rate the main areas of concern.

. A narrative report is prepared along with the

accomplished self-survey ratingsC these are sumitted to

+A::7A.


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:. +reliminary Survey Lisit

+olicy Statements

8. The sumission of the Self-Survey ;eport is not in

itself a go-signal for +A::7A to send a team of accreditors

for the preliminary survey visit. The applicant school is

e"pected to make a formal request for the visit, including

preferred dates of the visit.

1. uring the preliminary visit, as in all other

accreditation visits, the primary principle and premise under

which the visit is ased are the mission, philosophy and

oectives of the school, as these throw light on the operations

and implementation of the program(s* under survey.

. In all survey visits, the principle of strict confidentiality

and high level of professionalism is imposed on all accreditors.

F. All information aout the process and the results of

the survey visit shall e transmitted to the school concerned

only and officially y the +A::7A :hairE7ffice not later than

F months after the conclusion of the visit.


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+rocedures

8. pon approval of the dates of the survey visit, the

:hair of the Survey 0"ecutive :ommittee shall inform the

academic community of the visit to generate ma"imum

awareness and overall preparedness.

1. The Survey 0"ecutive :ommittee shall see to the

readiness and availaility of the following)

1.8 the accreditors6 work headquarters, with

adequate amenities and privacyC

1.1 the necessary e"hiits and other evidences in

support of the self-survey reportsC

1. call slips for interview schedulesC

1.F Schedule of classes , syllai, class registers

and seat plans.

. The team chair prepares the schedule of activities of

the survey visit in consultation with the Survey 0"ecutive

:ommittee chair upon arrival. The schedule usually includes

an orientation meeting with the memers of the Survey


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0"ecutive :ommittee, dialogues with students, faculty, and the

non-teaching staff, class oservations, e"amination of e"hiits,

ocular visits of facilities and outreach proects and interviews.

F. The team memers conduct verification activities

J. The team prepares the accrediting report

@. The team conducts e"it conference with the school

administrators

. /ormal visit

+olicy Statements

8. ;equest for this visit must e made si" months prior

to the e"piration of the accredited status.

1. A self-survey report with ratings on the nine (9*

areasEsections will have to e accomplished again and

sumitted along with the report on the actions taken on the

recommendations of the previous accrediting team.

0. ;e-Accreditation Survey Lisit

+olicy Statements


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8. ;equest for this visit must e made si" months prior

to the e"piration of the accredited status.

1. A self-survey report and ratings on the nine (9*

areasEsections will have to e accomplished again and

sumitted along with the report on the actions taken on the

recommendations of the previous accrediting team.

/.


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1. +A::7A Board of irectors reviews the school!s

reports and commissions a team to verify and evaluate the

merits of the level III application.

.


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Chapter

Re5earch Methodo!o7

This chapter presents the methodology of the conduct of

the study in terms of design, locale and population,

respondents, data gathering instruments and procedure and

the formula used to treat the gathered data.

Re5earch De57n

This study on the level of accreditation readiness of


atar =ational School Accreditation (=SA* utili&ed

quantitative research method.

The quantitative method part of the study required

descriptive statistical treatment.


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Loca!e and Popu!aton

The study was conducted at the +hilippine School oha

at atar with address at +.7. Bo" 89@@F, oha State of atar.

+S is classified as :ommunity 7wned.

There are a total of two thousand si" hundred ninety-si"

(1@9@* students currently enrolled for the school year 1281-

128.

Tale 8

istriution of Students

Categories Frequency Count

High School Leel 918!nter"e#iate Leel 714

$ri"ary Leel 692$re%School 372

&otal 2696

The tale elow presents the distriution of employees

and teachers of +S)

Tale 1istriution of +S 0mployees and Teachers

Categories Frequency Count

$rinci'al an# (nit Hea#s 12


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High School Leel &eachers 30!nter"e#iate Leel &eachers 27$ri"ary Leel &eachers 22

$re%School &eachers 15)on%&eaching *"'loyees

+#"inistratie Secretaries 3Classroo" +tten#ants 11

+ccounting ,e'art"ent 9-egistrar 2

Hu"an -esources ./ce 1ui#ance ./ce 3

Stu#ent +ctiity an# -esearch Center 2School Clinic 3

School Lirary 3School Canteen 6

aintenance an# Su''ort Serices 10./ce +ssistant 2

&otal 161

Tale showed the one hundred si"ty-one (8@8* total

numer of employees and teachers working for +hilippine

School oha.

Re5pondent5 o: the Stud

This study chooses four (F* groups of respondents) the

students, the employees, teachers, and the parentsEguardians

as source of data. They were given questionnaires to

determine the level of accreditation readiness of the +hilippine

School oha ased on the five (J* standards of atar =ational


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School Accreditation (=SA*. The researcher decided to use

the total population of the students, the employees, and the

teachers as respondents of the study.

Tale 1 presents the distriution of respondents.

Tale istriution of +S ;espondents

Categories Frequency

CountHigh School Secon#ary

Stu#ents

918

High School Leel &eachers 30)on%&eaching *"'loyees 55

+arentsEuardians 12

&otal 1023

/or the studentsErespondents, only the high school

(secondary students* were chosen as respondents. The

researcher elieves that of all the levels of students

(secondary, intermediate, primary, and pre-school* enrolled in

+S, the high school students can correctly evaluate the

school!s level of accreditation readiness in terms of Students

Discipline and Behavior,and Student Connectedness. It is


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assumed that these group of students are matured, old and

educated enough to understand the evaluation criteria of

=SA presented in the questionnaire even without in-depth

e"planation of the scope of the study eing conducted. A total

of nine hundred-eighteen (983* students participated.

/or alignment purposes with high school students, the

researcher chose high school (secondary* teachers to e the

teacherErespondents counterpart. A total of thirty (2* teachers

participated.

/or the employeesErespondents a total of fifty-five (JJ*

employees participated.

?owever, for the parents, only twenty (12* was chosen

as they were only those who were at the school and agreed to

e %distured' in their usy schedule during the time of data

gathering.

These result to a total of one thousand and three (822*

numer of respondents.


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Data Gathern7 In5tru0ent5

To evaluate the level of accreditation readiness of


atar =ational School Accreditation (=SA* the researcher

used the official %QNSA Accreditation Tool For Self-

evaluation'. The different standardsEcriteria are the following)

Standard 8) 0ducational


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o Aspect ) Infrastructure, 0quipment,5aterials istriution, ;esource Availailityand istriution

Standard J) +arental and :ommunity +artnership

o Aspect 8) +arental Involvement M

:ommunicationo Aspect 1) School :ommunity +artnership

Tale F presents the five (J* =SA standards and the

corresponding respondents who evaluated it.

Tale F=SA Standards and :orresponding ;espondent 0valuators

)S+ Stan#ar#s -es'on#ent

*aluators

Standard 8)

0ducational


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A


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#hen the questionnaires were retrieved, it was sorted,

and taulated ready for statistical treatment.

Stat5tca! Treat0ent

Since the study involved quantitative type of research, it

involved the asic statistical treatment.

To determine and descrie the the level of accreditation

readiness of +hilippine School oha ased on the five (J*

standards of atar =ational School Accreditation (=SA*,

weighted mean is used. The formula is)

#eighted 5ean N

n

Wx

#here)

W N weight" N mean

n N numer of oservations

To answer if there are significant differences on the

evaluated the level of accreditation readiness of +hilippine


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School oha ased on the five (J* standards of atar =ational

School Accreditation (=SA*, t-test is used.

Qatar National School Accreditation

Accreditation Tool For Self-evaluation

COMPLETE

ear ;espondents.


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This survey is intended to evaluate the level ofaccreditation readiness of +hilippine School oha ased on

the five (J* standards of atar =ational School Accreditation

(=SA*. +lease answer the questions as honestly as possile.

;est assured that any information which we will get from this

survey will e treated with utmost confidentiality.

Thank you.

Kulius 5analo 0drosolam

irection) Dindly rate each item y checking the

corresponding numer according to the legend elow.

LaluesStatistical


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aligned with the States guidelines and the S0:!s plans andprograms.

The school education mission, vision, and oectives are

realistic and attainale and are in the range of the school

capacity $ oth with human and financial resources.

The school management promotes the school mission,

oectives and its values to the students, staffs, parents and

community.

The school education mission, vision, and oectives have a

positive impact on student ehavior and its attainment.

The school education mission, vision, and oectives are

reflected through teaching quality and teachers! dedication.

The school has cutting-edge procedures to enale it tomeasure its own success in applying the mission, vision,

and oectives.

Aspect $! Planning and "anagement %rgani&ation,

'mpo(erment

The school is committed to the S0:!s regulations, and

follows-up the work instructions precisely.

The school priorities are identified and e"ecuted effectively

to improve and achieve its mission.

There are clear plans (strategic, e"ecutive, andEor

operational* which lead to the achievement of school

oectives.

There is a clear and announced organi&ational structure,which identifies the level of leadership, responsiility, and

instructional hierarchy.

There are clearly communicated regulations, y-laws, and

policies to operate school work.

There is a mechanism for assigning tasks, which contriute

in work improvement and quick accomplishment.

The school management involves all stakeholders in

decision-making.

There are mechanisms which facilitate communication

among staff.

The school atmosphere is positive, cooperative, and with a

sense of responsiility.The governing ody, while making policies and strategically

plans for school, authori&es the school administration to

implement its decisions.

Aspect )! Qualit* Assurance S*stem+ "onitoring and

Follo(-up of %perations

The quality and efficiency of the regulations of staff

accountaility.

The school applies an assessment system for management,

staff and school efficiency.


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The school monitors and follows-up on staff performance tocontriute to continuously improving their performance.

The school monitors and follows-up on student

performance.

The school follows-up and evaluates the programs, plans

and proects.

Standard 1. 0:ATI7=A< +0;/7;5A=:0 A=


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knowledge and skills.The curriculum meets the students! physical, social, and

psychological needs in the different educational levels,

including special needs students.

The school provides appropriate and necessary resources

to implement the curriculum.

Aspect )! earning 'nvironment

:lassrooms are organi&ed in a way that helps students to

learn and practice various activities.

Students! works are displayed in an organi&ed way and are

updated consistently, which stimulates and encourages

students towards achievement.

:lassroom and educational facilities are supplied withappropriate tools and resources to support teaching and

learning.

:lassrooms are well lit and ventilated.

:lassrooms have good quality furniture and are in a god

shape.

Aspect ! Assessments

Suects are regularly reviewed with the corresponding

learning materials to ensure that they are in line with

educational research and trends. School demonstrates that

curricular goals are eing met through student learning, and

varied forms of assessments are used to gauge student

performance.Analysis of various student work demonstrates that there is

evidence of accomplishment of learning outcomes.

Teachers use appropriate assessment methods to measure

students learning towards specific skills and knowledge.

Assessment informationEdata is collected and analy&ed and

drives changes towards lesson planning, curricular

modifications, instructional changes when necessary.

Standard . 0L0


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skills.Students! performance shows a clear and continuous

improvement in all suects over consecutive time span.

Students! results in international tests show continuous

improvement.

The school uses evaluation processes regularly to make

decisions and develop strategies to improve students!

learning.

The school uses evaluation results to improve teaching

methods and meet teachers! needs.

The school regularly analy&es data to evaluate students!

progress and makes informed decisions related to

continuous improvement.evelops clear reports on students! performance and

ehaviors, and send it to stakeholders regularly.

Aspect $! Care for Different Categories of Students

evelops plans and programs for each group (e.g. talented,

ifted, disaled, learning difficulties*.

The plans are e"ecuted and followed up in a way that

contriutes to improving students! performance.

Train and improve teachers! differentiation skills.

Students with disailities and learning difficulties make

evident progress.

The school rewards outstanding students and students with

various other accomplishments.Aspect )! Students Discipline and Behavior

The school has detailed and comprehensive ehavior

policies.

The students! ehavior policy is clear and well-known to

students, parents, and staff.

The school applies the ehavior policy to all students fairly

at all times.

;ewards and incentives for good ehavior are in place and

grante to students as they achieve them.

Students! negative ehavior is treated firmly and fairly to

prevent such repeated infractions of ehavior.

There is mutual respect etween students and teachers,and teachers are good role models for students.

evelop activities and programs to promote positive

ehavior and dealing with negative ehavior.

The school has a documentation system for student

ehavior (positive and negative*.

Aspect ! Students Connectedness

Support systems are in place to help students in need of

intervention, referral, and for students in general towards

career and personal guidance.


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Support services in school are adequate and includee"tracurricular activities, support for students with special

needs, that support student learning.

School has in place strategies to nurture self-esteem,

confidence, personal growth, and character development.

School provides personali&ed support for students to

support their achievement of curricular goals.

School regularly evaluates the level of student involvement

in various school events and e"tra-curricular activities and

student use of support services availale to students.

Student perceptions of school, events, and support services

are generally positive, and school regularly gauges students

for their perceptions of the school and its events.

Standard F. ;0S7;:0S 5A=A050=T 3 2 1 0 )+Aspect ! %versight and Staff Distri/ution

The school has a clear recruitment policy, which is

implemented properly assure human resources! efficiency.

Tasks are assigned to staff according to their qualifications,

aility and e"perience.

The school has a promotion policy for staff.

Sufficient numers of teachers are recruited tocommensurate with student numers.

Teachers! asenteeism is followed up rigorously.

+roper procedures are applied to make sure that students!

learning is not affected with staff asenteeism and

sustitution.

Aspect $! Staff Professional Development

The school prepares and e"ecutes a professional

development plan ased on staff individual plan and serves

the school!s orientation.

The school prepares and trains new employees.

The school follows up and measures the impact of

professional development.Aspect )! 0nfrascture, '1uipment, "aterials.

Distri/ution, 2esource Availa/ilit* and Distri/ution

The school location, yard, facilities, services, technical

supplies, and furniture are appropriate, adequate, and meet

the educational needs of the school.

The school has appropriate facilities to meet the students!

cultural, athletic and e"tracurricular activities! needs.

The school ensures maintaining the location facilities,


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services, and equipment and keeps it clean at all times.School lirary contains resources and references suitale

for teachers, students, and staff needs.

:lassrooms and lirary have computers, and internet

services.

Safety and security are maintained in school facilities.

?ealth unit is in the school to care for health matters during

the school day and e"tra-curricular activities.

Standard J. +A;0=TA< A= :755=ITG +A;T=0;S?I+ 3 2 1 0 )+Aspect ! Parental 0nvolvement and Communication

The school communicates regularly which parents and indifferent ways.

The school communicates its oectives, mission, and

policies with parents.

The school organi&es activities and programs to promote

parental participation in school life.

The school provides opportunities for parents to discuss

their opinions and suggestions efore making important

decisions.

The school responds quickly to parents complain.

The school encourages parents to follow up on their

children academic levels.

+arents participate in the different school activities andevents.

+arents! satisfaction on school efficiency and competency

are overall positive

Aspect $! School Communit* Partnership

The school has an effective strategy to encourage

community involvement.

The school promotes local community activities.

There is an effective communication etween school staff

and community institutions.

:ommunity institutions support the school in achieving the

educational oectives.


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ACCREDITATION READINESS OF PHILIPPINE SCHOOL

DOHA BASED ON THE FIVE STANDARDS OF QATAR

NATIONAL ACCREDITATION (QNSA)

A Thesis

Presented to

the Faculty of the Graduate School


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Philippine College Of Health and Sciencesanila

!n Partial Fulfil"ent

of the #e$uire"ents for the %egree

aster of Arts in &ducational anage"ent

'()!(S A*A)O &%#OSO)A

+,-

Thesis for Accreditation Page 10 and 11 Only

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