towards the its Vision, Mission, Goals and Objectives of programs offered (VMGO). The survey instrument used in this study was a modified survey questionnaire from previous studies conducted by Castillo (2016). The items regarding the perception, awareness, acceptance and understanding on VMGO included in the survey instrument were based on the 2010 AACCUP Revised Instruments. The respondents of the survey were the NEUST-SIC (1325) internal stakeholders and ( 565) external stakeholders respectively. Findings show that External Stakeholders generally were least aware, least accept and understand the Vision, Mission, Golas and Objectives of NEUST. It is also revealed that the external stakeholders believed that the vision, mission, goals and objectives are not clearly stated and consistent with each other. However, they all agreed that the program objectives are clearly stated in terms of aesthetic and cultural values. Thus, it is recommended that widest dissemination of the VMGO through various forms of communication media, conduct campaigns or other related activities should be done by the NEUST-SIC community to further raise awareness among external stakeholders and thereby strengthen support.
The study aims to determine the extent of collaboration among school administrators in the Teachers’ Professional Development Program in terms of sense of belonging; networks, feelings of trust and safety; reciprocity; participation; citizen power/proactivity; values;, norms, outlook in life; and diversity. It also aims to determine any significant difference between the extent of collaboration of the school administrators when grouped according to their profile and to determine the barriers to collaboration in the Teachers’ Professional Development Program. The study utilized descriptive qualitative design and quota sampling wherein 60 administrators from 3 schools of district 5 of Quezon City participated. For public secondary schools In-Service Training got the highest percentage (100%) in terms of Teachers’ Professional Development Program. For the factors on the extent of collaboration among school administrators, only citizen power/proactivity got a weighted mean of 2.96 which is below 3.50 and interpreted as “High Extent” while all other factors got a weighted mean higher than 3.50 and interpreted as “Very High Extent”. There was also no significant difference between the extent of collaboration of school administrators when they are grouped according to their length of service (p-value=0.248); educational attainment (p-value=0.088); and position/rank (p-value=0.265). Meanwhile, the first three in rank in barriers to collaboration in the Teachers’ Professional Development Program are dissemination of information and proper coordination, resources/finances and time management, and lastly, commitment and decision making.
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