UZGSJ Vol 10

Editorial Policy
Robert Panaguiton, PhD Fatimae I. Mariano, RPh, MS

INTERNATIONAL Anthropology Pharmacy
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Management Education Chief Pharmacy University of San Carlos
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UZ Graduate
School Journal
ISSN PRINT 2244-061X
ISSN ONLINE 2799-080X
VOLUME 10 2021
UNIVERSIDAD DE ZAMBOANGA
Editorial Board UZ Graduate
Abram M. Eustaquio, MBA School Journal
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Manuscript Submission
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Universidad de Zamboanga
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Main Campus, Tetuan
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Region of Southeast Asia
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ISSN Online 2799-080X
ISSN National Center of the Philippines
National Library of the Philippines
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Copyright by
Michael Vincent P. Caceres, PhD Universidad de Zamboanga
Editor in-chief 2021
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Editorial Policy
T
he fostering of research and development in an institution
conveys opportunities for possible grants and gain recognitions
and acknowledgment to uphold extensive utilization,
dissemination, and publication of various researches conducted
and developed. UZ Graduate School Journal is the refereed research
and scholarly journal of Universidad de Zamboanga Graduate School,
Zamboanga City examined by experts from Asia, America, and
Europe.
The editorial board requires a standardized format and

guidelines in the submission of the manuscript for uniformity
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This page intentionally left blank
contents
Articles
Readiness to K to 12 Enhanced Basic Education Program 1
of Arturo Eustaquio Libraries and Information Centre:
Basis for Strategic Direction
Jenelee C. Pastor
Awareness, Status, Issues and Problems of Illegal 37

Gambling in Selected Barangays in Zamboanga City: Basis
for PNP Intervention Program
Linoraldo M. Torres
Organizational Culture, Knowledge Management and 53

National Achievement Test (NAT) Result among
Secondary Schools of Lamitan City Schools Division:
Basis for School Improvement Plan
Alelei C. Macbul
Gender and Development (GAD) Awareness, Sensitivity 87

and Roles Among Students in the Selected Senior High
Schools in the City of Zamboanga: Basis for Gender
Development (GAD) Institutional Plan
Napoleon M. Dulatre
Technostress Experienced by the Library Personnel of 111

Arturo Eustaquio Libraries and Information Centre: Basis
for Stress Management
Christine B. Trinidad
Emotional Intelligence and Leadership Style of School 133

Heads in Curuan District: Basis for Human Resource
Program
Narcisa M. Radjail
Readiness to K to 12 Enhanced Basic Education
Program of Arturo Eustaquio Libraries and
Information Centre: Basis for Strategic Direction
Jenelee C. Pastor
Master in Library Science
Major in Library and Information Management Science
Zamboanga City, Philippines
Abstract
This research was conceived to figure out the readiness of the Universidad de
Zamboanga- Arturo Eustaquio Libraries and Information Centre (UZ-AELIC)
High School with K to 12 curriculum. The qualitative research design employing
– documentary analysis and focus group discussion (FGD)/interview method
were used. A purposive sampling is utilized for the selection of the respondents.
The gathering of data was delimited to the use of Department of Education
(DepEd) standard specifically for the library. The findings revealed that the UZ-
AELIC High School’s Mission, Goals and Objectives, and Administration were
evaluated as “Fully Complied”, which means the provision is very extensive and
functioning excellently. Six (6) areas were evaluated as “Partially Complied”:
the Human Resource, Collection Management, Services and Utilization, Physical
Facilities, Information Technology Facilities and Services, and Financial
Resources, which means the provision is limited but functioning very well.
However, the area Linkages and Networking gauged as “Not Complied”, which
means the provision is missing but needed in accordance with the standard set
by the DepEd for School Libraries. It is concluded that the UZ-AELIC High School
is not yet ready for the implementation of K to 12 curriculum. Formulation of
strategic plan by the librarian in support by the top management is highly
recommended to improve the weak areas of the library in accordance with the
DepEd standard set by DepEd for School Libraries and Media Centers;
Keywords: DepEd, K to 12 ,UZ-AELIC High School, Universidad de Zamboanga,

School Libraries and Media Centers
1
UZ Graduate School Journal Vol. 10
Print ISSN: 2244-061X | Online ISSN: 2799-080x
Introduction
E ducation is considered to be the imparting and acquiring of knowledge

through teaching and learning. It involves skills needed to cope with
every day situation. Libraries are viewed as an important component
of education, without the library, no meaningful educational effort can be
carried out. The importance of library in education cannot be over-
estimated. Thus, libraries have an essential and close bearing upon the
advancement of education and learning at all levels (Adio and Olisana, 2011).
Furthermore, Education and library are two inseparable concepts, both being
related to and co-existent with each other. Education is the result of acquired
knowledge and the accumulation of observations and experiences, while a
library is both the fountain and source, and the protector and storehouse of
that knowledge and experience. He further stated that education cannot
exist alone in the absence of library, and library has no meaning if it cannot
impart education (Ogbebor, 2011).
The Philippine government has come up with an education reform

via an enhance education program called K to 12 program under Republic Act
No. 10533 to establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the Filipino people
(Aquino, 2012). Universidad de Zamboanga has been granted recognition by
the DepEd to offer Senior High School for school year 2016-2017 to support
the government education reform program.The researcher is aware that
along this implementation, changes in the provision of quality services and
resources which meet the needs of the students it served. It is for this
reason that the researcher would like to seek empirical evidence on the
change of educational system. Through this, the researcher would like to
determine the readiness of AELIC- High School, its library management,
operation and services.
Statement of the Problem

The study aimed to assess and evaluate the readiness of
Universidad de Zamboanga-Arturo Eustaquio Libraries and Information
Centre- High School (UZ-AELIC-HS) towards the K to 12 enhanced basic
education program. Specifically, it was guided with the following objectives:
1. To establish the status of the Universidad de Zamboanga -Arturo

Eustaquio Libraries and Information Centre- High School in terms
of the nine (9) areas.
1.1. Mission, Goals and Objectives;
1.2. Administration;
1.3. Human Resources;
2
1.4. Collection Management;

1.5. Services and Utilization;
1.6. Physical Facilities;
1.7. Information Technology Facilities and Services; and
1.9. Linkages and Networking.
2. To determine the readiness of Universidad de Zamboanga -Arturo

Eustaquio Libraries and Information Centre- High School to K to 12 in
compliance with DepEd Standards in terms of the nine (9) areas.
Methodology
The study was structured using the qualitative – documentary

research design employing descriptive - evaluative method of research. It
assessed and evaluated the status of the UZ AELIC-High School using the
standard set by the Department of Education for Philippine school libraries.
The study employed the document analysis. For a better research result, the
researcher conducted a focus group discussion to 4 teachers and 8 students
from the AEMSHS and THS, respectively. The data analysed were collected
using the records available at the Acquisition Department specifically the
present list of library holdings. Also; the researcher interviewed the Chief
Librarian and the High School librarian to gather more information in relation
to the study. The study was conducted in UZAELIC-High School situated at
the 4th floor of the Science Building in Tetuan, Zamboanga City. For Validity
and reliability of the guide questions for the focus group discussion, the
researcher asked assistance from three people who are experts in the field
of research to ensure that the topics discussed serve the intended goal of the
study
The researcher wrote a letter to the principal of the (2) two high
schools to obtain approval to utilize its students and teachers on the course
of the discussion proper, the researcher practiced courtesy at all times.
Offensive questions and opinions were avoided. The participants were
treated with respect, and respect of opinion was observed. The researcher
saw to it that off the records opinions were treated with great
confidentiality. The data collected from the various library records and group
discussion were sorted, tallied and analysed. The data were analyzed and
interpreted using the following statistical tools: Frequency counts and
percentage was employed to determine the status of holdings and
facilities. Weighted Mean was used to determine the readiness of the
UZEALIC-High School towards the implementation of the K to 12 enhanced
basic education program.
3
Results and Discussion

1. Establish the present status of the Universidad de Zamboanga -Arturo
Eustaquio Libraries and Information Centre- High School in terms of
the nine areas of the library.
As per standard set by DepEd for libraries, the nine areas for
evaluation are adhered:
1.1 Mission, Goals and Objectives
Along with the mission, goals and objectives, the UZ AELIC - high
school is presently bearing a centralize entity wherein the existing policies,
procedures, are unified and clearly defined (Source: UZ-AELIC Administrative
Manual, 2011). The school library mission, goals and objectives is in cognizant
to the University library. The procedure and administrative manual serve as a
guide for the library personnel in the library operation and its services.
1.2 Administration
The UZ AELIC – High School is currently under the umbrella of the

University Library. It has a unified program integrating library and audio-
visual program. The overall operations of the library are under the leadership
of a qualified and competent professional licensed librarian. The Chief
Librarian is appointed by the Chief Executive Officer as the head of the
Readers services to oversee and supervise the library personnel, operation
and its services. According to Trotta (1995), stipulates that the head of the
library has a responsibility to determine how its services can be part of the
solution of the society’s problem. Moreover, the high school librarian reports
directly to the Head of the Reader’s Services wherein regular evaluation of
personnel, resources and services of the library is conducted.
In the organizational chart, all employees at all level of the

organization are properly entrusted with all duties, responsibilities and
authorities to execute for better library operation. It also describes how the
key persons perform to their duty and power pertaining to their functions.
The Chief Executive Officer/University President is the decision-maker of the
Institution that provides the vision and direction to ensure quality
performance to attain the organizational goals and objectives. Moreover,
setting a good direction to guide all employees is one way how to achieve
the organizational goals and objectives of the institution through the
leadership of the Chief Executive Officer/University President. In this case,
the Chief Executive Officer/University President has the direct power and
authority down to the Vice President for Academic Affairs which is
represented by a line of authority. Moreover, the presence of the Library-
4
Faculty Committee serves as the mediator between the faculty and librarian
in the acquisition of library resources and in forming the library policies and
regulations of the library.
Subsequently, it clearly shows that the Chief Librarian is responsible

to the entire operation of the libraries, including submission of all necessary
reports, with the supervision of the Vice President for Academic Affairs. In
addition, the Chief Librarian directs and supervises the Technical Services
Division staff and High School librarian in circulating of library
resources. Furthermore, the role of the system administrator is to maintain
the system of the library and also responsible in conducting the corrective-
maintenance to the different workstation, desktop and laptop in the
Instructional Media Centre.
1.3 Human Resources
Library staff or personnel as the key factor of the library operation

should be provided with personal enrichment to nurture its members to be
more productive, more efficient and more effective. At present, the UZ AELIC
is manned by a qualified, competent and dedicated staff. The High School
Librarian is a Full time Professional librarian with 24 units in Master in Library
and Information Science (MLIS) in Universidad de Zamboanga. However,
library staff is also taking charge of the operation of the Instructional Media
Center- Audio visual IMC/AV Room aside from the main function at the
university library. To be able to upgrade their knowledge and skills, librarian
and library staff are given the opportunity by the top management to attend
and participate in trainings, seminars - workshops and conferences.
However, not all of the library staff is willing to avail of these opportunities
because of some valid reasons. According to Bill (1994), that through
consistent staff development, the performance and attitude of the staff will
be enhanced and be empowered. In terms of High school population, THS
and AEMSHS has a total population of 290 students with twenty (20) faculty
members. However, the absence of additional support staff is evident.
1.4 Collection Management
Evaluation as an element in the collection management is very

essential to preserve the viability and visibility of libraries. At this point, the
different activities of collection management are adhered:
1.4.1 Collection Development
Currently, the UZ AELIC – High School has acquired both print and
non-print materials as well as equipment that will support and reinforce the
curriculum and meet the needs and interests of the users even if the High
5
school students has their own textbook. Moreover, the selection and
acquisition of these materials is done by the librarians in coordination with
the HS Principal and teachers based on the collection development plan.
However, not all teachers participated in the selection and acquisition of
resources and other facilities and equipment considering the annual budget
allocation or the availability of funds for high school. In terms of newspaper
subscription the high school library subscribes (4) four titles for national
newspapers and 2 titles for local newspapers. Nevertheless, the high school
has no updated clippings, pamphlets, government documents, vocational
information and other materials appropriate to the curriculum and interest
of studentts.
Table 1
Total Library Collection Available (Books)
No. of
Classification No. of Volumes
Titles
000-099 General works 159 147
100-199 Philosophy 111 75
200-299 Religion 9 9
300-399 Social sciences 103 68
400-499 Languages 553 328
500-599 Pure Sciences 1084 646
600-699 Applied Sciences 212 178
700-799 Fine Arts & Recreation 135 76
800-899 Literature 482 323
910-929 Geography/travel/Biography 2 2
900-999 History 138 110
Fiction 240 165
TOTAL 3228 2127
As gleaned in table 1, it shows that the High School library has a total
acquisition of 3,228 volumes and 2,127 titles of books. The book collections
include titles and volumes of generalities, philosophy, religion, social
sciences, languages, pure science, applied sciences, fine arts, literature and
history as well as fiction collection. It is noted that majority of the book
collection are pure science books with the total number of 646 titles with
1,084 volumes. However, the collection for Geography/travel/Biography has
the least number of collections with the total number of 2 titles with 2
volumes. According to Arua (2011), it states that more efforts need to be
made to improve the frequency and regularity of library use and one of such
efforts could be in the area of provision of current and up-to-date collection.
6
1.4.2 Selection and Organization
One of the most important responsibilities of a librarian is selecting

and organizing library resources (Lilly, 2001). Traditionally, librarians have
exercised the skills of judging the appropriateness of materials. In this
context, librarians have employed tools that help in building library
collections responsive to the needs of the users. The selection and
organization of materials at the AELIC-High School, is done among the
librarians, teachers and administrators. Books are properly organized using
the international accepted classification scheme, the Dewey Decimal
Classification (DDC) system. The written policy which serves as a point of
reference for the librarians’ in the selection and organization of library
resources as well as its utilization is clearly stipulated and efficiently
implemented.
Moreover, adopting an open shelf system at the high school library

gives library customers freedom to browse books on shelves. In addition, in
demand books are housed at the Reserve Section where books or references
are frequently use by the students and teachers with limited copies in the
library. Consequently, the vertical files materials and periodicals are
accurate, updated and kept and maintained for easy access and retrieval for
its clientele. Furthermore, the high school library provides the Online Public
Access Catalog (OPAC), where library users can search by subject, author,
title, topic, accession number and copyright to locate the book that they
need. An inventory and weeding of the collection is conducted regularly
following the standardized weeding policy to ensure that all the library
collection are properly accounted and updated. The library audio-visual
materials are well-organized and easily accessible to students. However,
most of the university’s educational activities are done at the IMC and that
the audio-visual in charge cannot solely accommodate the request of high
school students to utilize the IMC since this facility caters to both the college
and high school students.
1.5 Preservation and Security
Keeping our library collection for the future library stakeholders is

a philosophical mission of the library. For its give more accurate and
complete picture of the collection or document to be used as well as its value
in the interaction between librarians and customers. In line, the UZ AELIC-
High School is maintaining a preservation program for a longer utilization of
materials and to ensure that library collection especially those rare and
expensive collections will be preserved. Preservation of library materials is
one of the responsibilities of all staff. In addition, the weeding policy of the
high school library is also formulated to ensure the upgrading, preserving and
7
the general care of its collection. The schedule for weeding is conducted
every summer of the year. Moreover, a CCTV is installed in the high school
library to reduce the loss of materials. This activity is to ensure that library
resources are safe and secured from thefts and mutilation. Fire distinguisher
is also provided for emergency purposes.
1.6 Services and Utilization
Libraries as service-oriented agencies, give a clear understanding to

users in the academic environment on how to assist customers in
understanding their needs through its services. These services are measured
by their effectiveness in meeting the user’s needs. Currently, the UZ AELIC –
High School is open from 8:00am-12:00nn and 1:00pm-5:00pm on weekdays.
Moreover, the library is also open on a Saturday to allow the high school
community to maximize the use of the library. Likewise, the Current
Awareness Services (CAS) like posting on the bulletin board on the current
issues on the national and local events and the acquisition of new collections
are regularly posted to keep students abreast of the latest trends and issues
as well the availability of new books in the library. In addition, a library
orientation is conducted to high school students and teachers at the
beginning of the school year to inform them of the existing policies, rules and
regulations, services and resources of the high school library. In terms of
utilization, it was noted that there is a high statistics on the high school library
utilization which is over and above the target utilization of 20% of the total
student population. Table 5 below shows the UZ-AELIC High School monthly
utilization S.Y. 2014-2015.
Table 2
UZ-AELIC High School Monthly Utilization S.Y. 2014-2015
Sept. Oct. Nov. Dec. Jan. Feb.
June 2014 July 2014 Aug. 2014
2014 2014 2014 2014 2015 2015
59% 68% 60% 61% 63% 60% 60% 65% 60%
As gleaned in table 2, it shows the monthly utilization of the UZ-

AELIC High School for the month of July 2014 has the highest number of
utilization with 68%, and month of June 2014 has the lowest number of
utilization with 59% of the total student population.
1.7 Physical Facilities
As organizations, libraries have become more aware of the

necessity of its building or physical set-up for their collections and its
services. Along this line, providing adequate and appropriate space and
facilities to serve the academic community be observed. Moreover, the ideal
building of the library is to be strategically located, functional, and its designs
8
allow future expansion. In view, the UZ AELIC – High School’s floor plan is
63.00 square meter that can accommodate at least 10% of the total
population of the UZ-High School students (Source: HS Floor plan, 2014). It
has enough space for reading, loaning, searching on the OPAC, storage of
print materials and a periodical area with sofa (see: Appendix M for HS
pictures). There are adequate audio-visual materials but the AV equipment
and room are not sufficient to facilitate the library users considering that
university library and high school library shares a common audio-visual room.
1.8 Information Technology and Facilities and Services
Libraries of all types and sizes are facing unrelenting pressure to

provide access to an increasing number of electronic resources. Clearly are in
the period of transition as it moves from traditional physical collections to a
largely digital library. In this aspect, the information technology facilities and
services are relatively considered to facilitate easy access to information. At
present, the UZ AELIC – High School has four (4) terminals for CD
ROM/Internet to cater the research needs of the library users and to facilitate
the Electronic Journal (E-journal) and other online databases. According to
Liu (2006), it was stressed out that 8% of the electronic resources are of use
most of the time because it easier to access remotely.
1.9 Financial Resources
Accordingly, libraries are center for lifelong learning. However,

financial aspect is one of the considerations to that claims. Having a clear
picture of the library expenditures, the realistic and adequate budget to
support the various services and activities of the library must be properly
prepared and consulted to people involved, most especially the top
management. Currently, the UZ AELIC – High School has sufficient funds for
staffing and for acquiring resources and other office supplies to support the
high school program. A library fee of Php 1,183.10 is collected from AEMSHS
students and Php 688.40 for THS students (Source: Student Account Section,
S.Y. 2014-2015) to improve the services of the library for easy access and
retrieval of information.
1.10 Linkages and Networking
In any organization, it is carried out that links and networks are also
important element to make our work faster and easier. It is noted that the
library services could be enhanced through network of
alliances/relationships extending beyond institution. In libraries in particular,
library cooperative activities, consortium, interlibrary loan (ILL) and other
forms of collaboration can be explored to enhance the library collection. As
part of collaboration, the university library is presently providing referrals to
9
teachers and students in which they are referred to other agencies or

institutions to have on their collections relevant to the topics/subjects that
they want to search on. According to Dame (1993), it described that strong
collaboration and partnerships of the librarians, teachers and other agencies
would provide an appropriate response to the needs of the students,
enhanced the universal nature of library services, and establish a new
relationship with the school library through the use of interactive methods
of information retrieval.
2. Determine the readiness of Universidad de Zamboanga -Arturo

Eustaquio Libraries and Information Centre- High School in
compliance with K to 12 DepEd Standard
2.1 Mission, Goals and Objectives
Each institution has a unique Mission, Goals and Objectives (MGO).

These are influenced by its philosophy, geographical set-up and social
responsibility. Having a clear understanding of the organizational structure,
the mission, goals and objective of the organization, the library should serve
as guide in the implementation of the tasks and to the other library
stakeholders in the utilization of the library resources and its services. In this
context, the AELIC-UZ High School will define its mission, goals and
objectives in accordance with the standard set by DepEd for libraries. Table
6 shows the extent of Compliance of AELIC-High School to DepEd standards
in terms of MGO.
Table 3
Extent of Compliance of UZ-AELIC High School to DepEd Standards in terms of
Mission, Goals and Objectives
Areas of Minimum requirement/indicator Evidence required Remarks

Evaluation
• Clearly defined mission, goals and objectives for the

Copy of the library
administrative and
school library media center shall be established in terms procedure manual
•
of the philosophy, goals and objectives of the school
Well-defined mission, Fully
goals and objectives Complied,
• Mission, goals and

with
Mission, objectives are posted

Goals and conspicuously
Objectives
• A set of policies, procedures, rules and regulations • Library administrative Fully
shall be formulated by the library head and staff to manual Complied,
•
ensure consistency in the operation of services with
Procedure manual
• A written manual of operation as well as student/faculty • Library administrative Fully

guides shall be maintained and continuously updated to manual Complied,
serve as guide to the staff in the implementation of tasks with
and to the users in the utilization of resources and
services
10
Legend:
Description Interpretation
Fully complied provision is very extensive and functioning excellently
Partially complied provision is limited but functioning very functioning very well
Not complied provision is missing but needed
As gleaned in table 3, it shows that the areas for evaluation on

the mission, goals and objectives is described as “Fully complied” which
means the provision is very extensive and functioning excellently. It implies
that the high school library’s mission, goals and objectives is clearly drawn
and it is under the directives of the University library. It further implies that
the library has a set of policies, procedures, rules and regulations which is
formulated by the head of the library and staff to ensure of its smooth
operation. On the other hand, a written manual of operation and library
customer’s guide is maintained to serve as guide to the library staff in the
implementation of tasks and to the users in the utilization of resources and
services, respectively. This further elaborated by (Claravall, 2005) that a
mission is the purpose of the organization, the reason for its being, that is,
why the organization exists. The mission statement directs the organization,
as well as all of its major functions and operations to its best opportunities.
Goals and objectives are developed to bridge the gap between current
capability and the mission. The reasons why objectives are sometimes refer
to as performance goals.
In the responses of the participants, it shows that the Universidad

de Zamboanga-Arturo Eustaquio Libraries and Information Centre-High
School has a clearly drawn policies and procedures, goals, objectives, rules
and regulations in the library, However, most of the participants in the study
doesn’t have any idea what are the existing policies and procedures of the
library. They are also aware of the mission, goals and objectives of the library,
however, they do not know if this is in consonance with the institutional
mission, goals and objectives. According to Matthews (2007), that without a
clear understanding of and agreement on the mission and vision of the
library, there may be conflicts over how the goals of the library are actually
achieved.
Moreover, it also shows that the participants are not aware of the
library administrative manual of operation which includes the services
available in the library. In the study conducted by Alvarez (2012) on the
“Status, Problems and Utilization of Zamboanga City State Polytechnic
College Library: Basis for Library Development Plan”, it was also pointed out
that library manual covering the library’s internal administration and
operational activities, its policies and procedures must be periodically
reviewed and approved by the library board/committee and widely
disseminated.
11
For the students to be aware, library orientation must be

conducted. In this study, it indicates that most of the participants were not
able to attend the library orientation due to conflict school activities and
personal endeavour. However, there were some participants who attended
the library orientation but with less attention that is why they are not fully
aware of the existing policies and procedures of the library. This implies that
library orientation must be interactive to get the attention of the students
and teachers. According to Agraan (2007), the library orientation for first
year and transferee students must be offered and librarians should render
lecture on the organization of the library, the card catalog, and others be
addressed.
From the aforementioned statements, it further implies that Universidad

de Zamboanga-Arturo Eustaquio Libraries and Information Centre-High
School is fully complied and equipped for the K to 12 enhanced basic
education program in terms of mission, goals and objective.
2.2 Administration
Librarians are constantly faced with the challenge that they have to
be not only excellent information specialists but competent administrators
and managers. In school setting, management is also understood to mean
getting things done and with the effort of others in a manner that meets the
expectations of those served while at the same time engendering challenge,
interest, morale and satisfaction on the part of those providing the service
(Montenegro, 2005).
In this concept, it was noted that the appointed head of the library
is competent and qualified enough to oversee and supervise the library
personnel, implementation of services as well as the evaluation of the library
resources and its services.
In this context, the AELIC-UZ School Library shall comply with the
standards set by DepEd for libraries. Table 7 shows the extent of compliance
to DepEd standards in terms of Administration.
12
Table 4
Extent of Compliance to DepEd Standards in terms of Administration
Areas of Minimum Evidence required Remarks
Evaluation requirement/indicator
• Appropriate • Certified true copy Fully
undergraduate degree of Diploma and complied
transcript of records with,
• Holder of Master’s degree • Certified true copy Fully

in Library Science, of Diploma and complied
conferred by a college or transcript of records with,
university duly recognized
by CHED
• Registered librarian with • Valid Professional Fully
current and valid PRC ID Regulation complied,
Commission (PRC) ID with,
Administration Card/PRC
Certification/PRC
Board Rating
• 5 years of experience in • Certificate of Fully
teaching, administration employment /service complied
and supervision as Head records/201 file with,
Librarian
• At least 1 year experience • Certificate of Fully
in library practice employment in the complied
practice of with,
librarianship
• The school library media • Customer Fully
center shall be regularly Satisfaction Survey complied
evaluated in terms of its With,
services, personnel and
resources, not only by the
students but also by the
faculty.
As gleaned in table 4, it presents that the extent of compliance for

DepEd standards in terms of Administration described as “Fully complied”
which means the provision is extensive and functioning excellently. This
implies that the high school library is under the supervision of the Chief
Librarian of the University, the High School library is headed by a qualified
and competent chief librarian, graduated with a Bachelor’s degree in
secondary education major in library science with a master’s degree in library
science (MLS) and a registered librarian (RL). The head librarian has 7 years
working experienced as librarian on the different sections of the library and
5 years working experienced as Chief Librarian.
Moreover, the High School library also conducts quarterly

evaluation to its library users with regards to its library resources, services
and personnel through the use of the Customer’s Satisfaction Survey (CSS)
adapted from the International Organization for Standardization (ISO), to
ensure that the different areas of the library were properly monitored and
13
evaluated. Furthermore, the submission of the monthly statistical report of

the high school library is very evident showing that the target over and above
20% of the total population is obtained. This report is also presented by the
Chief Librarian during the operations review. (See also table 5, HS monthly
utilization)
During the focus group discussion on administration responses, it

shows that the library administration is accommodating and approachable.
However, the slow Internet connection was noted from the participants. In
terms of Customer Satisfaction Survey (CSS) participation, it shows that
students participate in the library evaluation through CSS while teachers’
participants don’t have the opportunity to participate such CSS. This is
because the librarian doesn’t have also the chance to give CSS to teachers
due to limited time in going to the library. According to D’Elia and Walsh
(2002), suggested that user satisfaction surveys are useful for evaluating the
performance of the library but should not be used to compare presumed
levels of performance for libraries serving communities.
Moreover, teachers stressed out that the library is not strategically

located to and from their faculty room/department. With this, all of the
participants suggested that there should be a separate IMC/AV room for
solely for high school. Based from the data, it was revealed that UZ-AELIC-
High School Library fully complied and equipped for the K to 12 Enhanced
Basic Education Program in terms of Administration.
2.3 Human Resources
To manage is to exercise the management functions and the

corresponding activities under each function. In this concept, selecting and
placing qualified people to the position is always defined. Most especially in
libraries, the appropriate number of staff is in proportion to the student
population. In this context, the AELIC-UZ High School shall maintain its
function in accordance to DepEd standard for libraries in terms of human
resources. Table 8 shows the extent of compliance to DepEd standards in
terms of Human Resources.
14
Table 5
Extent of Compliance to DepEd Standards in terms of Human Resource
Areas of Minimum Evidence Required Remarks

• Size • Library Staff Profile • Fully
For an enrolment of 500 or (Appointment/Special complied
less - 1 full time professional order) with,
librarian + 1 support staff
• Qualifications • Certified copy of • Fully
Human (Bachelor of Library Transcript of Records complied
Resource Science/Bachelor of (TOR) and Diploma for with,
Secondary Education major the required degree
in Library Science/other with PRC card
related course
• Professional Librarians
• Audio-visual Technician • Certified true copy of • Partially
TOR and Diploma, as: complied,
BSCoE2 year course in
Electronics
• Professional/licensed • Professional librarians • Partially
librarian shall be given a classification and complied,
faculty status, with appointments
corresponding privileges
and other benefits
comparable to those of the
teaching faculty
• Participation in • Seminar/Training • Partially
seminar-workshops Certificates complied
conferences with,
and other continuing
professional education
on activities shall be
encouraged and
subsidized
As gleaned in table 5, it presents the extent of compliance in DepEd

standards in terms of Human Resources. Among the five (5) indicators as the
minimum requirements for Human Resources, two (2) indicators were
described as “Fully complied” which means the provision is very extensive
and functioning excellently. While the three (3) indicators described as
“Partially complied” which means the provision is limited but functioning
very well. It also shows that, the high school librarian is working in the library
for 19 years, a graduate of Bachelor of Secondary Education major in Library
Science and with PRC licensed. In addition, the high school librarian is
encouraged to attend to seminars, training and workshops however the
school librarian is hesitant due to some personal reason like return service
contract. Besides, the high school librarian is also given a faculty status
though some of the benefits like rice allowance were not given to her due to
management discretion. Additionally, the educational qualification of the
15
Instructional media center/Audio Visual in-charge is not in line with the

required degree for the said position since the required degree is 2 year
course in Electronics and the AV in charge is a graduate of BS Computer
Engineering and assigned as IMC/AVR for 2 years.
In the responses of the participants during the focus group

discussion, it shows that librarian have been doing her best to provide the
need of its clientele. However, the need to have an additional library
personnel/assistant and continuous updating of resources was noted by the
participants. With this, the data revealed that UZ-AELIC-High School Library
is partially complied and equipped for the K to 12 Enhanced Basic Education
Program in terms of human resources. According to Smith (2006) it
stipulates that a library media program staff both certified library media
specialists and aides, emerged as the most critical component of the
program.
2.4. Collection Management
Managing library collection is always determined through the

collaborative efforts of the stakeholders where acquisition of collection in
particular is the main component. Such collection shall be evaluated for its
purpose and quality for its usability. Likewise, the system for security and
control of library resources should always be employed.
In this premised, the first concept on collection management is

adhered.
2.4.1 Collection Development
Building library collection development is deliberatively a process

that requires thought effort, planning, patience and evaluation. According
to Fleet (2011), that evaluation, at its best, is a mechanism for understanding
a system and evaluation results from design, not accident.
In this context, it clearly defines that collection management needs

thorough analysis. In particular, the AELIC-UZ High School adheres to comply
with the standards set by DepEd for libraries.Table 9 shows the extent of
compliance to DepEd standards on the nine (9) areas in terms of Collection
Management.
16
Table 6
Extent of Compliance to DepEd Standards in terms of Collection Development
Areas of Minimum Evidence Required Remarks

• Acquire print, non-print • Library internal Partially
and electronic materials as request/ complied
well as equipment that will posting and with,
support and reinforce the receiving report of
curriculum and meet the the high school
needs, abilities and library
interests of the users.
• Materials shall be current Fully
and in good condition and • Weeding policy complied
must reflect an with,
appropriate balance
among all types of
resources.
• Maintain a local history • Lists of local Partially
collection composed of history complied
Collection materials about the school collection with,
Development community, its history,
programs , people , etc
• Responsible for the • Collection Partially
selection and acquisition Development Plan complied
of all materials based on a (CDP) with,
written collection
development plan
Basic collection • List of Library
• 5,000 book titles for Holdings (see Partially
secondary level is Table 3 for Basic complied
necessary to support Collection) with,
the curricular offerings • List of Holdings
of the school published w/in the
• Twenty percent (20%) of last 10 years (see
the total collection shall Appendix N)
be published within the
last ten (10) years
• A basic subscription of 15 • Copy of journal Fully
titles of general interest and magazine complied
magazines and 10 titles of subscription with,
professional journals
• A basic subscription of • List of Newspaper Fully
newspaper Titles complied
with
• An updated collection for • List of Periodical Partially
serials materials Complied
with
• AV facilities and • Master lists of AV Partially
equipment materials and complied
equipment (see with,
Table 4 for the
total AV materials
and equipment)
17
As gleaned in table 6, it shows that among the nine (8) indicators

as the minimum requirement for collection development, six (6) indicators
were described as “Partially complied”, which means that the provision is
limited but functioning very well. While the three (3) indicators were
described as “Fully Complied”, which means that, the provision is very
extensive and functioning excellently. It implies that the acquisition of
resources both for print and non-print must be provided to enhance the
library collection. However, the absence of the updated collection on local
history of the university and vocational information during the evaluation is
evident. It implies that acquisition of resources is not given much priority on
the local history and vocational information in terms of acquisition. The
acquisition of library materials depends mostly on teachers’ participation as
they are given internal request form and authorize to make the request. This
request is also called a blanket authority. However, there were only limited
numbers of request from the teachers. Based on the total collection of the
high school library in table 1, it shows that the high school library has only
2,127 titles of books. The high school library acquired only 171 book titles with
236 volumes within the last 10 years (Appendix ?). In terms of standard basic
collection of 5,000 titles, it was described as “Partially Complied”, which
means that the provision is limited and functioning very well. It further shows
that there were only few titles were added in the acquisition of library
collection for high school. Furthermore, with regards to the recommended
size of the library collection the UZ-AELIC was not able to meet the required
minimum standard of 20% of the total collection shall be published within the
last 10 years.
According to Weber (2000), it was stipulated that the concept or

the need of collection analysis will be a great tool that gives a complete
picture of the value of collection to be acquired. To support the
aforementioned statements, the responses of the participants on Collection
Management, it shows that the high school library collections are obsolete
and inadequate. It indicates that students are not satisfied with the
information every time they use books to do research and other assignments
since information needs are changing and upgrading. Moreover, students
also suggested having an additional shelf for recreational reading such as
fictions and novels for the high school library. Furthermore, it was also
pointed out by teachers’ participant that participation in the book selection
during the book fair is evident but updates of the request were not provided.
To ensure a balanced collection, the weeding policy of the UZ AELIC-High
School is provided. Besides, a collection development plan is also provided
to serve as guide in the selection and acquisition of library materials which
implies that the high school library fully complied with the required DepEd
standards. There were no subscriptions made for print serial for the high
school library however, the main library subscribed to an electronic journal
18
whereby, the high school students can have access on it. AV materials were
also provided to all library users.
Analysis of the findings revealed that on the collection

development of the UZ AELIC-High School is partially complied and equipped
for the K to12 Enhanced basic education program. However, acquisition of
library resources must be made to enhance/augment the
collection/resources of the High School library. In the study conducted by
Francisco (2008) on the “Users' Evaluation of the Library of the F.L. Vargas
College Tuguegarao City Based on the PACU-COA Standards: Towards A
Proposed Lib. Development Plan”, it was found out that the librarians should
do something about the library as it leaves much to be desired for the
improvement of the collection and so with the library services.
2.4.2 Selection and Organization
One of the major roles of the technical services is on how to select,

catalogue, classify, and process the library materials to the different sections
of the library where books are organized using the standard classification
scheme. It was also noted that faculty-librarian relationship clearly gives an
impact on the success of the information literacy efforts. In this context, the
AELIC-UZ high school observed joint responsibility of the librarian, principal
and high school teachers in the selection of library materials in accordance
with DepEd Standard for libraries. Table 10 presents the extent of compliance
of the HS Library in terms of selection and organization of library materials.
Table 7
Extent of Compliance to DepEd Standards in terms of Selection and
Organization
Areas of
Evaluation Minimum requirement/indicator Evidence Required Remarks
Book selection shall be a shared responsibility among • Collection Development
the librarians, teachers and administrators Policy
• Internal request from
the faculty / postings
Book selection shall be a shared • Collection Development Partially

Policy complied
• Internal request from with,
the faculty/postings
Basic policies for the selection of printed and non- • Collection development Fully
Selection and printed materials shall be formally and clearly complied
policy
Organization formulated with,
•
All print and non-print materials and equipment shall Fully
be properly organized, stored, and displayed following Forwarding reports complied
standard rules and procedures of cataloguing and
classification for easy retrieval and dissemination • Master lists of print and
with, a
non- print collection
•
An inventory and weeding of the collection shall be Fully
conducted regularly List of inventoried and complied
weeded library with,
resources
• Weeding policy
19
As gleaned in table 7, it shows the Collection development as area

of evaluation for Selection and Organization that among the four (4)
indicators as the minimum requirement for Selection and Organization, three
(3) indicators described as “Fully complied” which means the provision is
very extensive and functioning excellently, while one indicator described as
“Partially complied” which means provision is limited but functioning very
well. This further implies that, book selection is a shared responsibility within
the librarians, teachers and administrators. However, the High School
department has a limited number of request as presented by the Head of
Technical Division, which indicates that the high school library is partially
complied with the said requirement/indicator whereas, other indicator fully
complied with the DepEd standards. A clear Collection Development Policy
(CDP) is also formulated which serves as a guide in the selection and
acquisition of library materials. Books are catalogued and classified using the
standard cataloguing tools and are arranged on the shelves following an
international classification standard, the Dewey decimal classification. In
demand collection are placed on the reserve area so that students can utilize
them equally.
Furthermore, the data revealed that UZ AELIC-High School is

partially complied and equipped for the K to 12 Enhanced Basic Education
Program in terms of Selection and organization of library materials. But the
indicator for book selection is subject for compliance and that the selection
is a shared responsibility among the librarians, teachers and administrators.
Along this line, the high school librarian should encouraged teachers to
participate in the selection and acquisition of library materials to upgrade the
resources. On the other hand, the indicator on “An inventory and weeding
of the collection shall be conducted regularly” was remarked as “Fully
Complied”, which means the provision is very extensive and functioning
excellently. An inventory of library materials is conducted every summer of
each year. This is to ensure that all of the collections are properly accounted
for. The weeding of library materials depends on the physical condition
and/or if it is out-dated. As supported by Matthews (2007), stated that the
need for weeding is based on the reality that most items now being
borrowed were previously borrowed in the fairly recent past (thus, the use
of the last circulation date as a weeding criterion), and very few items that
are now borrowed have sat on the shelves for a long period of time. This
weeding method follows through the acronym CREW or MUSTY. CREW
stands for Continuous Review, Evaluation, and Weeding, in which the age of
the item, and last use date is considered. While MUSTY stands for Misleading,
Ugly, Superseded, Trivial, and no use in the library collections, that are used
to judge the suitability of the weeding item.
20
2.5. Preservation and Security
Like any other libraries, one of the primordial works that they have
to consider is the preservation, security as well as the care and maintenance
of the library resources. This activity is one of the tasks of the librarians with
the technical division as far as collection management is concern. In this
context, the AELIC-UZ High School described how preservation and security
of materials are conducted in accordance to DepEd standard for libraries.
Table 11 shows the extent of compliance to DepEd standards in terms of
preservation and security.
Table 8
Extent of Compliance to DepEd Standards in terms of Preservation and
Security
Areas of Minimum requirement/indicator Evidence Required Remarks
Evaluation
Preservation The school library media centre • Security Fully
and Security shall have a program for the care system Complied
and preservation of all its with,
collection. It should also have an • CCTV and fire
adequate safeguard against loss, distinguisher
mutilation and theft
Table 8 shows that the area of evaluation for Preservation and Security was
remarked as “Fully Complied”, which means the provision is very extensive
and functioning excellently. It implies that the program for preservation and
care of the library materials is evidently practiced as to comply with the
standard set by Department of Education. In addition, a CCTV and fire
distinguisher is available in the High School library to safeguard the library
resources against theft, losses, fire and mutilation. It further shows that U
AELIC-High School is fully complied and equipped for the K to12 Enhanced
basic education program. As supported by Novotny (2002), that libraries as a
source of information must deliver better quality and quantity of information
service and that includes the preservation and safety of materials as part of
the collection management must always take into account.
2.6. Services and Utilization
A library customer may approach a staff member at the a number

service location, which may be called by a variety of names like circulation
desk, information counter, reference desk, customer service as well as via
Internet (e-mail or virtual “Ask a librarian” service). These services conform
to the utilization of the library resources and facilities.
21
In this context, the different services provided by the high school

library to meet the needs of its clientele and to maximize the use of its
resources for better utilization is one of the areas in accordance to DepEd
standard set for llibraries. Table 12 shows the extent of compliance to DepEd
standards in terms of services and utilization.
Table 9
Extent of Compliance to the DepEd Standards in terms of Services and
Utilization

Evaluation
• The school library media center shall • Memorandum order on the

Partially
complied
be open before, during and after approved official time of the with,
classes to meet the needs of the HS staff
clientele and maximize the use of
library resources, facilities and
services.
• Announcement of acquisition and • Current awareness bulletin
Fully
complied
other promotional activities shall be
made periodically.
• Postings with,
Services
and • Coordination with the faculty shall • Communication letter
Fully
complied
Utilization be done to promote effective use of acknowledged by the high with,
the school library media center. school principal for faculty
–library meeting and library
instruction
• Instruction on the effective use of • Communication letter for
Fully
complied
the library media center and on library instruction and with,
various information sources shall be orientation of new
given to the students as well as for students and transferees
the faculty. were provided
• The school library media center shall • Official time of the library
Fully
complied
be available for use staff with,
As gleaned in table 9, it shows that four (4) indicators was

remarked as “Fully Complied” on the extent of compliance in DepEd
standards in terms of Services and Utilization. This implies that the provision
is very extensive and functioning very well. The other indicator on the serving
hours was remarked as “Partially complied”, which means the provision is
limited but functioning very well. Presently, the high school library is open 8
hours a day from 8am-12nn and 1pm-5pm on Monday-Saturday to utilize its
resources, facilities and services. Based on the Deped Standards, the High
School Library did not meet the desired serving hours since the requirement
for library media centre shall be open before, during and after classes to
maximize the use of library resources, facilities, and services to meet the
needs of the user. According to Rulona (2005), it was emphasized that library
service is an effort to improve the quality of service open to library users,
such as the means to derive customer input and satisfaction, and
organizational response mechanisms. It is a common practice for any type of
library concerned with services to support the educational and research
objectives of its parent organization.
22
To support the aforementioned data on Services and Utilization,

the several responses that emerged were transcribed during the focus group
discussion with the participants. It can be figured out that the high school
librarian is accommodating and helps them in locating references. However,
information dissemination on the new acquisition and a strong and proper
coordination between the librarian and the teachers in the request of
resources is not evident. In addition, it was suggested that additional
computer units with fast Internet service and WI-FI connection, updating
library collection, well-ventilation as well as expansion of school library for
conducive research activity was noted. Furthermore, the payments for
printing must be in the library a premise was also taken into consideration.
From the aforementioned data, the findings revealed that UZ AELIC-High
School is partially complied and equipped for the K to12 Enhanced basic
education program in terms of Services and Utilization. According to Wallace
(2001), library service is the point of contact between librarians and their
stakeholders. In order to provide excellent customer service, librarians
continually seek ways of describing, explaining, and improving its services for
greater utilization.
2.7. Physical Facilities
It is important that libraries accessible and strategically located to

and from different offices of the school. Its physical facilities depict the
design or aesthetics of library furniture to be welcoming and interactive. The
upgraded equipment and other facilities are also considered to be functional
at its best (Powell, 2008). A well-ventilated and well-lighted library
atmosphere is another factor that adds the interest of the students to visit
the library. Moreover, enough space for the collections, work areas and
reading areas must be evident. Table 13 shows the extent of compliance to
DepEd standards in terms of Physical Facilities.
23
Table 10
Extent of Compliance to DepEd Standards in terms of Physical Facilities
Areas of Minimum requirement/indicator Evidence Remarks

Evaluation Required
• The school library media center • High school Partially complied
shall be housed in a barrier-free library floor with,
and flexible facility that can plan
accommodate a seating capacity
of 10% of the total student
population.
• The library shall provide a • Photo Partially complied
storage space for the print documents with,
collection, a reading area, a of the High
workroom, an office for the head School
Physical librarian/media center Library
Facilities coordinator, as well as a space
for formal library instruction
• In school where the library is also • Photo Fully complied
a media center, space shall be documents with,
provided for listening and Audio visual
viewing, as well as for the room/IMC
storage, distribution and repair of
audiovisual materials and
equipment.
• The school library media center • Photo Partially complied
shall be appropriately equipped documents with,
with attractive at the same, high school
functional furniture to make it library
inviting to young users.
As gleaned in table 10, it shows that the High School library can
accommodate seating capacity of 10% of the total student population.
However, the area where the library is situated has no more room for
expansion this is because the present library is a former classroom which is
isolated from other rooms. Not only this, the building structure is already
permanent design constructed with the approval of the management. Apart
from this, the library is not sound-proof. Noise from the outside can be heard
in the library which cause disturbance to the students while doing their
research and class requirements. According to Claravall (2005) that the
library with equipped modern facilities, well-ventilated, well-lighted, free
from noise, and most of all the following different standards regarding
dimensions of library furniture is a pleasant or conducive atmosphere to
study and research with. In addition, accessibility of the library from
customers, adequate reading space, with an open shelf system must also be
considered. In this context, the AELLIC-UZ high School space for books on
shelves, loaning desk, reading areas and working areas/office for the Chief
Librarian is evident. The sharing of library facilities for formal library
instruction and workroom are also observed. Moreover, the college and high
24
school students share the same Audio-visual room, as well as for the storage;
distribution and repair of audio-visual materials and equipment are practiced.
In support to the aforementioned data, the responses of the

participants to the question on physical facilities were provided during the
focus group discussion, It show that the High School library is not attractive
place and conducive for learning. It was also stressed out that library users
cannot access to WI-FI and slow Internet connection in doing research. Other
facilities like computer keyboards are not functioning well and chairs are not
enough for the students. Moreover, it was also pointed out that a separate
instructional media centre/Audio-visual room for High School be realized. In
terms of ventilation, installation of air-condition units for conducive learning
was suggested. Furthermore, the additional and repainting of library
furniture was also commented and the need to have modern facilities to
attract library users was considered. The aforementioned data revealed that
UZ AELIC-High School is partially complied and equipped for the K to 12
Enhanced basic educational program in terms of physical facilities. According
to Alvarez (2012), the library needs to improve it physical set-up and facilities
to increase their library utilization, the library should also provide a standard
requirements to consider the present enrolment and future expansion of the
library to comply with.
2.8 Information Technology Facilities and Services
Numerous studies have shown users often willing to sacrifice

information quality for accessibility. This fast food approach to information
consumption drives librarians crazy. “Our information is healthier and tastes
better too” they shout. But nobody listens. We’re too busy Googling.
-Peter Morville, 2005
The information technology and communication services as the

primary finding tool for library resources, continues to play a vital role in the
lives of both library staff and library customers. In this context, AELIC-UZ high
school must comply with the standard set by DepEd for libraries. Table 14
shows the extent of compliance to DepEd standards on Information
Technology Facilities and Services.
25
Table 11
Extent of Compliance to DepEd Standards in terms of Information Technology
Facilities and Services
Evaluation
Information • The school library and • Computer units Fully
Technology media centre shall have with internet complied
and Facilities facilities for information connection with,
technology and
communication services
As gleaned in table 11, it shows that the information technology

facilities and services as area of Evaluation, remarked as “Fully complied”
which means the provision is extensive and functioning excellently. It shows
that the high school library has 4 computer terminals with Internet
connection to cater the information/research needs of the high school
faculty and students however; there is a need to increase the number of
computer terminals and bandwidth of the Internet for speedy connection. It
was also observed Wi-Fi connection in the high school library is not evident.
According to Neilsen (2005), suggests that using information technology
facilities have five attributes as to: easy to learn, efficient to use, easy to
remember, causes few errors and most especially pleasant to use.Such
facilities should be accessible, adequate and in good condition (Obra, 2012).
Based from the responses of the participants on information

technology facilities and services, it shows that the absence of Wi-Fi
connection and slow Internet Connection was noted since most of the
faculty relies on e-books. It was also commented that computer units are too
old and its keyboard is not functioning well. It was also observed that IMC is
difficult to reserve during peak season that is why the need of a separate IMC
is suggested. Therefore, the expectation of the faculty and students towards
school library information technology facilities and services were not met.
According to Morville, (2005), the more services and functional facilities are
added to a library, the more usability becomes. From the aforementioned
data, it was revealed that UZ AELIC-High School is partially complied and
equipped for the K to 12 Enhanced basic education program for information
technology facilities and services.
2.9. Financial Resources
Like any other libraries, one of the most important factors to be

considered is the budget allocation provided by the Institution for the
operation of the library. To augment the budget of the library, different
activities can also be work on like selling of old newspapers, research fee
26
collected from out-campus clientele, as well as the printing and scanning of

documents to increase the acquisition of the library.
In this premised, the AELIC-UZ High School must have appropriate
budget in accordance with DepEd standard for libraries. Table 15, shows the
extent of compliance to DepEd standards in terms of Financial Resources.
Table 12
Extent of Compliance to DepEd Standards in terms of Financial Resources
Areas of Minimum requirement/indicator Evidence Remarks

Evaluation Required
• The school shall provide adequate funds for

Fully complied
with,
staffing and sufficient funds to acquire
resources and supplies in support of the
school library media center program Library budget
• To sustain the library’s growth and
S.Y. 2014-2015 Fully complied
with,
development, a library/AV fee shall be
List of Library
collected, reviewed periodical and updated
expenditures
whenever necessary.
Financial
Resources • Funds shall be administered by the librarians
Partially
complied with,
and apportioned according to the needs of
the school curriculum.
• Funds shall be budgeted for staff
Fully
complied with,
development; investment in new and
improved means of information access and
delivery shall also be allocated.
As gleaned in table 12, it presents the extent of compliance for

DepEd standards in terms of financial support that among the four (4)
indicators as minimum requirement or indicators describes as “Fully
Complied” The Chief Librarian is required to defend and submit an annual
budget to the Chief Operation Officer which states the budget for school.
However, there is one indicator for funds shall be administered by the
librarian and apportioned according to the needs of the school curriculum
evaluated as partially complied since there is no clear evidence that the
allocated budget for the needs of the school curriculum were utilized
considering, based on the areas for collection development only 171 book
titles with 236 volumes acquired within the last 10 years its only shows that
only few titles were added in the acquisition of library collection for high
school. Furthermore, the researcher was not able to secure a copy of library
expenditures from the University Finance Office due to confidential reasons.
A library/AV fee form part in the miscellaneous of each student. Which is
collected upon enrolment; this fee is reviewed and a consultation with the
students is held before its final implementation.
In support to the aforementioned statements, the responses of the

participants to the question on financial resources during the focus group
discussion were delivered, it shows that the students are willing to increase
their library fees provided the continuous improvement in the library like
27
acquiring of books, facilities and other equipment will be evident. It was also
pointed out that getting sponsors from alumni and relatives abroad as well
as income generating activity to augment the library collection might be
considered. Moreover, it shows that teachers are also willing to work in
partnership with librarians to raise funds for the improvement of the library
since this is everyone’s dream to have an updated resources and upgraded
facilities in the library. It implies that UZ AELIC-High School is partially
complied and equipped for the K to 12 Enhanced basic education program in
terms of financial resources. In the study of Taala (2008) on the
“Effectiveness of University libraries in Zamboanga City: Basis for Strategic
Planning”, it was found out that there is a need to improve the financial
aspect of the libraries to deliver a more effective service. This financial
support is the determining factor to which the library services may be
extended to support the university’s research and instruction.
2.10. Linkages and Networking
It is always been said no library is going to build a collection that will

meet 100 percent of the needs of its customers. Therefore, sharing of
resources like interlibrary loan (ILL), consortium, referrals and the likes has
existed for a considerable period of time to assist libraries in bridging the gap
of unmet needs. According to Steins (2001) in his article on interlibrary loan
activity, it was pointed out that documents or resources to be delivered out
on sharing of resources must be examined very well to avoid confusion to
users because of the information coming out in different formats. In this
context, the AELIC-UZ High School must comply with the standard set by
DepEd for library. Table 16 shows the extent of compliance to DepEd
standards on Linkages and Networking.
Table 13
Extent of Compliance to DepEd Standards in terms of Linkages and
Networking

Evaluation
• The school library media centre shall

participate in resources sharing networks in
Linkages and order to increase the opportunities to
Networking intensify the collection and services. • Memorandum of Not
• The school library media centre shall
Agreement
between schools
complied
with,
establish linkages with other resources
centre in the vicinity/community (e.g.
barangay, public and special libraries)
where students can be referred to for
research and additional sources of
information.
28

DepEd standards in terms of linkages and networking. Since, the high school
library is under the directives of University library the same policies, rules and
regulations are being imposed. However, the practice of resource sharing or
interlibrary loan wherein it involves memorandum of agreement
(MOA)/memorandum of understanding (MOU) is not evident because all
decisions lies on the top management of the said institution. Moreover, the
High School librarian provides referral letter for students who may wish to
utilize library resources in other schools. While off campus users are allowed
to utilize books in the high School Library provided each researcher is charge
the amount of Php.20.00 as research fee. According to Hilyar (2006), it
identifies the best practices for operating and managing resource sharing as
part of linkages that the speed of lending out can be then calculated for the
proportion of relevant documents received within the stated period of time.
In support by different accrediting agencies in the Philippines like

the Accrediting Agency for Chartered Colleges and Universities in the
Philippines (AACCUP), Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA) and Philippine Accrediting
Association of Schools, Colleges and Universities (PAASCU) specifically
adhered that libraries shall established linkages with other institutions and
funding agencies to enhance library resources and facilities. Not only this, the
possibility for libraries to be part of the mailing lists of agencies, explore with
foundations for exchange of publications and other books/journal/magazine
donations might be considered. Furthermore, the practice of consortia,
networking, and other library cooperative activities for resources with other
institutions is a great effort as far as linkages and networking is concern.
In to support to the aforementioned statement, the responses of

the participants in terms of linkages and networking were delivered. it shows
that participants are amenable to the idea of resource sharing provided the
collection of other libraries are better and can add knowledge to students. It
was stressed out that knowing the collection of other libraries before going
might be considered for it maybe the holdings in the UZ-AELIC-HS are much
better and updated than those of other libraries. Furthermore, it was pointed
out that the big contribution that can be shared to other libraries by AELIC-
UZ High School is the latest encyclopedia. It was revealed that UZ AELIC-High
School is not complied and equipped for the K to12 Enhanced basic education
program for linkages and networking. In addition, Based from the responses
of both students and teachers, it shows that UZ High School is not yet ready
for the implementation of K to 12 curriculum in terms of library. It was
emphasized that more and updated books be provided as well as facilities for
the library users to have greater access to information.
29
In the study conducted by Kong (2015) on “The Implementation of

the K to 12 Curriculum in Zamboanga Peninsula”, it was found out that lack
of books were among the serious problems that will be encountered by
Technical Vocational Institutions (TVEIs) in the implementation of Grades 11
and 12. According to Vidor (2003), it is critical that collections and services be
continually and systematically reviewed, with the goal of keeping them
aligned with the mission of the organization and the needs of the customers.
This study is also by Romero et al (2013), that instructional material and other
learning resources in the implementation of the K to 12 program must be
considered and be improved to facilitate Filipino graduates in other
countries.
Table 14
Extent of Compliance to DepEd Standards in terms of Linkages and
Networking
Areas of
Minimum requirement/indicator Evidence Required Remarks
Evaluation
• The school library media centre

shall participate in resources
Linkages sharing networks in order to
and increase the opportunities to • Memorandum Not
Networking intensify the collection and of Agreement complied
services. between with,
• The school library media centre schools
shall establish linkages with other
resources centre in the
vicinity/community (e.g.
barangay, public and special
libraries) where students can be
referred to for research and
additional sources of
information.

DepEd standards in terms of linkages and networking. Since, the high school
library is under the directives of University library the same policies, rules and
regulations are being imposed. However, the practice of resource sharing or
interlibrary loan wherein it involves memorandum of agreement
(MOA)/memorandum of understanding (MOU) is not evident because all
decisions lies on the top management of the said institution. Moreover, the
High School librarian provides referral letter for students who may wish to
utilize library resources in other schools. While off campus users are allowed
to utilize books in the high School Library provided each researcher is charge
the amount of Php.20.00 as research fee. According to Hilyar (2006), it
identifies the best practices for operating and managing resource sharing as
part of linkages that the speed of lending out can be then calculated for the
proportion of relevant documents received within the stated period of time.
30
In support by different accrediting agencies in the Philippines like

the Accrediting Agency for Chartered Colleges and Universities in the
Philippines (AACCUP), Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA) and Philippine Accrediting
Association of Schools, Colleges and Universities (PAASCU) specifically
adhered that libraries shall established linkages with other institutions and
funding agencies to enhance library resources and facilities. Not only this, the
possibility for libraries to be part of the mailing lists of agencies, explore with
foundations for exchange of publications and other books/journal/magazine
donations might be considered. Furthermore, the practice of consortia,
networking, and other library cooperative activities for resources with other
institutions is a great effort as far as linkages and networking is concern.
In to support to the aforementioned statement, the responses of

the participants in terms of linkages and networking were delivered. it shows
that participants are amenable to the idea of resource sharing provided the
collection of other libraries are better and can add knowledge to students. It
was stressed out that knowing the collection of other libraries before going
might be considered for it maybe the holdings in the UZ-AELIC-HS are much
better and updated than those of other libraries. Furthermore, it was pointed
out that the big contribution that can be shared to other libraries by AELIC-
UZ High School is the latest encyclopedia. It was revealed that UZ AELIC-High
School is not complied and equipped for the K to12 Enhanced basic education
program for linkages and networking. In addition, Based from the responses
of both students and teachers, it shows that UZ High School is not yet ready
for the implementation of K to 12 curriculum in terms of library. It was
emphasized that more and updated books be provided as well as facilities for
the library users to have greater access to information.
In the study conducted by Kong (2015) on “The Implementation of

the K to 12 Curriculum in Zamboanga Peninsula”, it was found out that lack
of books were among the serious problems that will be encountered by
Technical Vocational Institutions (TVEIs) in the implementation of Grades 11
and 12. According to Vidor (2003), it is critical that collections and services be
continually and systematically reviewed, with the goal of keeping them
aligned with the mission of the organization and the needs of the customers.
This study is also by Romero et al (2013), that instructional material and other
learning resources in the implementation of the K to 12 program must be
considered and be improved to facilitate Filipino graduates in other
countries.
31
Conclusion
On the light of the foregoing findings, the present status of the

Universidad de Zamboanga (UZ), Arturo Eustaquio Libraries and Information
Centre – High School as established in terms of the nine (9) areas, the study
concluded that the two (2) areas, the Mission, Goals and Objectives, and
Administration were evaluated and described as “Fully Complied”, which
means the provision is very extensive and functioning excellently; and that
conform to the standard set by the Department of Education (DepEd) for
School Library and Media Centres. On the other hand, six (6) areas, the
Human Resource, Collection Management, Services and Utilization, Physical
Facilities, Information Technology Facilities and Services, and Financial
Resources were evaluated and described as “Partially Complied”, which
means the provision is limited but functioning very well in accordance with
the standard set by the DepEd. However, the area Linkages and Networking
gauged and described as “Not Complied”, which means the provision is
missing but needed. It is concluded, the UZ-AELIC High School must
strengthen the activity on linkages and networking with other institutions
and agencies to enhance their collection.
In determining the readiness of UZ-AELIC High School to K to12

curriculum in terms of the nine (9) areas on the standard set by DepEd for
School Library and Media Centers, it was concluded that UZ High School is
not yet ready for the implementation of K to 12 curriculum in terms of library.
It was clearly emphasized that more and updated books be provided as well
as facilities for the library users to have greater access to information.
Recommendations
Based on the findings and conclusions generated from this study, the
following recommendations are offered for considerations, that:
University President. Full support from the University president is one of the
most important actions to consider like increase of budget allocation for
library holdings, facilities and other resources to improve the UZ-AELIC High
School library services and to cope up with the changes in the Philippine
educational system.
Chief Librarian. The imperative formulation of strategic plan for the library is
highly recommended. To clearly determine the library resources, facilities
and equipment needed for the implementation of the K to 12 program; also
with the appropriate benefits and professional development of the librarian.
32
School Librarian. A strong collaboration among librarians and staff is

recommended especially to discuss the results of the present study with the
Head/Chief Librarian.
Teachers and Students. It is also recommended that High School teachers

and students should participate in the selection and acquisition of the library
resources as well as attending the library orientation to facilitate the learning
needs of the students to be aware on the existing library policies and
procedures, resources and its services respectively.
Future Researchers A similar study is encourage after 5 years as to whether

the strong areas have sustained or the weak areas have improved in terms
of the nine (9) areas in accordance with the standard set by DepEd for School
Library and Media Centers. The replication of this study will not only cover
for UZ-AELIC High School but also to other libraries throughout the region.
33
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35
36
Awareness, Status, Issues and Problems of Illegal
Gambling in Selected Barangays in Zamboanga City:
Basis for PNP Intervention Program
Linoraldo M. Torres
Master of Science in Criminal Justice
Major in Criminology
Abstract
The purpose of this was to determine the level of awareness, status and issues
and problems of illegal gambling in selected barnagays of Zamboanga city. The
data were gathered from 360 respondents. The researcher employed the
Weighted mean, t-test and One-way Analysis of Variance as the statistical tools.
The study used the descriptive method. Sets of survey questionnaire were used
to gather information from the respondents. The result of the study revealed
that the level of awareness of the residents on illegal gambling is high. Also, the
status of illegal gambling in Zamboanga city as rated by the respondents is
average which means there are visible illegal gambling activities in the
community. Furthermore, the level of the issues and problems of illegal
gambling in selected barangays in Zamboanga City as rated by the respondents
is average and the result of the study shows that there is a significant difference
on the level of awareness and the status of illegal gambling in the community
based on the barangay where the respondents belong
Keywords: illegal gambling, average, descriptive method, awareness, issues

and problem, community.
37
Introduction
G ambling is the wagering of money or something of valueon an event

with an uncertain outcome with the primary intent of winning
additional money and/or material goods. Illegal gambling occurs
whern an unlicensed operate offer gambling products (Pemberton, 2007).
Many jurisdiction, local as well as national, either ban gambling or

heavily control it by licensing. Such regulation generally leads to gambling
tourism and illegal gambling in the areas where it is not allowed. The
involvement of governments, through regulation and taxation, has led to a
close connection between many government and gaming organizations,
where legal gambling provides significant government revenue, such as in
Monaco or Macau, China (Pemberton, 2007). There is generally legislation
requiring that the odds in gaming devices are statistically random, to prevent
manufacturers from making some high-payoff results impossible. Since these
high-payoffs have very low probability, a house ias can quite easily be missed
unless the odds are checked carefully (Pemberton, 2007)
Most jurisdiction that allow gambling require participants to be

above a certain age. In some jurisdiction, the gambling age differs depending
on the type of gambling. For example, in many American states one must be
over 21 to enter a casino, but may buy a lottery ticket after turning 18
(Pemberton, 2007). Gambling in Manila has been regulated since 1976 when
the Philippines Amusement and Gaming Corporation (PAGCOR) was created
through President Decree 1067. Under its charter promulgated in 1983, the
100% state-owned PAGCOR, running under the direct supervision of the
Office of the President, servers three crucial roles: to regulate and operate
all games of chance in the country, oarticularly casino gaming; generate
funds for the government’s infrastructure and socio-civic projects; and boost
local tourism (Solaire, 2015)
Prior to 1976, illegal gambling dominated the Philippines as

unlicensed casinos are underground bookmaking operations were opened
across the country. Illegal forms of gambling included jueteng, masiao and
last two.[4] Among the few lawful gambling activities in those days were
church-organised bingo sessions and jai alai wagering at the Manila Jai Alai
building (Solaire, 2015). The notion that gambling preys overwhelmingly on
the lower socio-economic classes isn’t supported by statistics. In the
Philippines, gambling participation amongst the bottom rungs of society
was 45%, but this figure rose to 58% for those on the more fortunate end of
the pay scale (Solaire, 2015).
In gender terms, male gambling preferences were (from top to

bottom): lottery, card games, cockfighting, jueteng and bingo. Women also
38
put the lotto at #1, followed by jueteng, card games and bingo. On the
contentious question of whether jueteng “damages public morality”, non-
gamblers believed very firmly that jueteng was one of the four horsemen of
the apocalypse, while the response from jueteng players was closer to ‘meh’
(Zofia, 2014)
In Zamboanga City the campaign against illegal gambling that

includes video slot machines operation, illegal cock fighting and illegal
number games, have been going on for quite some time. Just this March, the
city’s Public Safety Company commander, Chief Inspector Ariel Huesca, said
that they have intensified their campaign against the illegal gambling (Zofia,
2014)
According to the data presented by Sr. Supt. Angelito Casimiro,

office-in-charge of the Zamboanga City Police Office, from the period of
March 17-22 2013, they were able to carry out 15 operations against illegal
gambling that led to the confiscation of 16 slot machines, 7 fighting cocks
and a motorcycle allegedly used during the cockfight. However, an unnamed
source of the Zamboanga Today was skeptical as there are no record of local
police’s sincerity in battling the crime. The source also said that illegal
gambling has been in operation at the province for several weeks already but
refused to disclosed the locations as the police are conducting surveillance
in the said areas (Zofia, 2014).
The researcher observed in Zmaboang city that illegal gambling is

rampant to many places and to almost all barangays. The effects of illegal
gambling affect the economic needs of the family, the relationship of each
family and to the society. It was in this perspective that the researcher
wanted to know if the resident or the community was really aware of the
condition of the illegal gambling in their locality.
Methodology
This is a descriptive quantitative study type of research. Descriptive
research method is a method that can involve collections of quantitative
information that can be tabulated along continuum in numerical form.
Descriptive research is used to describe characteristics of phenomenon
being studied. It does not answer question about how/when/why the
characteristics occurred. Rather it addresses the “what” question like what
are the characteristics of the population or situation being studied? (Shields,
2013).The main purpose is to describe the awareness and condition of illegal
gambling in Zamboanga City.
39
The study was conducted in Zamboanga City. Zamboanga City

(Zamboangaño Chavacano: Ciudad de Zamboanga) is a highly urbanized city
located in Mindanao, Philippines. It has a population of 807,129 people as of
May 1st 2010 census. Zamboanga is the 6th most populous and 3rd largest city
by land area in the Philippines. It is the commercial and industrial center of
the Zamboanga Peninsula Region. Fir historical and statistical purposes
Zamboanga City is grouped with the Province of Zamboanga del Sur, of
which it formerly was the capital, but governed independently from
province.
Zamboanga used to be known as Jambangan in the Subanen

language and was the center of the Subanen culture during the pre-Hispanic
times. After independence from Spain in May 1899, Zamboanga became the
Republic of Zamboanga with Zamboangeño Chavacano as its official
language and Spanish as its co-official language. The city is politically
subdivided in 98 barangays or barrios. These are grouped into two
congressional districts, with 38 barangays or barrios in the West Coast and
60 barangays or barrios in the East Coast.
The barangay included in this study were Tetuan, Tugbungan,

Guiwan, Talon-Talon, Mampang and Arena Blanco.
This study used the quota sampling design for each barangay
selected has to have at least 60 respondents. Qouta sampling is one of the
most popular types of probability sampling. It is a technique where each
member of the population has an equal chance of being selected as subject.
The entire process of samopling was done in a single step with each subject
selected independently of the other members of the population. This
research involved sixty (60) residents of each selected barangay including
ten (10) professionals or teachers, ten (10) students, ten (10) drivers or
vendors, ten (10) barangay officials, ten (10) unemployed and ten (10) from
the religious sector. Therefore, sixty (60) professionals and/or teachers, sixty
(60) students, sixty (60) unemployed, sixty (60) barangay officials, sixty (60)
drivers and/or vendors and sixty (60) from the religious sector of the six (6)
selected barangays around Police Station 6 which included barangay Tetuan,
Tugbungan, Guiwan, Talon-Talon, Mampang and Arena Blanco served as the
respondents of the study. The researcher distributed three hundred sixty
(360) questionnaires to the selected respondents from the six (6) barangays
around Police Station 6.
40
Table 1
Demographic Profile of the Respondents (N=360)
Profile F %
Tugbungan 60 16.7
Tetuan 60 16.7
Barangay Talon-Talon 60 16.7
Guiwan 60 16.7
Arena Blanco 60 16.7
Mampang 60 16.7
Total 360 100
18-24 115 31.9
25-31 49 13.6
Age 32-38 76 21.1
39-45 63 17.5
46 and above 54 15
Total 357 99.2
Gender Male 228 63.3
female 117 32.5
Total 345 95.8
Zamboanga 108 30
Visaya 88 24.4
Ethnicity Tausug 97 26.9
Ilonggo 20 5.6
Others 29 8.1
Total 342 95
Professional/Teacher 60 16.7
Student 60 16.7
Occupation Driver/Vendor 60 16.7
Religious Sector 60 16.7
Barangay Officials 60 16.7
Unemployed 60 16.7
Total 360 100
Table 1 shows the demographic profile of the respondents of the

study. As shown in the table, most of the respondents aged between 18-24
years old which has 115 out of 360 respondents equivalent to 31.9% of the
total number of respondents. In addition, 21.1% of the total number of
respondents are in the age bracket of 32-38. 17.5% are in the age bracket of
39-45, 15% are in the age bracket of 46 and above and 13.6% are in the age
bracket of 25-31. Out of 360 respondents, there were only 357 respondents
who indicated their ages in the profiles. In terms of gender, respondents
were more of males than females. 63.3% were males and 32.5% were females.
Only 345 out of 360 respondents indicated their gender. In terms of ethnicity,
mostly were Zamboangaños which is 30% of the respondents. Out of 360
respondents, only 342 indicated their ethnicity. There were all in all 360
respondents represented from different occupations which included sixty
(60) respondents were professionals or teachers, sixty (60) students, sixty
(60) drivers and/or vendor, sixty (60) unemployed, sixty (60) barangay
officials and sixty (60) from the religious sectors.
41
This study used three types of research instruments. The

instrument for the level of awareness of the respondents on illegal gambling,
for the status of illegal gambling and for the level of issues and problems of
illegal gambling in the selected barangays in Zamboanga City. The instrument
for the level of awareness has a rating scale of the following: 1 Not Aware, 2
Somewhat Aware, 3 Moderately Aware, Much Aware and 5 Very Much
Aware. The instrument for the status of illegal gambling has a rating scale of
the following: 1 Never, 2 Seldom, 3 Sometimes, 4 Often and 5 Always. The
instrument for the level of issues and problems of illegal gambling has a
rating scale of the following: 1 Agree, 2 Disagree, 3 Somewhat Agree, 4 Agree
and 5 Strongly Agree. A data sheet was included in the study.

The first research problem that this study sought to answer is:
What is the level of awareness of the respondents on illegal gambling in the
selected barangays in Zamboanga City?
Table 2
Level of Awareness of the Respondents on illegal Gambling in the Selected
Barangays in Zamboanga City
Statement Mean Response Remarks
1 I am aware that illegal gambling activity may come in 4.13 High
the uses of numbers or combinations as factors in
giving out jackpots
2 I am aware that gambling affects family budget 4.36 High
3 I am aware that gambling causes loss of sleep, pressure, 4.33 High
anxiety and depression
4 A am aware that any person who participates in any 4.35 High
illegal number games shall suffer the penalties imposed
by the government
5 I am aware that the children and adult might be a 4.40 High
victim of illegal gambling at anytime
6 I am aware that illegal gambling is punishable by law 4.48 High
7 I am aware that youth are more vulnerable in gambling 4.31 High
8 I am aware that illegal gambling includes lottery 4.42 High
tickets, cards games, jai-alai, mah-jong and cockfighting
9 I am aware there is an existing anti illegal gambling 3.66 High
program in our place
10 I am aware that gambling is used as one of the escapes 4.03 High
or avoidance in coping emotional problems
Grand Mean 4.15 High
Legend: 1.00 – 1.50 Very low

1.51 –2.50 Low
2.51 – 3.50 Average
3.51 – 4.50 High
4.51 – 5.00 Very High
42
The table shows the level of awareness on illegal gambling in the

selected barangays in Zamboanga City as perceived by the respondents. The
respondents reveal that there is a high level of awareness as to illegal
gambling is punishable by law (4.48); Illegal gambling includes lottery tickets,
card games, jai-alai, mah-jong and cockfighting (4.42); children and adult
might be a victim of illegal gambling at anytime (4.40); gambling affects
family budget (4.36); any person who participates in any illegal number
games shall suffer penalties imposed by the government (4.35); gambling
causes loss of sleep, pressure, anxiety and depression (4.33); youth are more
vulnerable in gambling (4.31); illegal gambling activity may come in the uses
of numbers or combinations as factors giving out jackpots (4.13); gambling is
used as one of the escapes or avoidance in coping emotional problems (4.03)
and that there is an existing anti illegal gambling program in their place (3.66)
On the level of awareness on illegal gambling in the selected

barangays in Zamboanga City, it shows that the respondents garnered the
highest rating on illegal gambling is punishable by law (4.48) and the lowest
rating on awareness on existing anti-illegal gambling program in their place.
This means that the residents have acquired ideas on the penalties which
shall be imposed on those who are involved in illegal gambling. But since the
awareness on anti illegal gambling program in the barangay is low, residents
may only have superficial or theoretical understanding on the vastly different
penalties and the details of the penalties for the different gambling crimes.
The grand mean on the level of awareness on illegal gambling in the

selected barangays in Zamboanga City, as rated by the respondents is 4.15
described as “High” described as “much aware”. This implies that the
residents were conversant enough on illegal gambling and that policies and
gambling laws are clear to the residents.
The findings connect to the study of Zofia (2014) which he said that
they have intensified their campaign against illegal gambling where it
resulted that they some barangays in Zamboanga City were aware on the
illegal gambling activities. Awareness should be the priority of the
government and the local barangay officials for this will result to crime if not
properly addressed.
The second research problem that this study sought ot answer is:
What is the status of illegal gambling in the selected barangays in Zamboanga
City as rated by the respondents?
43
Table 3
Status of Illegal Gambling in the Selected Barangays in Zamboanga City as
Rated by the Respondents.
Statement Mean Remarks
Response
1 Illegal gambling exists in our brangay 3.26 Sometimes
2 Our barangay is one of the centers of illegal gambling 2.34 Seldom
3 There are lots of recruitment centers for gambling in our 2.23 Seldom
barangay
4 There are houses in our barangay where illegal gambling 2.63 Sometimes
(jueteng and masiao etc) is conducted
5 There are people or centers in our barangay where illegal 3.10 Sometimes
who caters to last two and jai-alai games or horse racing
6 There are visible group of people who are involved in 3.16 Sometimes
cockfighting
7 There are visible games in our barangay which use dice, 3.35 Sometimes
black jack, lucky nice, poker and its derivatives, monte
baccarat, cuejao, pangguingue
8 There are centers who offer card games; paikque, high 3.69 Sometimes
and low, mah-jong, domino
9 Slot machines, roullete, pin ball and other mechanical 3.66 Often
contraptions and devices; dog racing. Boat racing, car
racing and other forms of races,basketball, boxing,
volleyball, bowling, pingpong and other forms of
individual or team contest can just be see anywhere in
the barangay
10 A government building or the barangay hall is used in 1.75 Seldom
prohibited gambling
Grand Mean 2.79 Average
Legend: 1.00 – 1.50 Never
1.51 –2.50 Seldom
2.51 – 3.50 Sometimes
3.51 – 4.50 Often
4.51 – 5.00 Always
The table shows the status of illegal gambling in the selected

barangays in Zamboanga City as rated by the respondent. The respondents
revealed that there are often forms of individual or team contests: Slot
machines, roulette, pinball and other mechanical contraptions and devices;
dog racing, boat racing,car racing and other forms of races, basketball,
boxing, volleyball, bowling, pingpong and others tat can be seen anywhere
in the barangay (3.69); sometimes there were centers who offer card games;
paik que, high and low, mah-jong and domino (3.35); illegal gambling do exist
in the barangay (3.26); visible games in the barangay which use dice: black
jack, lucky nine, poker and its derivatives, monte, baccarat cuajao and
panguinguinque (3.16); visible group of people were involved in cockfighting
(3.10); houses in the barangay where illegal gambling (jueten and misiao) is
conducted (2.65); people or centers in the barangay who to last two and jai-
alai games and horse racing (2.63); seldom, the barangay is one of the centers
of illegal gambling (2.34); the presence of lots of recruitment center for
gambling in the barangay (2.23)
44
And a government building or the barangay hall used in prohibited

gambling (1.75)
The status of illegal gambling in the selected barangay in

Zamboanga City, as rated by the respondent, has the highest rating forms of
individual or team contests: Slot machines, roulette, pinball and other
mechanical contraptions and devices; dog racing, boat racing, car racing and
other forms of races, basketball, boxing, volleyball, bowling, pingpong and
others) that can be seen anywhere in the barangay (3.69) and the lowest
rating on a government building or the barangay hall used in prohibited
gambling (1.75). This means that some particular kinds of gambling activity
observed by the residents are being accepted in the community and are
somehow tolerated. However, government officials do not consent illegal
gambling activities to be conducted in government establishments.
The overall weighted grand mean on the status of illegal gambling

in the selected barangay in Zamboanga City, as rated by the respondents, is
2.79 described as “sometimes”. This implies that illegal gambling activities in
the barangay are visible and can be seen anywhere in the part of the
barangay. This findings agree with the of Rintoul (2016) where she found out
the gambling in any forms are very common to local places anywhere in the
country. Gambling may not occur high and expensive places with rich
gamblers, but it may be found in small local places with poor people who are
involved.
The third research problem that this study sought to answer is:
What is the level of issues and problems of illegal gambling in the selected
barangay in Zamboanga City as rated by the respondents?
45
Table 4
Level of Issues and Problems of Illegal Gambling in selected barangay in
Zamboanga City
Statement Mean Remarks

Response
1 Politicians protect illegal gambling activity. 2.74 Average
2 Barangay officials protect illegal gambling activity. 2.67 Average
3 Law Enforcers protect illegal gambling activity. 2.66 Average
4 Government buildings (Barangay hall, police stations, 2.05 Low
etc) are used in prohibited gambling activity.
5 Family violence is common when member of the family is 3.88 High
involved in gambling.
6 The family Encounters financial problem when a member 4.04 High
or members are involved in illegal gambling.
7 Police authorities are not serious in the implementation 3.49 Average
of the law against illegal gambling
8 Many gamblers are not afraid of being arrested for illegal 3.88 High
gambling since the penalty is too light.
9 Woment resort to prostitution or sex trade to finance 3.55 High
their illegal gambling activity
10 3.03 Average
Legend: 1.00 – 1.50 Very low
1.51 –2.50 Low
2.51 – 3.50 Average
3.51 – 4.50 High
4.51 – 5.00 Very High
The table shows the level of issues and problems of illegal gambling
in the selected barangay in Zamboanga City as rated by the respondents. The
respondents reveal that there are high levels on the issues and problems as
family encounters financial problem when a member or members are
involved in illegal gambling (4.04); many gamblers are not afraid of being
arrested for illegal gambling since the penalty is too light (3.88); family
violence is common when member of the family is involved in gambling
(3.88); people commit theft or robbery to finance their illegal gambling
activity (3.55); average levels as on police authorities are not serious in the
implementation of the law against illegal gambling activity (3.49); women
resort to prostitution or sex trade to finance their illegal gambling activity
(3.03); politicians protect illegal gambling activity (2.74); barangay officials
protect illegal gambling activity (2.67) =; law enforcers protect illegal
gambling activity (2.66); and low level as on government buildings (barangay
hall, police stations, etc) are used in prohibited gambling activity (2.05).
The data show the highest level on issues and problem of illegal
gambling in the selected barangay in Zamboanga City, as rated by the
respondents, on family encounters financial problem when a member or
members are involved in illegal gambling (4.04), This means that the
46
respondents recognize that gambling exhausts family savings. The lowest

rating garnered by the respondents in on government buildings (barangay
hall, police stations, etc) are used in prohibited gambling activity (2.05). This
means that the residents have not much observed that government
establishments are being used in illegal gambling activities.
The grand mean on issues and problems of illegal gambling in the

selected barangay in Zamboanga Cityas rated by the respondents is 3.03
which is described as “average”. This implies that there were evident
customary illegal gambling activities, issues and problems observed by the
respondents in their community. This further implies that respondents have
observed that there is family violence happening due to the result of illegal
gambling involved by one of the members of the family. Furthermore, many
gamblers are not afraid of being arrested for illegal gambling since the
penalty is too light. This issue on illegal gambling is very common and visible
in these selected barangays. These findings are similar with the findings of
the of Ritoul (2016) whichshe found out that issues and problems regarding
gambling is very common and almost all members of the community are
aware of it.
The fourth research problem that this study sought ot answer is: Is
there a significant difference in the level of awareness, status, issues and
problems on illegal gambling in the selected barangays in Zamboanga City as
rated by the respondents?
Table 5
Significant Difference in the Level of Awareness in Illegal Gambling in the
Selected Barangays in Zamboanga City as rated by the Respondents
Barangay Mean F-value P-value Remarks Decision

Response on Ho
Tugbungan 3.86
Tetuan 4.27
Talon-Talon 4.00 4.348 0.001 Significant Reject Ho
Guiwan 4.24
Arena Blanco 4.61
Mampang 3.92
Table 5 shows the significant difference in the level of awareness

on illegal gambling in the selected barangays in Zamboanga city as rated by
the respondents when they are grouped according to the barangay they
belong.
As reflected in the table, in terms of the level of awareness on illegal

gambling, it yielded an F-value of 4.348 with P-value of 0.001. Since the P-vale
is less than 0.05, this means that there is a significant difference in the level
47
of awareness on illegal gambling among the selected barangays in

Zamboanga City as rated by the respondents. This implies that their level of
awareness and repondents in barangay Tugbungan were with the least level
of awareness and respondents in barangay Arena Blanco are with the highest
level of awareness. This may be because barangay Tugbungan has a lot of
residents who are squatters where the residents are not educated. Arena
Blanco got the highest level of awareness may be due to almost all residents
of the community are Muslims and this group of people are very particular
and are against of gambling activities as what Ahlul (2016) said that Muslims,
gambling is sin as part of religious beliefs.
Table 6
Significant Difference in the Status of Illegal Gambling in the Selected
Barangays in Zamboanga City as rated by the Respondents
Barangay Mean F-value P-value Remarks Decision on Ho

Response
Tugbungan 3.33
Tetuan 2.20
Guiwan 3.21
Arena Blanco 1.87
Mampang 2.93
Table 6 show the significant difference in the status of illegal

gambling in the selected barangay in Zamboanga City as rated by the
respondents when they are grouped according to the barangay they belong.
As reflected in the table, in terms of the status of illegal gambling,

it yielded an F-value of 19.310 with a P-value of 0.000. Since the P-value is less
than 0.05, this means that there is a significant difference in the stauts of
illegal gambling in the selected barangays in Zamboanga City. This implies
that the status of illegal gambling vary among the selected barangays in
Zamboanga city, thus the null hypothesis is rejected. It can be inferred
further that the barangay Tugbungan has the highest level of status on illegal
gambling among the selected barangays and the barangay Arena Blanco has
the least. Tugbungan got the highest status in illegal gambling this is because
there are so many residents who are squatter and with financial hardships
and gambling is the only means of their livelihood, While Arena got the
lowest in the illegal gambling because mostly of the residents are engaged in
business and other residents are professionals. Aside from it, they don’t
involved themselves in gambling because it is against their religion as what
Ahlul (2016) claimed.
48
Table 7
Significant Difference in the Issues and Probles on Illegal Gambling in the
Selected Barangays in Zamboanga City as rated by the Respondents
Barangay Mean F-value P-value Remarks Decision

Response on Ho
Tugbungan 3.11
Tetuan 3.01
Guiwan 3.37
Arena Blanco 2.49
Mampang 2.98
Table 7 shows the significant difference in the issues and problems

on illegal gambling in the selected barangay in Zamboanga City as rated by
the respondents when they are grouped according to the barangay they
belong.
As reflected in the table, in terms of issues and problems on illegal

gambling, it yielded an F-value of 4.592 with a P-value of 0.000. Since the P-
value is less than 0.05, this means that there is a significant difference in the
issues and problems on illegal gambling in the selected barangays in
Zamboanga City. This implies that the issues and problems on illegal
gambling in the selected barangays in Zamboanga City vary among
respondents in terms of the barangay they belong, thus the null hypothesis
is rejected. It can be inferred further that the barangay Guiwan has the
highest level of issues and problems on illegal gambling among the selected
barangays and barangay Arena Blanco has the least.
Conclusion
Based on the findings, the following conclusions are drawn:
1. The level of awareness of the residents on illegal gambling is high.
2. The status of illegal gambling in Zamboanga City as rated by the

respondents is average which means there are visible illegal
gambling activities in the community.
3. The level of the issues and problems of illegal gambling in selected

barangays in Zamboanga City as rated by the respondents is
“average”
4. The result of the study shows that there is a significant difference

on the level of awareness and the status of illegal gambling in the
49
community based on the barangay where the respondents

belong.
Recommendation
From the generated conclusions, the following recommendations
are forwarded:
For the community
The community of Zamboanga City must have frequent updates on

anti-illegal gambling programs that are conducted in their place to acquire
deeper knowledge on the issues and consequences of illegal gambling
activity. Abiding to the law is a must.
For the implementers of the policy or law
Enforcement policies should be made clear. Public perception on

the penalties of committing illegal gambling crime becomes futile because
they are somewhat thingking that the lawmakers, barangay officials and
even the police are lenient on this issue. Police complicity is required.
For the Students
Student must be aware of the different kinds of illegal gambling

activity and the penalties imposed to those who commit illegal gambling
crime. Student are encouraged to particiopate in anti-illegal gambling
advocacies. Since most students are youth, there would be a great impact if
the awareness starts at a young age and would somehow hinder their
involvement in illegal gambling.
For Researchers
It is recommended that a familiar study should be conducted to

other barangay or city. The replication will provide broader generalization
and focus more on the effective way of implementing the law on illegal
gambling.
50
References
Jurgen, Rehm, Ph. D (2011). Addiction and Mental Health. Cornel University
Publishing, USA
Newstrom, John W. (1997). Organization and Behavior. MC - Graw Hill, North

America
Pemberton, William E. (2007). Gambling with History. Beethoven Publishing,

New York
Ritoul, Angela (2016). Findings from a place-based study of Gambling in Two

local areas. Retrieved from:
http://www.aifsconference2016.com/event_slot/findings-from-a-place-
based-study-of-gambling-in-two-local-areas-of-melbourne-
australia/
Shields, Patricia (2013). A Playbook for Research Methods: Integrating

Conceptual Frameworks and Project Managemen. Retrieved from:
http://cbmg.umd.edu/faculty/patriciashields/
Solaire R. (2015) Casino Gaming Guide. Retrieved from:

http://solaireresort.com/casino/ February 2016
The Handbook of Research for Educational Communications. Retrieved from

: http://www.aect.org/edtech/ed1/41/41-01/html
Theotaris Mark (2015) Illegal Gambling. Retrieved from:

http://www.criminaldefenselawyer.com/crime-penalties/federal/illegal-
Gambling.html
Williams, Robert Ph.D (2011) The Social impact and Economic Impacts of
Gambling.
Zofia Olejarz (2014). Transcript of Canadian Gambling. Retrieved from:

http://prezi.com/bnmdi9u3mpb0/canadian-gambling/ February
2016
51
52
Organizational Culture, Knowledge Management and
National Achievement Test (NAT) Result among
Secondary Schools of Lamitan City Schools Division:
Basis for School Improvement Plan
Alelei C. Macbul
Doctor of Education in Educational Management
Abstract
The purpose of the study is to explore the relationship between effective
organizational culture, Knowledge management and the National Achievement
Test (NAT) results among the five (5) Secondary Schools in Lamitan City Schools
Division. This study aimed to determine the following questions: 1.) What is the
extent of Organizational Culture in the school as rated by the respondents in
terms of Involvement, Consistency, Adaptability, and Mission? 2.) What is the
Level of Knowledge Management among the respondents in terms of
Knowledge, Information Technology, and Organization? 3.) What is the
National Achievement Test (NAT) Result? 4.) Is there a significant difference in
the extent of Organizational Culture according to the different schools as rated
by the respondents? 5.) Is there a significant difference in the level of
Knowledge Management according to the different schools as rated by the
respondents? 6.) Is there a significant difference in the National Achievement
Test (NAT) Result among schools? 7.) Is there a significant correlation in the
extend Organizational Culture, Level of Knowledge Management and the
National Achievement Test (NAT) Result in the school as rated by the
respondents? The study found out that the extent of organizational culture in
the school in terms of Involvement, Consistency, Adaptability and Mission were
marked as to a much extent. Teachers are highly involved in their work and
there is an ethical code that guides and tells what is right. In terms of
Adaptability learning is an important objective in daily work. Furthermore,
there is a long-term purpose and direction in the mission in the organization.
The level of Knowledge Management in terms of Knowledge, Information
Technology and Organization are belong to a high level. Teachers obtain a good
extent of new Knowledge and exchange of ideas with subordinates.
Information Technology tools are used to store information on learner’s profile
and stakeholders, a friendly user’s and preventing the loss of knowledge.
Keywords: National Achievement Test, Secondary Schools in Lamitan City

Schools Division, National Standards passing score, Organizational Culture.
53
Introduction
o rganizations are the fundamental parts of every society; so, proper

management should be selected for achieving every Organization’s
aim because it is the major factor of the organization’s, progress and
regression. Management is universal in the current world, every organization
requires the making of decisions, the coordinating of activities, the people
and the evaluation of performance toward the mission and vision of the
organization. Management has become more important and specialized as
the scale of operations has increased. The complexities of human
interactions constantly challenged those who perform managerial positions.
The chief characteristics of management are the combination and practice of
knowledge, principle, analytical strategies developed by different practices.
The study of organizational culture is being considered a

problematic topic in management but it requires wise management. Culture
should not be considered an obstacle in the organization. In times of
competitiveness and changes, it has some advantages (Hoecklin, 1994). The
culture of a particular organization determines the image of the organization
as a social institution and the belonging of human resources to it. It can be
viewed as a source of inspiration for the employees. Cross-cultural
management is a part of an international management system that separates
itself from the usual (anthropological) view toward culture and can be
viewed in the context of practical management. It allows viewing culture as
multi-cultural management in all environments. This new approach allows
knowledge transfer and organizational learning. The main task of cross-
cultural management is to coordinate professional activity and the
professional development of coworkers at the workplace when knowledge,
values, and experience are significant aspects that are to be considered in a
multicultural society. Research indicates that culture is seen as a tool that
allows describing diverse socio-cultural systems.
The researcher aimed to describe the impact of organizational

culture, knowledge management of the employees in the effect of student’s
performance in the National Achievement Test result in five public secondary
high schools in Lamitan City Schools Division. Every organization differs in
culture and it depends on the aspects like communication, beliefs and values,
physical environment, rules and policies, ceremonies and events, etc. All
these aspects can have a positive and negative impact on employees’
performance since every single school has a different work environment for
the employees.
This study aimed to determine the extent of organizational culture,

level of knowledge management and National Achievement Test (NAT)
54
results among secondary schools in Lamitan City Schools Division, Basilan

Province.
Specifically, it sought to answer the following questions:
1. What is the extent of organizational culture in the school as rated

by the respondents in terms of:
1.1 Involvement
1.2 Consistency
1.3 Adaptability
1.4 Mission
2. What is the level of knowledge management among the
respondents in terms of:
2.1 Knowledge
2.2 Information Technology
2.3 Organization
3. What is the National Achievement Test (NAT) Result?
4. Is there a significant difference in the extent of organizational
culture according to the different schools as rated by the
respondents?
5. Is there a significant difference in the extent of level of knowledge
management according to the different schools as rated by the
respondents?
6. Is there a significant difference in the National Achievement Test
(NAT) result among schools?
7. Is there a significant correlation in the extent of organizational
culture, level of knowledge management and the National
Achievement Test (NAT) Result in the school as rated by the
respondents?
8. On the basis of the findings, what school improvement plan can be
designed?
Methodology
This research study used of descriptive quantitative design
employing correlational study and documentary analysis. Correlation is used
in this study to find out the relationship between two variables. The whole
purpose of using correlations in research is to figure out which variables are
connected. Documentary analysis refers to the various procedure involved in
analyzing and interpreting data generated from the examination of
documents and records relevant to a particular study.
55
The descriptive research methods refer to the collection of the data

from the different five secondary school respondents in Lamitan City School
Division, Basilan Province, Whereby direct coordination is made through a
systematic approach such as survey questioners.
This is a kind of study that describes the nature of a situation as it

exists at the time of study that explores the causes of a particular
phenomenon. It is concerned with determining the present conditions or
characteristics of a research subject (Sevilla, 1993 as cited Alicay, 2014). De
Belen (2015) also defines descriptive research as a method of research that
describes something out there such as the status, condition, or confirming a
hypothesis because it basically aims to describe “What is”.
This research study was conducted in Lamitan City, Basilan. The

island has a lot of resources where educators continuously encourage the
youth to be the future leader emphasizing the importance of education in
the society, despite some tranquility of the situation in the locality.
The study was conducted in all secondary public schools in Lamitan

City Schools Division, Lamitan City Basilan. There are five (5) secondary high
schools as respondents of this research study.
School A has one (1) principal, Sixty seven (67) teaching staff, Seven
(7) non-teaching personnel and Two thousand two hundred four (2,104)
students population. This school A is located in Barangay Limook, About 1.5
kilometer away from the city proper.
Lamitan National High School
In response to the utmost request of the constituents of the City of

Lamitan, Basilan the Lamitan National High School was established on June
01, 1967 through the effort of Mr. Billing Pamaran and Mr. Dulap by way of a
resolution requesting the City Council of Lamitan to open Secondary school
in the City. It was then approved and the school was first known as the Barrio
Highschool, the first government Highschool in the City of Lamitan.
The Barrio High School has squatted within the school area of the
Lamitan Central School. First classes were opened on June 12,1967 with two
classrooms catering 40 first year students each class. The structure of the
two classroom building was made of lumber and nipa, no concrete flooring
with very few armchairs, no available textbooks and other references. The
teachers only had the textbooks and the school charged a very minimal
amount of Five pesos per month for the tuition and miscellaneous fees. Sad
to say when heavy rain happened it flooded the entire school premises which
sometimes suspended classes. A year after, a two-story building with eight
56
classrooms was constructed and finished by the concerned citizens of the

city. The first graduation exercises were then observed in March 1970.
Due to the Arm Conflict between the military and Muslim rebels
that disturbed the peace and order situation of the city of Lamitan, the
school was temporarily closed in 1972 and reopened in 1976. The school
buildings were occupied by the military during the armed conflict. It was in
1976 that the Barrio Highschool renamed as the Lamitan Barangay
Highschool whereby the National Government subsidized 70 percent and 30
percent by the local government for the complete operation of the school.
By virtue of the presidential decree in 1989, under the administration of
President Corazon C. Aquino that all barangay high school site of the Lamitan
National High school was procured from the country side development fund
of former Congressman Alvin Dans in 1989. The school now is situated
adjacent to B. Aldana Elementary School, Limo-ok Barangay, 1.5 kilometer
from City proper with 15 school buildings.
The Lamitan National High School has been placed under the
stewardship of Six administrators: Mrs. Rabajente, Mrs. Calacas, Mrs. Eulalia
Torres, Mrs. Pilarita D. Dahandal, Mr. Samuel M. Agang, and Mrs. Brigida G.
Cruz the incumbent OIC Principal of the school with 74 strong dedicated
teachers and non-teaching staff educating an average 2,104 students per
annum.
School B has One (1) Principal, two (2) Non-teaching staff and
nineteen (19) teaching staff with six hundred eleven (611) students
population, about 14 kilometers away from the city.
Parangbasak National High School
The Parangbasak National High School is one of the developing

high schools in the city of Lamitan, Basilan. It is situated at barangay
Parangbasak which is about Fourteen kilometers (14km.) away from the city
proper and along the highway going to Tipo-Tipo municipality.
The high school was established in 1981 with one hundred three
(103) students through the initiative of the barangay officials, parents,
teachers, association, and other stakeholders concerned much on education.
Parangbasak National High School’s lot area of ten thousand

square meters (10,000 sq.m) was donated by Salvador Family (5,000 sq.m)
and Hji. Abduca Osani (5,000 sq.m). These families have everlasting memory
in the students, parents, and in the department of education.
57
In the beginning, the school has no building of its own but just
borrowed and utilized a room in the elementary school. Then, after six (6)
years of operation, the school officials were able to put up a five (5)
classroom building through the initiative of the Parents-teachers association,
Department of education, Provincial government, and Local officials.
From 1981 to 1988 it existed as a barangay high school and its

administration and supervision for two years under the elementary school
principal and in 1983 there was designated as teacher-in-charge chosen from
the faculty members. Then, in 1989 after the ratification of the
nationalization act which nationalized all barangay high schools were
converted into national high schools during the administration of late
President Corazon C. Aquino.
The school administrator/ faculty members decided to propose one

(1) room for the reading center and purchase reading materials and supplies
so that the reading and learning of the students would be more improved in
order to attain the target achievement level and performance indicator.
The residents in the community are cooperative, live harmoniously

and their source of income mostly rely on agriculture, and some engaged in
business in order to provide the necessities of their respective family and
overcome the global socio-economic crisis.
School C with one (1) Principal, one (1) non-teaching staff,

Seventeen (17) teaching staff, and three hundred eighty-one (381) student
population. The distance of school C is Fifteen (15) Kilometers from the city
proper.
Lo-ok National High School
Lo-ok National High School has been in existence for 40 years now.
Way back in 1975, it was still named Lo-ok Barangay High school to address
the call of the government to have barangay high schools to cater to the
ever-increasing number of students who flocked the urban communities
thus, help solved congestion. It was located somewhere in lower lo-ok
approximately 3 kilometers away from the present school site. The only first-
year curricular level was opened with more or less fifty (50) students with
three (3) regular high school teachers. It continued its operation until
completed the four-year curricular level and was nationalized.
In the mid of 1993, a compassionate old man by the name of

Bernardo Laquio who was among the first settlers of the place donated one
(1) hectare of his land to where the present school is situated. It started its
operation in the new site on August 15, 1993, with one unit building
58
composed of two classrooms and a makeshift building made of nipa, coconut

lumber, and sawali.
Sensing the need for additional classrooms, the faculty worked

hard to acquire additional classroom buildings. At present, the school has
eight (8) classrooms, one (1) faculty room, one (1) computer room, one (1)
science laboratory room, one (1) technology and livelihood education (TLE)
room, one (1) comfort room building, and a multi-purpose building situated
in a hilly portion of the campus that serves as the school library.
It has eleven (11) regular faculty members, one (1) Principal, one (1)
School nurse, and a watchman paid by the PTCA. In fact, six (6) of its
successful graduates were now active members of the faculty. One teacher
was detailed to the Division as Science Coordinator and the other one is at
Ubit National High School.
Feeders communities include Balobo, Lumutun, Los Marimar,

Libertad, Manawit, Bohesapa, Arco, Boheyakan, Bulingan, Marta, San Miguel
and Lo-ok.
Constituent of Lo-ok barangay and other adjacent barangays, just

rely on farming for their source of living particularly copra and rubber as their
prime source of income.
At present Lo-ok barangay has the following to offer everyone to

see; Sagrado Corazon de Jesus Parish Church look Elementary School and Lo-
ok National High School, cemented roads and the famous bulingan falls
which attract local and foreign tourist as well.
School D has one (1) TIC and nine (9) Teaching staff with three
hundred twenty-five (325) students population, about six (6) kilometers
away from the City Proper of Lamitan City and along the highway to Isabela
City.
Ubit National High School
Ubit National High School was established as annex to Lamitan

National High School last May 12, 2003, as approved by the former DepEd-
ARMM Secretary Dr. Mahid Mutilan with one hundred eighty-four (184) first-
year students. He believed that excellence to achieve a step at a time at a
definite pace and through education. However, on November 18 of the same
year, it was separated from Lamitan National High School. Thus, Ubit
National High School has an NOSCA serial number of 000 2008-09-008.
59
It has nine (9) Elementary feeder schools. The establishment of the

Ubit National High School really increases the number of youth who could
finish high school. As advised, every year the enrolment increases and it is
already 12th year of operation in the school year 2015-2016.
The significant features of Ubit National High School are very

conducive to learning. It can be a target school for pilot implementation of
the various programs since the area is peaceful and very accessible to any
kind of land transportation it’s being along the highway. Far from pollution
and sure we inhale fresh air. The area of the school is conducive for any
activities whether sports or academic because the ground is plain and wide.
The site of the school is also in an idyllic spot where mountains and
a panoramic view blend quietly with the unhurried and simple charm of rural
life wherein are very conducive to learning. The administrator and teachers
are competent and dedicated. The stakeholders are cooperative and
supportive. Presently, we also offer scholarships to students who excel both
in sports and academics and cater to students who are very poor but
interested to study for free and in return, they just render some services in
terms of improving our school ground and other services needed from
school. This program is made possible by the school personnel who serve as
sponsors.
In line with this, we can justify further that Ubit National High
School lacks room where to house all the students. As of now, the staff of
Ubit National High School is seeking an assistant to give us additional building
and school learning materials to aid the needs and enhance the learning of
our students.
The important function of the Ubit National High School is not only
to educate young citizens of our country but also to cater the value of
belongingness to the students as a teacher of this school act as parents to
the student by giving care; partaking values-oriented environment, and
understanding that most of the students belong to the low-income families
of Lamitan City. Strategically, Ubit National High School is approximately six
(6) kilometers away from the city proper, so most of the clientele are coming
from the different barangays like Bohe Yawas, Panansangan, Baroy, Buahan,
Maloong San Jose, Maloong Canal, Nipa, Luksumbang, Calugusan and the
other barangay where the school stands Ubit Barangay.
The increase in enrolment was a good sign that parents of the said
barangays believed in the capacity of the teaching staff of Ubit National High
School but it was sometimes seen not much of an average. The school faced
an increasing challenge on the problem specifically on the shortage of
amenities that teachers wished they could provide to the students.
60
Despite its deficiency, the school is trying to commit to the DepEd

thrust and program by working hand in hand with parents and the
community. The faculty staff pushed the students to excel academically,
physically through sports, and socially by joining and competing for division,
regional, and even national competitions. With this, Ubit National High
School never lagged behind other high schools of Lamitan Division.
One of the concerns also of the schools in the health of the

students as well as the teachers themselves. The school does not have a
source of water supply to clean the dilapidated comfort rooms. Students and
teachers patiently used the comfort rooms even though it is not well
sanitized and for this one of the priorities of the school is to have a source or
means to have water. Due to the lack of financial aid, the school cannot
acquire a water supply for the benefit of everybody.
School E has one (1) principal, two (2) non-teaching staff, and
twelve (12) teaching staff with three hundred one (301) student population
in this school year. It is located at barangay Colony and about three and half
hours (3 ½) kilometers away from the hearth of city.
Colony National High School
Colony National High School is one of the developing high schools

in the City of Lamitan, Basilan. It is situated in Barangay Colonia which is
about 3 ½ kilometers away from the city proper. The school’s name is the
English translation of the term “Colonus” which means group settlers. Based
on the historical background of the school, a group of migrants from Dingle,
Iloilo came to the place to establish a settlement and improve the “jungle”
place into a developed and progressive agricultural area. That’s why most of
the community populace are Ilonggo’s but other tribes such as Yakan’s and
Tausug’s co-exist peacefully with them. The residents are blessed with fertile
soil and an abundant water supply. In general, the community is poor but
they manage to send their children to school because of their hard work and
industry.
The high school was established in 1976 with a first-year enrolment

of 37 students through a barangay resolution strongly supported by the
majority of the PTA members and officers. The school’s lot area of 7,373
square meters was donated by Doña Dolores Lacanico Alano, one of the heirs
of the prominent Alano family of the province of Basilan.
At first, the school has no building of its own but just utilized a room
in a nearby elementary school. Then, after three years of operation, the
school officials were able to put up four room building with the help of PTA
funds and a donation from the provincial government.
61
From 1976 up to 1988, it existed as a Barangay High School with 30

percent aid administration and supervision was placed under the elementary
school principal who played the role as the school administrator since it had
no assigned school head of its own. Then, by 1989 after the ratification of the
nationalization act which nationalizes all barangay high schools, it was
converted into a national high school and a school administrator, known as a
teacher in charge was assigned and it became independent in the
administration and supervision from the elementary school principal. And so
from 1989 up to 2002, it was under the leadership of a teacher in charge, and
salaries of teachers and school MOOE come from the national government.
Then, by December 2002, the teacher in charge was very lucky to be
promoted to the school principal.
At present, the school has a population of 301 students with twelve

(12) teachers managed by a school principal. It has also one school nurse and
one security guard which is PTA funded. It has six (6) school buildings, six (6)
rooms are used for academic instruction, one room for the principal and
faculty, and one room used for computer laboratory. So far it does not have
a library building, TLE/ Home Economics building, and an administrative
building.
Last school year 2004-2005 it was recipient of ten (10) computers

from the government of Japan through the Department of Trade and
Industry (DTI). And last school year 2007-2008, it was lucky enough to be a
recipient of five (5) computers with internal installation from Growth into
Equity in Mindanao (GEM) and from the Philippines Business for Social
Progress (PBSP) a corporate-led foundation that extends help and
improvements to high school, various TLE equipment such as carpentry
tools, cooking, utensils, welding machine, and sewing machines.
The school gratefully acknowledges its development both in

physical and academic aspects to the parents, teachers and to the key
personnel of our department and of course to our barangay and municipal
officials and we should not fail to acknowledge the help given by the GOs and
NGOs.
Despite some developments and innovations introduced in the

school, still, it has a low academic performance because of many factors such
as the socio-economic background of the family/poverty, lack of available
instructional materials and facilities, and quality in teaching.
The population of this study consisted of all one hundred eleven

(111) teachers among five (5) secondary schools in Lamitan City Schools
Division, Lamitan City and Basilan. Only teachers were part of the population
62
of this study. Since there were only few of them, the researcher used a total
enumeration system.
Table 1
Population Distribution of The Study
Secondary School Teachers Total

Schools Admin
A 1 67 68
B 1 19 20
C 1 17 18
D 1 9 10
E 1 12 13
TOTAL 5 124 129
To obtain relevant data for this study, the following standardized

questionnaires were used: Denison questionnaire on organizational culture
by Denison (2006) and knowledge management by Raula, et. Al. (2008).
These questionnaires were adopted with modification so that they suit the
setting in the locale of the study.
Part 1 contained items to elicit data on the profile of the teachers

and the school. Part 2 drew responses on the extent of organizational
culture. Part 3 determines the respondent’s level of knowledge
management.
The instrument that was used in the study was validated by three
professors who were experts in the field of research. They are professors of
the graduate school of Universidad de Zamboanga with doctorate degrees.
The Cronbach Alpha was 0.988 which connotes very high reliability
of the instrument used.
In compliance with research ethics protocol, the researcher obtained

informed consent from the survey respondents specifying their awareness
of the purpose of the study, their agreement to participate as survey
respondents, their agreement to record the interview proceedings, their
freedom to disclose or not to disclose information, their freedom to stop
their participation anytime if they do not feel comfortable, their right to be
informed of the results of the study, the benefits they get if there will be any
as a result of the study, and their right to the confidentiality of information
and anonymity of their identify. In the course of the survey and interview, no
pictures showing their faces were taken nor identifying features of their
houses and location.
63
Data Gathering Procedure
The researcher asked permission through an official

communication to the Schools Division Superintendent for the Secondary
Schools at Lamitan City Schools Division in Lamitan City, Basilan province.
After approval, the researcher asked permission from the principals and
teachers of the different schools to take part in the study. The researcher
personally distributed the questionnaires. The following schools that were
involved in the study are Lamitan National High School, Parangbasak
National High School, Lo-ok National High School, Ubit National High School,
and Colony National High School. The respondents are the teachers who
have a total number of one hundred twenty-four (124) in five (5) Secondary
Schools. The questionnaires collected from the respondents take almost a
month due to some reasons like being busy in extracurricular activities in
schools like regional meet, Socializations, LGU activity, and also in academic
activity, Only ninety-five (95) questionnaires were retrieved out of one
hundred twenty-four (124) questionnaires distributed.
Result
This study attempted to make descriptive quantitative design
employing correlational study and documentary analysis on the
organizational culture, knowledge management, and school improvement
plan in National Achievement Test (NAT) of five (5) Secondary Schools in
Lamitan City Schools Division, Lamitan City Basilan Province.
Problem 1: What is the extent of Organizational Culture in the school as rated

by respondents in terms of:
1.1 Involvement
1.2 Consistency
1.3 Adaptability
1.4 Mission
64
Table 2
Extent of Organizational Culture in the School as rated by the Respondents in
terms of Involvement
Involvement Mean Remarks
Response
1. Most teachers are highly involved in their work. 4.34 Extensive
2. Decisions are usually made at the level where the best 4.12 Extensive
information is available.
3. Information is widely shared so that everyone can get 4.00 Extensive
the information he or she needs when it’s needed.
4. Everyone believes that he or she can have a positive 4.29 Extensive
impact.
5. School planning is ongoing and involves everyone in the 3.75 Extensive
process to some degree
6. School across different parts of the organization is 3.84 Extensive
actively encouraged.
7. People work like they are part of a team 3.85 Extensive
8. Teamwork is used to get work done, rather than 4.01 Extensive
hierarchy.
9. Teams are our primary building blocks. 3.91 Extensive
10. Work is organized so that each person can see the 4.02 Extensive
relationship between his or her job and the goals of the
organization.
11. Authority is delegated so that people can act on their 4.01 Extensive
own.
12. The “Bench strength” (capability of people) is 3.76 Extensive
constantly improving.
13. There is continuous investment in the skills of teachers. 4.00 Extensive
14. The capabilities of people are viewed as an important 3.99 Extensive
source of competitive advantage.
15. Problems often arise because we do not have the skills 3.62 Extensive
necessary to do the job.
Grand Mean 3.97 Extensive
Legend: 1.00 – 1.50 Never Very Low Extent
1.51 – 2.50 Seldom Low Extent
2.51 – 3.50 Sometimes Moderate Extent
3.51 – 4.50 Often Extensive
4.51 – 5.00 Always Very Extensive
Table 2 shows the extent of organizational culture in the school as

rated by the respondents in terms of involvement in the organizational
culture. Most teachers who are highly involved in their work have the highest
mean 4.34 and the lowest mean of 3.62 that problems often arise because
they do not have the necessary skills to do the job. Everyone believes that
he/she can have a positive impact on organizational involvement with the
mean of 4.29. Decisions are usually made at the level where the best
information is available with the mean of 4.12 which is to a much extent.
The mean 4.00 which is to a much extent that the involvement in

the information is widely shared so that everyone can get their information
if necessary and likewise there is a continuous investment in the skills of
teachers with the same mean of 4.00 which is to a much extent. The primary
65
building block is 3.91 means that still often involvement in the organizational
structure.
It is also 3.76 mean “to a much extent” in the bench strength
(capability of people) is constantly improving and likewise, 3.85 mean “to a
much extent” people work like they are part of the team.
Organizational cultures characterized as “Highly Involved” strongly

encourage employee involvement, and create a sense of ownership and
responsibility. They rely on informal, voluntary, and implied control systems,
rather than formal, explicit, bureaucratic control systems. Out of this sense
of ownership grows a greater commitment to the organization and an
increased capacity for autonomy. Receiving input from organizational
members increases the quality of the decisions and improves their
Implementation (Denison, 2000).
Table 3
The extent of Organizational Culture in the School as rated by the
Respondents in terms of Consistency
Consistency Mean Remarks

Response
1. The school head “Practice what they preach”. 3.46 Moderate Extent
2. There is a characteristic management style and a 3.54 Extensive
distinct set of management practices.
3. There is a clear and consistent set of values that 3.79 Extensive
governs the way we do work.
4. Accept core values for your guidance. 3.99 Extensive
5. There is an ethical code that guides our behavior and 4.14 Extensive
tells us right from wrong.
6. When disagreements occur, we work hard to achieve 3.72 Extensive
“win-win” solutions.
7. There is a “strong” culture. 3.86 Extensive
8. It is easy to reach a consensus, even on difficult issues. 3.64 Extensive
9. We often have trouble reaching an agreement on key 3.65 Extensive
issues.
10. There is a clear agreement about the right way and the 3.87 Extensive
wrong way to do things.
11. Our approach to doing work is very consistent and 3.89 Extensive
predictable.
12. People from different parts of the organization share a 3.57 Extensive
common perspective.
13. It is easy to coordinate projects across different parts 3.49 Moderate Extent
of the organization.
14. Working with someone from another part of this 3.63 Extensive
organization is like working with someone from a
different organization.
15. There is good alignment of goals across levels. 3.78 Extensive
66
Table 3 shows the organizational structure in the school in terms of

consistency. There is an ethical code that guides our behavior and tells us
right from wrong with the highest mean responses of 4.14 “to a much
extent”. Lowest mean 3.46 “to an average extent” that the school head
practices what they preach.
Accept core value for your guidance with the mean of 3.99 “to a
much extent”. There is a good alignment of goals across levels and people
from different parts of the organization share a common perspective to a
much consistency in the organizational culture.
This table only one item to an average extent consistent with the
mean of 3.46 and other items of the consistency in the organizational culture
in the organization.
Freman (2004) stated that standard is the desired goal set by

school authorities, academic institutions, accreditation bodies, and society.
For effective management practices in public secondary schools, there is a
need for main standards in terms of supervision, and quality of teachers. This
type of consistency is a powerful source of stability and internal integration
that results from a common mindset, and a high degree of conformity
(Denison, 2000).
67
Table 4
The extent of Organizational Culture in the School as rated by the
Respondents in terms of Adaptability
Adaptability Mean Remarks

Response
1. The way things are done is very flexible and easy to 3.78 Extensive
change.
2. We respond well to competitors and other changes in 4.01 Extensive
the school environment.
3. New and improved ways to do work are continually 4.03 Extensive
adopted.
4. Attempts to create change for improvement. 4.12 Extensive
5. Different parts of the organization often cooperate to 3.85 Extensive
create change.
6. Stakeholders’ comments and recommendations often 3.59 Extensive
lead to changes.
7. Stakeholders’ input directly influences our decisions. 3.61 Extensive
8. All members have a deep understanding of 3.74 Extensive
stakeholders’ wants and needs.
9. The interests of the stakeholders often get ignored in 3.46 Moderate
our decisions. Extent
10. We encourage direct contact with stakeholders by our 3.81 Extensive
people.
11. We view failure as an opportunity for learning and 4.02 Extensive
improvement.
12. Innovation and risk-taking are encouraged and 3.67 Extensive
rewarded.
13. Few things “fall between the cracks” (Ignored). 3.57 Extensive
14. Learning is an important objective in our day-to-day 4.49 Extensive
work.
15. We make certain that the “right-hand knows what the 4.06 Extensive
left hand is doing”.

Table 4 shows the organizational culture in terms of adaptability. It

is responded that learning is an important objective in our day-to-day work
with the highest mean of 4.49 and the lowest mean of 3.46 that the interest
of the stakeholders often gets ignored in our decisions.The other items in the
organizational culture in the school as rated by the teacher-respondents in
terms of adaptability were all ranked often or remarks as to a much extent.
The grand mean of this table shows 3.85 means that the general remarks are
to a much extent in the adaptability of organizational culture in the school
organization.
Culture is the sum of the qualities of any specific human group that
is passed on from one generation to the next because they are believed to
68
be useful for survival and adaptation (Denison, 1997). It is important because

it influences the way that organizations react to the changing demands of
the business environment.Table 5 on the next page shows that the
organizational culture in the schools in terms of Mission has the highest
mean of 4.19 that there is a long-term purpose and direction and our strategic
direction is unclear to me has the lowest mean of 3.36 with a remark’s of “to
an average extent”.
It also shows that the majority of the items responded to by the

teacher’s respondents are often in terms of mission in the organizational
culture in the school organization. The grand mean of the extent in
organizational culture in terms of mission were remarks as often or to a much
extent.
Table 5
The Extent of Organizational Culture in the School as rated by the
Respondents in terms of Mission.
Mission Mean Remarks

Response
1. There is a long-term purpose and direction. 4.19 Extensive
2. Our strategy leads other organizations to change the 3.98 Extensive
way they compete in the industry.
3. There is a clear mission that gives meaning and direction 4.15 Extensive
to our work.
4. There is a clear strategy for the future. 4.11 Extensive
5. Our strategy direction is unclear to me. 3.36 Moderate
Extent.
6. There is widespread agreement about goals. 3.75 Extensive
7. Leaders set goals that are ambitious, but realistic. 3.78 Extensive
8. The leadership has “gone on record” about the 3.64 Extensive
objectives we are trying to meet.
9. We continuously track our progress against our stated 3.96 Extensive
goals.
10. People understand what needs to be done for us to 4.03 Extensive
succeed in the long run.
11. We have a shared vision of what the organization will be 4.00 Extensive
like in the future.
12. Leaders have a long-term viewpoint. 3.82 Extensive
13. Short-term thinking often compromises our long-term 3.62 Extensive
vision.
14. Our vision creates excitement and motivation for our 3.88 Extensive
teachers.
15. We are able to meet short-term demands without 3.74 Extensive
compromising our long-term vision.
69
A mission provides purpose and meaning by defining a social role

and external goals for the organization. It provides a clear direction and goals
that serve to define an appropriate course of action for the organization and
its members. A sense of mission allows an organization to shape current
behavior by envisioning a desired future state. Being able to internalize and
identify with an organization’s mission contributes to both short and long-
term commitment to the organization. Success is more likely when
individuals and organizations are goal-directed.
Dale (2005) referred to organizational cultures as “the epicenter of

change”. Harris (2002) believed this is strong that she asserted that
“Successful school improvement can only occur when schools apply those
strategies that best fit in their own context and particular development
needs”. Similar claims on the need to consider school climate and school
culture as part of the organizational change process are made by many of the
leading authorities on school improvement, Including Deal and Peterson
(2004), who have demonstrated the pronounced effects on school climate
and culture on the institutional change process.
Table 6
The summary on the Extent of Organizational Culture in the School as Rated
by the Respondents
Extent of organizational Mean Response Remarks

culture
Involvement 3.97 Extensive
Consistency 3.73 Extensive
Adaptability 3.85 Extensive
Mission 3.87 Extensive
Table 6 shows the summary on the extent of organizational culture

in the school as rated by the respondents with the highest mean of 3.97 in
the involvement and the lowest mean of 3.73 inconsistency with the remarks
of often or to a much extent.
The adaptability weighted mean of 3.85 and mission weighted

mean of 3.87 were both remarks as often or to a much extent. The overall
weighted mean in the extent of organizational culture in the school 3.85 is
often or to a much extent.
70
Peace and Robinson (2004), observe that culture is a strength but

can also be a weakness. As a strength, culture can facilitate communication,
decision making, and control, and create cooperation and commitment. As a
weakness, culture may obstruct the smooth implementation of strategy by
creating to change.
In the opinion of Armstrong (2004), performance management is

basically concerned with performance improvement in order to achieve
organizational team and individual effectiveness. This paper is based on
Denison’s Framework of organizational culture. The model is based on four
cultural traits in Involvement, Consistency, Adaptability, and Mission that
have influenced organizational performance.
Problem 2: What is the level of Knowledge management among the

respondents in terms of:
2.1. Knowledge
2.2. Information Technology
2.3. Organization
Table 7
The Level of Knowledge Management in the School as Rated by the
Respondents in terms of Knowledge
Knowledge Mean Remarks

Response
1. Teachers obtain a good extent of new knowledge from 4.20 High
external sources (e.g. through seminars, conferences,
educational courses, subscription journals, expert
networks).
2. Teachers obtain a good extent of new knowledge from 3.92 High
school partners (e.g. stakeholders).
3. Teachers exchange knowledge with their co-workers. 4.20 High
4. Teachers rely on experience, skills and knowledge. 4.22 High
5. Teachers rely on written sources (e.g. previously 4.02 High
implemented projects documentation, organizational
procedures, instructions and other documented sources).
6. Teachers share their knowledge orally at meetings or 4.07 High
informal gatherings (e.g. during lunch, in the hallway).
7. Teachers share their knowledge through formal 3.97 High
procedures (e.g. project reports, organizational
procedures and instructions, reports and school
publications).
8. Teachers in our organization consider their knowledge as 3.93 High
an organizational asset and not their own source of
strength.
Legend: 1.00 – 1.50 Never Very Low
1.51 – 2.50 Seldom Low
2.51 – 3.50 Sometimes Average
3.51 – 4.50 Often High
4.51 – 5.00 Always Very High
71
Table 7 on the succeeding page shows the level of knowledge

management in the school as rated by the respondents in terms of
knowledge that teachers rely on experience, skills, and knowledge from
school partners (e.g. stakeholders) with the lowest mean of 3.92. Teachers
obtain a good extent of new knowledge from external sources (e.g. through
seminars, conferences, educational courses, subscription journals, expert
networks), and teachers who exchange knowledge with their co-workers
have an equal/ same mean of 4.20 with both high descriptions.
The grand mean of 4.07 with an overall high description in the level
of knowledge management in the school as rated by the respondents in
terms of knowledge.
According to Nonaka (1991) “Knowledge is a justified personal

belief that increases an individual capacity to take effective action.
The definition of knowledge found in the information systems

literature further makes a distinction among knowledge, information, and
data. Vance (1997) defines information as data interpreted into a meaningful
framework whereas knowledge is information that has been authenticated
and through to be true. Maglitta (1996) suggests that data is raw numbers
and facts, information is processed data, and knowledge is “Information
made actionable”.
Table 8 shows the level of knowledge management in the school as

rated by the respondents in terms of Information Technology. In our
organization, IT tools are used to store data on implemented projects, tasks,
and activities with the highest mean of 3.93, and IT tools in our organization
are simple to use and have a user-friendly interface with the lowest mean of
3.62 but both high description.
Table 8
The Level of Knowledge Management in the School as rated by the
Respondents in terms of Information Technology
Information Technology Mean Remarks
Response
1. In our organization, IT tools are used to store data on 3.83 High
implementation projects, tasks, and activities.
2. In our organization, IT tools are used to store information 3.93 High
on learners’ profiles and stakeholders.
3. In our organization, IT tools are used to support 3.75 High
collaborative work (e.g. calendars, video conferencing
systems, communication tools).
4. IT tools in our organization are simple to use and have a 3.62 High
user-friendly Interface.
5. In our organization, we see the advantage of using IT 3.87 High
tools in the fact that it prevents the loss of knowledge.
72

The grand mean of 3.80 in this level of knowledge management in

Information Technology also performed high remarks.
To learn and acquire new knowledge, individuals should interact

and share implicit (tacit) and explicit knowledge with each other Kamasak
and Bulutlar (2010), Plessis, (2007) Aujirapongpan, et. Al., (2010). Explicit
Knowledge is documentable and sharable through information technologies,
whereas tacit knowledge resides in an employee’s mind, attitude, behavior,
and perception. In this knowledge era, large number of organizations are
becoming knowledge driven in order to achieve and maintain or succeed the
high competitive advantage.
Table 9
The Level of Knowledge Management in the School as rated by the
Respondents in terms of Organization
Organization Mean Remarks

Response
1. In our organization, there is a general inclination to 3.76 Hight
cooperation and exchange of experience among
teachers.
2. The school head promotes cooperation and exchange of 3.48 Average
experience among teachers.
3. Teachers generally trust each other; in their work, they 3.54 High
can easily rely on the knowledge and skills of their co-
workers.
4. In our organization, good work is rewarded accordingly. 3.34 Average
5. In our organization, innovative practices are rewarded 3.22 Average
accordingly.
6. When that is required, teachers are prepared to take 3.74 High
additional efforts and work.
7. The school head motivates teachers to engage in the 3.39 Average
formal education system to achieve a higher level of
education.
8. The school head motivates teachers to engage in the 3.55 High
informal education system (e.g. seminars, courses).
9. In our organization, we support the exchange of data 3.69 High
information and knowledge among organizational units.
73
Table 9 shows the level of knowledge management in the school as

rated by the respondents in terms of organization. In the organization, there
is a general inclination to cooperation and exchange of experience among
teachers with the highest mean of 3.76 in high remarks, and in our
organization innovative practices are rewarded accordingly with the lowest
mean of 3.22 in average remarks.
Teachers generally trust each other in their work they can easily rely
on the knowledge and skills of their co-workers with a mean of 3.54; when
that is required, teachers are prepared to take additional efforts and work
with a mean of 3.74; the school head motivates teachers to engage in the
informal education system (e.g. seminars, courses) with a mean of 3.55; and
in our organization, we support the exchange of data information and
knowledge among organizational units with a mean of 3.69 these responses
have a high remark. The school head promotes cooperation and exchange of
experience among teachers with a mean of 3.48; In our organization, good
work is rewarded accordingly with a mean of 3.34; the school head motivates
teachers to engage in the formal education system to achieve a higher level
of education with a mean of 3.39 these responses have an average remark.
The grand mean in the level of knowledge management in the school as rated
by respondents in terms of the organization was remark as high.
Knowledge management is conducted in many different ways in an

organization. Often, the knowledge management functions are headed by a
Chief Knowledge Officer (CKO). If the organization’s knowledge
management strategy is straightforward, the Chief Knowledge Officer may
lead a knowledge management department. In more complex situations,
with a diverse set of knowledge management strategies being implemented,
the cultural differences that are inherited in different strategies suggest that
a single department may not be the best way to organize knowledge
management. In such instances, the communications linkages among various
knowledge management groups are of great importance (King, 2005; King,
2008).
Table 10
The Summary on the Level of Knowledge Management in the School as rated
by the Respondents
Mean Response Remarks
Knowledge 4.07 High
Information Technology 3.80 High
Organization 3.52 High
74
Table 10 shows the summary of the level of knowledge

management in the school as rated by the respondents. Knowledge has the
highest mean of 4.07; Organization has the lowest mean of 3.52, and
Information technology has a mean of 3.80 were all high remarks.
Knowledge refers to the ideas or understanding that an entity

creates and possesses that are used to take effective action to achieve the
entity’s goal. Nonaka & Takeuchi (1995) first proposed the concept of explicit
and tacit knowledge. Explicit knowledge is the knowledge that can be
written down, processed by information systems, codified or recorded, and
archived are protected by the organization. Tacit knowledge that cannot be
written down, exists in people’s head and is extremely difficult to transfer.
Both explicit knowledge and tacit knowledge are the intangible assets any
organization holds and provide excellent service to their customers.
Problem 3: What is the National Achievement Test (NAT) Result?
Table 11
National Achievement Test (NAT) Result among schools
School NAT Result Remarks
A 30.91 Low
B 58.20 Average
C 57.06 Average
D 36.22 Average
E 54.17 Average
Mean 40.91 Average
SD 12.25
Lowest Rating 30.91
Highest Rating 58.20
Table 11 shows the National Achievement Test (NAT) results among

five secondary schools in the Lamitan City schools Division. School B has
58.20 highest results among five secondary schools and the lowest result of
30.91 is in school A. Moreover, School C has a result of 57.06, School D has
36.22 and School E has 54.17 but were all remarks as failed in National
Achievement Test (NAT) result in five secondary schools in Lamitan City
Schools Division.
Kandula (2006) provided new information on the link between

organizational culture and performance. He maintained that due to the
difference in organizational culture, the same strategies do not yield the
same results for two organizations in the same location. This implies that a
positive and strong culture can make an average individual perform and
achieve brilliantly whereas negative and weak culture may demotivate
outstanding employees to underperform and end up with no achievement.
75
Problem 4: Is there a significant difference in the extent of organizational

culture according to the different schools as rated by the respondents?
Table 12
The Significant Difference in the Extent of Organizational Culture according to
the Different Schools as rated by the Respondents
School Mean F-value P-value Remarks Decision

Response on Ho
A 3.59 8.793 0.000 Significant Reject Ho
B 4.46 8.793 0.000 Significant Reject Ho
C 3.79 8.793 0.000 Significant Reject Ho
D 4.04 8.793 0.000 Significant Reject Ho
E 4.27 8.793 0.000 Significant Reject Ho
Table 12 shows the significant difference in the extent of

organizational culture according to the different schools as rated by the
respondents. The F-value is 8.793 and the P-value is 0.000. Therefore there is
a significant difference in the remarks of the extent of organizational culture
in the different schools. The decision made was to reject Ho (Null
Hypothesis).
Among the Five Secondary Schools, School B has the highest mean
of 4.46 in the extent of Organizational Culture in terms of Involvement that
most teachers are highly involved in their works; Teams are primary building
blocks, and there is continuous investment in the skills of teachers. In
Consistency, there is an ethical code that guides our behavior and tells us
right from wrong. In Adaptability, we respond well to competitors and other
changes in the school environment; New and improved ways to do work are
continually adapted. In mission, People understand what needs to be done
for us to succeed in the long run.
From an applied perspective, school culture is of great importance

to the principal, as well as other school leaders, because of its positive link to
student achievement (Sackney, 1998; Sweetland & Hoy, 2000). School
culture can be modified to encourage school improvement and higher
student achievement (Bandura, 1993; Leitwood et al., 1999). School leaders
need to assess the weaknesses and strengths of the school culture and to
focus on improving the areas of weakness and building on the strength.
76
Problem 5: Is there a significant difference in the level of knowledge

management according to the different schools as rated by respondents?
Table 13
The Significant Difference in the Level of Knowledge Management According
to the Different Schools as rated by the Respondents.
School Mean F-value P-value Remarks Decision

Response on Ho
A 3.48 10.807 0.000 Significant Reject Ho
B 4.54 10.807 0.000 Significant Reject Ho
C 3.65 10.807 0.000 Significant Reject Ho
D 4.21 10.807 0.000 Significant Reject Ho
E 4.18 10.807 0.000 Significant Reject Ho
Table 13 shows the significant difference in the level of knowledge

management according to the different schools as rated by the respondents.
The Five schools have an overall F-value of 10.807 and a P-value of 0.000.
Since the P-value is less than 0.05 of significance, therefore, there is a
significant difference in the level of knowledge management in the different
schools. Thus, the null hypothesis is rejected.
Among five Secondary Schools, School B has the highest mean of

4.54 in terms of the level of knowledge management that teachers exchange
knowledge with co-teachers. In Information Technology, In our organization,
IT tools are used to support collaborative work (e.g. calendars, video
conferencing systems, and communication tools). In Organization, the
school head motivates a teacher to engage in informal education system.
(e.g. Seminars, Courses).
Knowledge management is the set of structures, methods, and

technologies organized to deliver strategically useful knowledge throughout
an organization (Guns & Valikangas, 1998). Knowledge management is a
complex, and dynamic subject which applies the systematic vision that
considers all details and processes of managing the knowledge. Nowadays
many organizations and firms believe that knowledge is the most important
wealth of their organizations but usually in action they do not rely on it. One
of the most important reasons is that organizations usually do not know that
how they use to knowledge. However, there are many approaches and
models in knowledge management; the effectiveness of each model
depends on the organizational situations (Abtahi & Salavati, 2007).
77
Problem 6: Is there a significant difference in the National Achievement Test

(NAT) Result among schools?
Table 14
The Significant Difference in the National Achievement Test (NAT) Result
Among Schools
School NAT F-value P-value Remarks Decision on

Result Ho
A 30.91 9.055 x 1013 0.000 Significant Reject Ho
B 58.20 9.055 x 1013 0.000 Significant Reject Ho
C 57.06 9.055 x 1013 0.000 Significant Reject Ho
D 36.22 9.055 x 1013 0.000 Significant Reject Ho
E 54.17 9.055 x 1013 0.000 Significant Reject Ho
Table 14 shows the significant difference in the National

Achievement Test (NAT) results among five secondary schools in Lamitan
City Schools Division. The F-value is 9.055 x 10 and P-value is 0.000. Therefore
there is a significant difference in the National Achievement Test (NAT)
results in the five secondary schools. The decision made was to reject the null
hypothesis.
School B obtained 58.20 in National Achievement Test (NAT) result,

the school year 2014-2015 among the Five Secondary Schools in Lamitan City
Schools Division. In terms of Organizational Culture, most of the teachers are
highly involved in their work. There is a continuous investment in the skills of
teachers. There is an ethical code that guides our behavior and tells us right
from wrong; Teachers respond well to competitors and other changes in the
school environment, and Teachers understand what needs to be done for us
to succeed in the long run. In terms also in Knowledge Management,
teachers exchange knowledge with their co-workers; IT tools are used to
support collaborative work, and the school head motivates teachers to
engage in the formal education system.
The National Achievement Test (NAT) results of secondary schools

are complicated due to the diversity of faculty, staff, and students. As a
result, stakeholders must develop and implement many standards that
encompass the variety of outcomes, consequences, and outputs produced
(Bartell, 2003).
78
Problem 7: Is there a significant correlation in the extent of organizational

culture, level of knowledge management and the National Achievement Test
(NAT) results in the school as rated by the respondents?
Table 15
The Significant Correlation in the Extent of Organizational Culture, Level of
Knowledge Management and the NAT result in the School as rated by the
Respondents.
X-variable Y- R-variable Interpretati P-value Remarks Decision on
variable on Ho
The extent of NAT 0.431 Moderate 0.000 Significant Reject Ho
Organizational Result Correlation
Culture
Level of NAT 0.418 Moderate 0.000 Significant Reject Ho
Knowledge Result Correlation
Management
The extent of Level of 0.875 High 0.000 Significant Reject Ho
Organizational Knowledg Correlation
Culture e
Managem
ent
“Correlation is significant at the 0.01 level (2-tailed)”
Table 15 shows the Significant Correlation in the extent of

Organizational Culture, Level of Knowledge Management, and the National
Achievement Test (NAT) results in the Five Secondary Schools in Lamitan City
Schools Division. The X-variables shown in the table are the extent of
organizational culture has an R-value of 0.431 and P-value of 0.000 and Level
of Knowledge Management has an R-value of 0.418 and a P-value of 0.000 in
National Achievement test result. These two x-variables have a moderate
correlation interpretation with a decision to reject Ho (null hypothesis),
therefore there is a significant correlation in the extent of Organizational
Culture and level of knowledge management in the National Achievement
Test result in five Secondary Schools as rated by the respondents.
The X-variable in the extent of organizational culture in level of

knowledge management has an R-value of 0.875 and P-value of 0.000 with
an interpretation of high correlation and a decision of reject Ho, therefore
there is a significant correlation in the extent of organizational culture, level
of knowledge management, and the National Achievement Test (NAT)
results in five Secondary Schools as rated by the respondents.
The Knowledge Management System is the framework of

integration of organizational elements in organizational culture,
organizational information technology infrastructure, and the organizational
store of individual and collective experiences, learning, insights, values, etc.
(Alle, 1997). Members can effectively accomplish organizational goals
79
through knowledge management process and procedures (Von Krogh,

Ichijo, & Nonaka, 2001).
Conclusion
Based on the findings of these research studies, the following conclusions

are derived.
1. The extent of Organizational Culture in the school in terms of

Involvement, Consistency, Adaptability, and Mission were
remarked to a much extent. Teachers are highly involved in their
work and there is an ethical code that guides and tells what is right.
In terms of Adaptability, learning is an important objective in daily
work. Furthermore, there is a long-term purpose and direction in
the mission of the organization.
2. The level of Knowledge Management in Terms of Knowledge,

Information Technology, and Organization belongs to a high level.
Teachers obtained a good extent of new knowledge and exchange
of ideas with subordinates. Information technology tools are used
to store information on learners’ profiles and stakeholders, friendly
users, and prevent the loss of knowledge. In the organization, there
is a general inclination to cooperation and exchange of experience
among teachers and they are prepared to take additional efforts
and works.
3. The National Achievement Test (NAT) Results among five schools

were remarks as average since it did not reach the National
Standard passing score.
4. The extent of organizational culture in the different schools didn’t

significantly differ.
5. The level of knowledge management according to the different

schools as rated by the respondents did not significantly differ.
6. The significant difference in the National Achievement Test (NAT)

results among five secondary schools in Lamitan City Schools
Division didn’t significantly differ.
7. The extent of organizational culture and level of Knowledge

Management in National Achievement Test result has a moderate
correlation and the extent of organizational culture and level of
knowledge management are highly correlated therefore, there is a
80
significant correlation in the extent of organizational culture, level

of knowledge management and the National Achievement Test
(NAT) results in five Secondary Schools as rated by the
respondents.
8. The National Achievement Test (NAT) results of Secondary Schools

are complicated due to the diversity of faculty, staff, and students.
As a result, stakeholders must develop and implement many
standards that encompass the variety of outcomes, consequences,
and outputs produced (Bartell, 2003).
Recommendation
Based on the findings and conclusions, the researcher forwarded the
following recommendations:
For the Department of Education
The Department of Education should assist and enhance the

education management personnel, planners, and policymakers to reach all
decisions that will develop and improve teachers’ culture, knowledge
management, and working characteristics that could motivate them to
achieve the vision and mission of the school organization.
For the Teachers
The Teachers in secondary schools in Lamitan City Schools Division

should have better analysis and join hands together to achieve the target
performance level in the school.
For the Researchers and Students
Researchers, students, and other concerns who have an interest in

the research study can be enlightened on the need of the individual work
performance based on the valid evaluated data which sometimes have
effects on their duties and functions. This study will enable teachers to learn
and realize the value of work and each expectation.
For the Parents and other Stakeholders
Parents and other stakeholders must support the school

administration for the school development to achieve the quality education
specially in the National Achievement Test performance level.
81
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86
Gender and Development (GAD) Awareness, Sensitivity
and Roles among Students in the Selected Senior High
Schools in the City of Zamboanga: Basis for Gender and
Development (GAD) Institutional Plan
Napoleon M. Dulatre
Doctor of Philosophy in Education
Curriculum & Supervision
Abstract
The study aimed to determine the level of awareness and sensitivity of the
students in the selected senior high schools in the City of Zamboanga.
Specifically, the following questions were answered: What is the level of
awareness of gender and development among students of selected senior high
schools of the City of Zamboanga? What is the level of sensitivity of selected
senior high schools of the City of Zamboanga? Is there a significant difference in
the level of Gender and Development awareness, Sensitivity, and roles among
students when data are classified according to profile? And on the basis of the
findings, what plans can be designed for effective and efficient implementation
of Gender and Development? The level of awareness and sensitivity on gender
and development among the students of selected senior high schools in
Zamboanga City are all at the average. The perception of the students of the
selected senior high schools in Zamboanga City is all at the average. The
perception of the students of the selected senior high schools in Zamboanga
City in terms of gender roles varies from the type of context it is in, when it
comes to the gender roles at home, most are expected from the male and few
from the female and both Sex. There is no significant difference in the level of
Gender and Development of the students when grouped according to their
grade level and type of school (awareness) and grade level and sex (sensitivity)
but there is a significant difference when grouped according to their sex and
school (awareness) and also, there is a significant difference when grouped
according to their type of school and school (sensitivity). The level of Gender
and Development gender roles of the student has no significant difference
when grouped according to their type of school, grade level, and school (in the
home), type of school, sex and grade level (in the school), and type of school
and grade level (in the community) but there is a significant difference when
grouped according to their sex (in the home and in the community) and school
(in the school).
Keywords: Senior High School, gender roles, awareness, sensitivity,

Students, Gender and Development
87
Introduction
G ender and Development was an approach that sought to incorporate

gender competence and awareness into mainstream development
while recognizing that development activities may affect men and
women differently and therefore emphasizing the need to apply suitable
gender planning in order to ensure that the resulting conditions and results
were equitable to men and women. Creating legal actions through
enactments of laws was a means of reaching such an endeavor (UNESCO,
2000).
The 1987 Constitution states two prominent provisions. The first

was the Declaration of Principles Article II Section 14 which asserted that
“The state recognizes the role of women in nation-building and shall ensure
the fundamental equality before the law of women and men.“ Additionally,
the Article XIII-Labor: Section 14 provided that “The state shall protect
working women by providing safe and healthful working conditions taking
into account their maternal functions, and such facilities and opportunities
that will enhance their welfare and enable them to realize their full potential
in the service of the nation”.
In 1991, RA 7192 was passed, “An act of promoting the integration

of women as full and equal partners of men in development and nation-
building and not for other purposes”. Studies show that there was a strong
connection between gender equality and development (Primer on Gender
Mainstreaming and Institutionalization in the Budgeting Process, 2002).
According to Sec. B. Mainstream gender in all Policies and

Programs, Project, and Activities (PPAs), of DepEd Order No. 32. S. 2017 dated
June 29, 2017, also known as, Gender-Responsive Basic Education Policy,
which states that:
The issues on gender inequalities, gender violence, and

discrimination in Zamboanga City were very much deceptive. The reasons
why parents allow their children particularly girls/women to pursue a high
level of education in order for them to be educated and encourage the
perceptions that both sexes must be treated equally. Although these
complications had been addressed by the concerned government agencies,
the high gender gap and low empowerment of women/girls impedes the
changing process of the city.
It is worth noting that the researcher currently conducting an

information drive pertaining to gender awareness and sensitivity to some
11th-grade students who were on their work immersion training in their
office. And he believes that this research would help enlighten the students
88
of the senior high schools to be cognizant of their basic rights and privileges,
such as equal access to education, career choices, professional
advancement, and gender awareness.
This study attempted to determine the level of Gender and

Development awareness, sensitivity, and roles among students in the select
senior high schools in the City of Zamboanga. Specifically, the study sought
to find answers to the following questions:
1. What is the level of awareness of gender and development among

students of the selected senior high schools in the City of
Zamboanga?
2. What is the level of sensitivity of gender and development among

students of the selected senior high schools in the City of
Zamboanga?
3. What is the perception among students of the selected senior high

schools in the City of Zamboanga in terms of gender roles?
4. Is there a significant difference in the level of Gender and

Development awareness, sensitivity, and roles among students
when data are classified according to profile?
5. On the basis of the findings, what plans can be designed for

effective and efficient implementation of Gender and
Development?
Methodology
A quantitative methodology was used to assess Gender and
Development level of awareness, sensitivity, and gender roles. Quantitative
Research Design, Quantitative Method according to Tefry (2017) emphasize
objective measurements and the statical, or numerical scrutiny of data
collected through questionnaires, polls, and surveys, or by employing pre-
existing statistical data using computational techniques. The quantitative
part is taken from the questionnaire distributed to the respondents. In this
study, Gender and Development awareness, sensitivity and gender roles
refer to the broadness of the ability to think among students of Don Pablo
Lorenzo Memorial High School, Zamboanga City High School – Senior High
School, and Ateneo de Zamboanga University towards the Gender and
Development. The intention of this study was to find any misconception or
iniquity in gender and development in the society in specific public and
private organizations which was the school. The discovered problem was
89
then to be further discussed and represented by the concerned public and

private schools.
This research study was conducted in the selected senior high

schools in the City of Zamboanga particularly the Don Pablo Lorenzo
Memorial High School, Universidad de Zamboanga – Senior High School, and
Ateneo de Zamboanga University.
A. Don Pablo Lorenzo Memorial High School

Sta. Maria, Zamboanga City
On August 2, 1994, the Sangguniang Panlungsod approved

Ordinance No. 154 (Signed by the City Mayor Vitaliano D. Agan) naming the
new high constructed at Sta. Maria as the Don Pablo Lorenzo Memorial High
School.
On October 10, 1994, two days before the Fiesta Pilar, the new high
school was inaugurated with Congresswoman Maria Clara L. Lobregat
cutting the ribbon assisted by City Mayor Vitaliano D. Agan, DECS Regional
Director Juanito A. Bruno, and DPWH Engineer Antonio A. Sta. Elena.
Naming the school after Don Pablo Lorenzo could be recognition

to his daughter Mayor Maria Clara L. Lobregat. But more than that, the name
could inspire the youth to equal the splendid record of Don Pablo Lorenzo as
well known and respectable public servant.
It is also implementing the Open High School Program (OHSP) as

an intervention to reduce the Dropout rate since 2004 and Special Education
for visually impaired and totally blind students since 1999.
B. Zamboanga City High School – Main

Tetuan, Zamboanga City
Zamboanga City High School has risen from its lowly state. It has
founded on August 28, 1945, as a counterpart of the provincial high school in
Dipolog, as a reply to its first principal’s suggestion, another school was
created in a new site at the old Lantaka flats where its first classes were held,
this was called East City High School whereas West City High School was the
name of the original one located in Baliwasan. In 1956-1957, the two schools
were combined into one high school. It was then moved to Pettit Barracks.
Alongside with its development, were professionals it has shaped,

some of who are the high ranking officials of Zamboanga City today known
nurses, engineers, lawyers, and many other sentimentally looked back at
Zamboanga City High School where abilities were harnessed and developed.
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As the school continuous to cultivate, its journey to be its top

priority towards the development of the school system and the success of its
students still continues. The contribution of ZCHS (Main) to Zamboanga
City’s progress and development will always remain – for its teachers are
equipped with skills and knowledge and are dedicated to keep the school’s
its mission to produce quality graduates.
C. Southcom National High School

Upper Calarian, Zamboanga City
In year 1997, the parents living at Southcom Village ang its barangay
council had gathered in caucus with a common
Desire to put up a secondary school to alter the fast-growing population of
students in the vicinity. They moved in unison to file a petition for the
establishment of a secondary school to the office of the Schools Division
Superintendent and that is how Southcom National High School came into
life on July 1997.
Ms. Imelda V. Quintos from Sinunuc National High School was

designated Officer-in-charge of the newly opened High schools. The school
operated with only five (5) teachers against 132 first year students.
On July 23, 1999, the school was relocated to its new site. A
tremendous change took place in the history of Southcom National High
School, which was spearheaded by Dr. Salihmal H. Lagbas, school buildings
started to rise and yearly enrolment doubles year after year, the number of
teachers also increases. And eventually, the school year 2006-2007, the
school has started crossing gain another milestone that is establishing a
special program specializing in English, Science, and Math.
D. Universidad de Zamboanga – Senior High School

J.S. Alano St., Zamboanga City
In 2015, the Universidad de Zamboanga wrote the DepEd Secretary

of its intent to the Senior High School Program for the school year 2016-2017.
On the same year Senior High School Technical Team was created by the
Chief Operating Officer (COO) Abram M. Eustaquio. This team shall work
collaboratively to ensure that all requirements and preparation for the
implementing year of the Senior High School Program of the University is
carried out properly.
The Senior High School Team is chaired by the COO. The COO is Co-
Chaired by the Vice-President of Academic Affairs, Dr. Bashiruddin A. Ajihil
and assisted by the School Principal Prof. Jo-anne J. Bernardo.
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The UZ Senior High School would like to ensure that it offers the
best layout Senior High School Curriculum that can prepare students for the
medical, engineering, criminology, teaching, business or any professional
courses in the collegiate and that, the policies and guidelines of the program
are aligned with the policies of DepEd and the University.
E. Ateneo de Zamboanga University – Senior High School

La Purisima St., Zamboanga City
The Ateneo de Zamboanga began in 1912 at the old site of the

Immaculate Conception Church, right across the Sunken Garden, Fr. Manuel
M. Sauras, S.J. was the director. It was recognized as Escuela Catolica, a
parochial school run by Spanish Jesuits.
In the year 1996, the Escuela Catolica converted into Ateneo de

Zamboanga and the first students in the secondary level graduated from
Ateneo in 1932. During the World War II the school was closed. It was used
by the Japanese as a public elementary school. On March 8 and 9 in 1945 it
was shelled and bombed by the American forces, prior to the liberation of
the city.
It was providential that shortly before the outbreak of the World

War II, Fr. Eusebio Salvador, S.J. had bought 18 adjoining lots in the section
when the high school revived in 1947, with a nipa-sawali structure on a new
site outside the población called Jardin de Chino along Camino Nuevo.
In the 1980s, Fr. Ernesto A. Carretero, S.j. started the labor to

acquire for the Ateneo de Zamboanga a university status, later on August 20,
2021, the Commission on Higher Education declared the Ateneo de
Zamboanga a university. At present the new Senior High School unit was
officially inaugurated at Salvador Eusebio Campus, La Purisima Street,
Zamboanga City, on June 13, 2016.
Population and Sampling Design
The respondents of the study were students of the selected senior

high schools in the city of Zamboanga. There were five (5) schools; three (3)
public and two (2) private. A total of 500 students, of which, 100 students per
school.
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Table 1
Demographic Profile of the Respondents
Profile F %
Type of School Public 298 59.6
Private 202 40.4
Total 500 100
A 100 20.0
B 100 20.0
School C 100 20.0
D 100 20.0
E 100 20.0
Total 500 100
Grand Level 11th 234 46.
12th 266 53.2
Total 500 100
Sex Male 214 42.8
Female 286 57.2
Total 500 100
Table 1 shows the demographic profile of the respondents,

according to their type of school ( public or private ), school, grade level, and
sex. As reflected, in terms of the type of school, public school is the most
numbered respondents with a frequency of 298 (59.6%) while private school
has a frequency count of 202 (40.4%). In terms of the school the respondents
are enrolled in, all of the schools (A, B, C, D, and E) have the same frequency
count of 100 and a percentage of (20.0%). In terms of the grade level, the 12 th
level has the most numbered frequency count of 266 (53.2%) while the 11 th
level has a frequency count of 234 (46.8%). In terms of sex, the female had
the most numbered respondents with a frequency count of 286 (57.2%) while
the male has 214 frequency count and 42.8 percent. The total number of
respondents were five hundred (500) students.
Data Gathering Tools
The survey questionnaire was obtained from the dissertation

research of Dr. Analyn K. Saral (April, 2018), entitled “Gender and
Development Awareness and Sensitivity of the students in the selected
Higher Education Institutions in the Province of Tawi-Tawi: Basis for Gender
and Development Institutional Plans and Programs”. Since the Gender and
Development issues and concerns were of the same scope of my research,
hence, with modesty and gratitude, the questionnaire was adopted from Dr.
Saral’s dissertation research.
The Gender Sensitivity Test was adopted with modifications upon

proper approval from the Universidad de Zamboanga – School of Graduate
Studies. This tool was used in qualitative version and the modification was
93
made to suit this study by scaling the responses thru numerical points
following the Likert’s Scale.
The tool has three parts, the first part assessed the awareness of
the students about gender and development with descriptive option such as;
strongly agree, agree, neither, disagree, and strongly disagree. The second
part described situations that people encounter and has a rating scale of the
following; 5-never, 4-rarely, 3-occasionally, 2-very frequently, and 1-always
and the last part is the gender role questionnaire. This survey questionnaire
also included the respondent’s personal profile such as name of the students
(optional), name of school, type of school, grade level, and sex.
Reliability and Validity of the Research Instrument
The validity of the instrument was done by three experts who were
seasoned researchers with profound experiences in conduction research.
These experts have critiqued the content of the instrument as appropriate
to collect data to answer the statement of the research problems. The
reliability of the instrument was determined by the Cronbach value of 0.856
which cannot highly reliable questionnaire.
Ethical Consideration
The researcher committed to abiding by the guidelines and

instructions in connection with ethical considerations. One of the most
significant ethical considerations which the researcher committed was to
ensure confidentiality of the responses and that the respondent’s name will
not appear in any of the chapters in this research. However, the researcher
first and foremost sought permission from the Schools Division
Superintendent and Principals of the senior high schools for the conduct of
this research. The researcher officially informed the principals through a
communication letter for the conduct of the study.
Respect and protect the rights of free will, confidentiality, privacy,

and well-being of research respondents, and minimize the burden of study
participation to the greatest extent possible, adhering to both ethical and
legal obligations toward participants and obtaining informed consent from
every research respondent, (J.D. Jong, K.C. Hibben, and S.Pennell, 2016).
Data Gathering Procedures
The researcher asked permission through an official

communication to the Vice-President for Academic Affairs and concurrent
Dean of Graduate School of Universidad de Zamboanga for the conduct of
the study. After approval, the researcher asked permission from the
94
respondents of the different senior high schools to take part in the study.
The researcher personally administered the checklist to the respondents.
There were three (3) public schools and two (2) private schools that were
involved in the study.
Prior to conducting the study permission was obtained from the

Schools Division Superintendent and the principals from senior high schools.
Consent was also approved and granted to the researcher to have access to
the different classrooms necessary for the research. To induce interest in the
study, all student-respondents were initially informed about the objectives
and purpose of the study and when the study would be conducted, the
voluntary and confidentiality in nature of the study were also addressed, and
assurance given that the information attained would only to be used for
research purposes.
A total number of five hundred (500) biographical and

questionnaires were distributed to the 11th Grade and 12th Grade high school
students identified to participate in the research study. In the questionnaires
attached was a cover letter stating the aims and objectives of the study, and
the assurance that confidentiality would be safeguarded. Also, the
instructions to complete the questionnaires were also stated. To ensure
confidentiality, after two (2) weeks the respondents were requested to
return the questionnaires to the researcher.
Statistical Tools
To answer the research problem, the following statistical tool was

utilized:
• Weighted mean – was used to determine the level of awareness

and sensitivity of gender and development among students in the
selected senior high schools in the City of Zamboanga.
• Frequency count and percentage – were utilized to determine the

perception of students of the selected senior high schools in the
City of Zamboanga in terms of gender roles.
• T-test, one-way Analysis of Variance (ANOVA), and chi-square –

were employed to determine the significant difference in the level
of GAD awareness, sensitivity, and roles among students when
data are classified according to profile.
95
Result and Discussion
The first research question that this study sought to answer was
“What is the level of awareness of gender and development among students
of the selected senior high schools in the City of Zamboanga?
Table 2
Level of Awareness on Gender and Development of the Students in the
selected Senior High Schools in Zamboanga City
Mean Remarks
Response
1. Men and Women are biologically different. 4.45 High
2. Sex and gender are one and the same. 3.26 Average
3. Sex should not be a determining factor of a 4.10 High
person’s ability to function well in school/job.
4. Both boys/girls can be good leaders. 4.59 Very High
5. Being a girl/woman is a disadvantageous situation. 2.53 Average
6. Men are more knowledgeable than a woman about 2.61 Average
the outside world.
7. University education is more important for a boy 2.49 Low
than a girl.
8. Men are better at sciences and numbers while 2.91 Average
women are better at language.
9. Boys/men have the choice to express their 4.15 High
emotions.
10. Girls/women need men’s protection because they 3.43 Average
are weak and submissive.
11. Boys/men excel more in sports than girls/women. 3.27 Average
12. When jobs are scarce, men should have more 2.99 Average
rights for a job than a woman.
13. The proper place for women is the home. 2.95 Average
14. Men should make more decisions concerning the 3.44 Average
family.
15. Taking care of children is the main responsibility of 3.90 High
the mother.
Legend: 1.00 – 1.50 Strongly Disagree Very Low
1.51 – 2.50 Disagree Low
2.51 – 3.50 Neither Average
3.51 – 4.50 Agree High
4.51 – 5.00 Strongly Agree Very High
Table 2 shows the level of awareness on gender and development

of the students in the selected senior high schools in Zamboanga City. As
reflected, statements “both boys/girls can be a good leader” has a remark of
Very High (mean response of 4.59) while, “men and women are biologically
different” (mean response of 4.45), “sex should not be a determining factor
of a person’s ability to function well in school/job” (mean response of 4.10),
“being a girl/woman is a disadvantage situation” (mean response of 2.53),
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“boys/men has the choice to express their emotions” (mean response of

4.15) and “taking care of children is a main responsibility of the mother”
(mean response of 3.90), all have the same remarks of high. Also, the
following statements have the remarks of average, these are; “sex and
gender are one and the same” (mean response of 3.26), “men are more
knowledgeable than women about the outside world”, “men are better at
sciences and numbers while women are better in language” (mean response
of 2.91), “girls/women need men’s protection because they are weak and
submissive” (mean response of 3.43), “boys/men excel more in sports than
girls/women” (mean response of 3.27), “when jobs are scarce, men should
have more right for a job than women” (mean response of 2.99), “men
should make more decisions concerning the family” (mean response of 3.44),
“taking care of children is a main responsibility of the mother” (mean
response of 3.90), and “a university education is more important for a boy
that a girl” has a remark of Low (mean response of 2.49). The Grand Mean
has a remark of Average with the mean response of 3.41.
The results imply that the students from senior high school were
highly aware of gender and development. They were sufficiently informed
about gender and development. This may be accredited to the training
programs on gender and development, usually, in the form of gender
sensitivity training, dissemination of information and education, advocacy,
and gender activities.
Lantacon (2007) was suggested that education should provide

necessary campaigns for the full awareness of the concepts of women
empowerment to avoid the wrong motion that this is a competition between
men and women. Education is often considered to be one of the key
institutions that should be addressed in order to promote equal
opportunities and mainstream gender equality.
Sumadsad and Tuazon (2016) indicated in their study that wider

dissemination can be attained through the use of print and non-print forms.
Classroom discussion, as well as student organizations’ participation in
gender and development activities, could also facilitate school community
awareness.
Palangdao, et al (2016) stipulated in their study that advocacy

activities should be done through constant practice and creativity. Advocacy
activities can be done by conducting seminars and integration of gender and
development in the subjects of the faculty especially those teaching the
Social Science subjects.
97
The 2nd research question that this study sought to answer was
“What is the level of sensitivity of gender and development among students
of the selected senior high schools in the City of Zamboanga?”
Table 3
Level of Sensitivity on Gender and Development of the Students in the
Selected Senior High Schools in Zamboanga City
Mean Remarks
Response
1. Imagine that you are in your science class, and the teacher 2.63 Average
asks a difficult question. A number of people including
you raise their hands to answer the difficult question:
Would you be concerned that your male teacher might
not choose you because of your sex?
2. Imagine that you were assigned to present an oral report 2.38 Low
in your English class. After presenting, the teacher
announces that she will post the grades outside the
classroom: Would you be concerned the teacher might
give you a lower grade because of your sex?
3. Imagine that you have a low grade in your math 3.07 Average
examination and you found out that there may be an
error in the scoring of one problem. You ask your teacher
to review your answer: Would you be concerned that the
teacher might not listen to your inquiry?
Will you feel more comfortable if the teacher is of the 3.35 Average
same sex with you?
4 Imagine it’s the first meeting of your science class and all 2.75 Average
students are expected to work in terms throughout the
semester. Most of the groups are already complete
except for a group of males/females: Would you be
concerned you will not be welcome to join the group
because of your sex?
How comfortable would you feel working with a team 3.43 Average
compose of the opposite sex?
5. Imagine that your science teacher assigned you to work 2.81 Average
on a group project together with your classmates. A
group leader is chosen and he begins to give tasks to each
member: Would you be concerned that your group leader
will assign you as less complicated task because of your
sex?
Legend: 1.00 – 1.50 Very Low
1.51 – 2.50 Low
2.51 – 3.50 Average
3.51 – 4.50 High
4.51 – 5.00 Very High
Table 3 implies that the level of sensitivity of the students in the

selected senior high schools in Zamboanga City is sufficient in the
understanding towards the issues of Gender and Development. It simply
98
means that the students do not really have the effort to show how gender
shapes the role of men and women in society including their role in the
development and how it affects them. According to Padilla (2010) being
feminist doesn’t signify being gender-sensitive and gender-responsive. She
further said that equal rights and chances should be given to all regardless of
sex.
The third research question that this study sought to answer was
“What is the perception among students of the selected Senior high schools
in the City of Zamboanga in terms of gender roles”.
Table 4
Perception of the Students in the Selected Senior High Schools in Zamboanga
City in terms of Gender Roles
Who is in the home usually? Male Female Both

1. Does the laundry. 252 214 34
2. Makes small repairs around the house. 181 55 264
3. Look after the sick member of the family. 294 176 30
4. Shops for groceries. 254 230 16
5. Does the household cleaning. 239 238 23
6. Preparing the meals. 217 234 49
7. Cleans the car. 123 31 346
8. Does the gardening. 229 162 109
9. Maintains the household’s budget. 267 185 48
10. Helps with school homework 394 79 27
Average 245 160 95
In the school, who can be Male Female Both
1. Superintendent/Principal. 388 40 72
2. Utility worker. 324 45 131
3. Security guards. 270 22 208
4. Student Leaders. 406 51 43
5. Academic Scholars. 439 31 30
Average 365 38 97
In your community, who can Male Female Both
1. Join the military Service. 356 11 133
2. Become Manager and executive. 421 42 37
3. Become Barangay Officials. 399 29 72
4. Become Barangay Tanods. 203 22 275
5. Become Barangay health workers. 312 160 28
6. Become a Beauticians/manicurists. 197 278 25
7. Become Religious Leaders. 393 36 71
8. Become Barbers. 187 17 296
9. Become Community Volunteers. 436 41 23
10. Become the House Helpers. 322 158 20
Average 323 79 98
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In summary, as reflected in the table above, the result implies that

male dominates female with regards to the perceptions of the students in
terms of Gender Roles in Home, School, and Community.
International Labor Organization (2000) described that gender role

are learned behaviors in a community and society. They conditioned
activities, tasks, and responsibilities which are perceived as male and
females. It is influenced by religion, ethnicity, class, age, geographical,
political, and economic environment.
Anonuevo (2000) explained that the concept of women as full-time

homemakers, reserved labor force, as sexual objects, as subordinate to men,
and violence against them in private is now being eroded by modern women
who confidently participate in social, political, economic, and cultural
development.
According to Hyde (2005) who proposed the gender similarities

hypothesis that males and females are similar on most psychological
variables and that most differences are in the close to zero range when
examining effect sizes. Hence, the foregoing findings are well-founded based
on the above cited study.
The fourth research question that this study sought to answer was
“Is there a significant difference in the level of GAD awareness, sensitivity,
and roles among students when data are classified accordingly to profile?”
Table 5
Significant Difference in the Level of GAD Awareness of the Students in terms
of their Grade Level, Sex and Type of School
Profile Mean T-value P-value Remarks Decision on

Response Ho
Grade 11th 3.3658 Not Accept
Level 1.522 0.129 Significant Ho
12th 3.4404
Male 3.5025 Significant Reject

Sex 3.468 0.001 Ho
Female 3.3329
Type of Public 3.4447 Not Accept

School 1.955 0.051 Significant Ho
Private 3.3475

on gender and development of the students in the selected senior high
schools in Zamboanga City, in terms of grade-level the computed value of the
t-test for the independent sample (t-value = -1.522 > at p= 0.05 level) implies
100
that there is no significant difference on the level of awareness on gender

and development when grouped according to their grade level. In terms of
sex, the computed value of the t-test for the independent sample (t-test
value= 3.468 < at p= 0.05 level) implies that there is a significant difference in
the level of awareness when grouped according to their sex. In terms of the
type of school the computed value of the t-test for the independent sample
(t-value= 1.955 > at p= 0.05 level) implies that there is no significant difference
in the level of awareness when grouped according to their type of school.
The findings above is supported by Thibault (2004) a society in

which women and men were equal would not rely on arbitrary sex difference
to determine individuals’ possibilities and restrict their economic activities. It
is important to realize that gender relationships and identities are not
universal but vary across cultures and sometimes from community to
community. They are dynamic and change over time.
Table 6
Significant Difference in the Level of GAD Awareness of the Students in terms
of their School
Profile Mean F-value P-value Remarks Decision on

Response Ho
A 3.5047
B 3.3373
School 12.708 0.000 Significant Reject
C 3.1113 Ho
D 3.5787
E 3.4953

on gender and development of the students in selected senior high schools
in Zamboanga City, in terms of school the computed value of analysis
variance (F-value= 12.708 < at p= 0.05 level) implies that there is a significant
difference on the level of awareness when grouped according to their
school.
As reflected in the table, the mean responses of the students from

C are 3.1113, B is 3.3373, E is 3,4953, A is 3.5047, and D is 3.5787, it yielded an
F-value of 12.708 with a P-value of 0.000, which is significant at 0.05 level of
significance, the hypothesis is rejected.
This means that there is a significant difference in the level of GAD

awareness of the students between schools. Mean responses reveal that the
students from school D are most aware of gender and development
awareness than in schools A, B, C, and E.
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The findings above are supported by Valimaa (2004) she believes

that level of gender awareness in a project always depends on the group of
people who are working on the task at hand, thus making training and
sensitization on gender issues essential. In this case, students are grouped
according to their school.
Table 7
Significant Difference in the Level of GAD Sensitivity of the Students in terms
of their Grade Level
Profile Mean T-value P-value Remarks Decision

Response on Ho
Grade 11th 2.8632 Not Accept
Level -1.457 0.146 Significant Ho
12th 2.9678
Male 2.9372 Not Accept
Sex 0.444 0.658 Significant Ho
Female 2.9051
Type Public 2.8610 Significant Reject
of -1.967 0.05 Ho
Private 3.0042
School
Table 7 shows the significant difference in the level of sensitivity on

gender and development of the students in selected senior high schools in
Zamboanga City, in terms of grade-level the computed value of the t-test for
the independent sample (t-value = -1.457 > at p= 0.05 level) implies that there
is no significant difference on the level of sensitivity on gender and
development when grouped according to their grade level. In terms of sex
the computed value of the t-test for the independent sample (t-value = 0.444
> at p= 0.05 level) implies that there is no significant difference in the level of
sensitivity on gender and development when grouped according to their sex.
In terms of the type of schools, the computed value of the t-test for the
independent sample (t-value = -1.967 < at p= 0.05 level) implies that there is
a significant difference in the level of sensitivity on gender and development
when grouped according to their type of school.
In terms of GAD sensitivity, the observation and findings generated

in GAD awareness are likewise true and established in the aspect of
sensitivity as reflected by the above table. It can be observed that grade level
and sex have generated a P-value of 0.146 and 0.658 respectively which is
higher than the 0.05 level of significance and therefore accepts the null
hypothesis. While the type of school is rejected since the P-value of 0.05 has
the same level of significance of 0.05.
On the other hand, it also revealed that grade level has a mean
score of; 11th grade is 2.8632 and 12th grade is 2.9678, sex has a mean score of;
102
the male is 2.9372 and female is 2.9051, and type of school has a mean score
of; the public is 2.8610 and private is 3.0042. This means that those in the type
of school; public and private are more sensitive to gender and development
than those in the Grade level; 11th grade and 12th grade and Sex; male and
female.
The findings above are also supported by Boytsov (2012) in his

answer to the article “Are women more sensitive than men?” That the
answer really depends on what you mean by sensitive. This is not true that
women are more emotional than men, men and women are equally
emotional, although the emotional response can vary slightly across genders
depending on the context. However, women do tend to be more reactive
(sensitive) to bad news.
Table 8
Significant Difference in the Level of GAD Sensitivity of the Students in terms
of their School
Profile Mean F-value P-value Remarks Decision

Response on Ho
A 2.8229
B 2.8400
School 1.523 0.194 Not Accept
C 2.9271 Significant Ho
D 3.0714
E 2.9329
Table 8 shows the significant difference in the level of sensitivity on

gender and development on the students in terms of the computed value of
analysis variance (F-value = 1.523, P-value > at 0.05 level) implies that there is
no significant difference in the level of sensitivity on gender and
development when grouped according to their school.
The findings above are supported by Kalakoti (2018) Teachers play

a very important role in the early upbringing of a child. Their idea and beliefs
can change the thought processes of young children. Children in the
formative years easily nurture values and virtues taught to them. Gender
sensitivity training should be mandatory for teachers. The training will enable
them to disseminate the desirable attitude based on mutual respect and
trust between girls and boys. This means that before senior high students
have thought of gender sensitivity in their previous schools and teachers the
sensitivity of the respondents is not significant when grouped according to
strand.
103
Table 9
Significant Difference in the Level of GAD on Gender Roles in the Home of the
Students in terms of their Profile
Profile Male Female Both X2- P- Remarks Decision

value value on Ho
Type of Public 181 107 10 2.890 0.409 Not Accept

School Significant Ho
Private 128 63 11
Sex Male 143 55 16 19.852 0.000 Significant Reject
Ho
Female 166 115 5
Grade 11th 147 75 12 2.575 0.462 Not Accept
Level Significant Ho
12th 162 95 9
A 64 33 3
12.199 0.430 Not Accept
B 63 35 2
School Significant Ho
C 66 31 3
D 61 31 8
E 55 40 5
Table 9 shows the significant difference in the level of GAD on

Gender Roles in the home of the students in terms of their profile. As
reflected in the table, the p=values of the profile of the respondents in terms
of the type of school, grade level, and school are 0.409, 0.462, and 0.430
respectively. Since the p-values are greater than the alpha at a 0.05 level of
significance, hence the null hypothesis is confirmed. This implies that there is
no significant difference in the level of GAD gender roles in the home of the
students in terms of the type of school, grade level, and school. On the
contrary, there is a significant difference in terms of sex since the P-value is
less than the alpha at a 0.05 level of significance. This implies that females
have higher levels of GAD roles in their homes compared to males.
Findings on the relationship between the work status of women

and the division of household work are somewhat mixed. Many studies
suggest that women still do the bulk of housework regardless of their
working arrangement (Grunow et. Al., 2012; Zabel & Heintz-Martin, 2012;
Bianchi et. Al., 2000). As gender roles for work and family domains continue
to change, both men and women are faced with the challenge of successfully
navigating between life roles. Occasionally, these challenges produce role
conflict and eventually result in role strain. (Kristin M. Perrone-McGovern,
et.al., 2009).
The findings above are opposing to Cerrato and Cifre’s (2018)

unequal involvement in household chores by women and men as it is higher
in women than in men, and the perception of partner involvement is lower
104
in women than in men. Secondly, those unequal involvements relate

differently to men and women in different ways of work-family interaction.
Table 10
Significant Difference in the Level of GAD on Gender Roles in the School of the
Students in terms of their Profile
Profile Male Female Both X2- P- Remarks Decision

value value on Ho
Type Public 244 22 32 4.703 0.195 Not Accept
of Private 172 9 21 Significant Ho
School
Sex Male 171 15 28 3.126 0.373 Not Accept
Female 245 16 25 Significant Ho
Level 12th 225 19 22 Significant Ho
A 85 8 7
B 85 4 11 21.780 0.040 Significant Reject
School C 90 5 5 Ho
D 80 4 16
E 76 10 14
Table 10 shows the significant difference in the level of GAD gender

roles in the school of the students in terms of their profile.
As reflected in the table, the P-values of the profile of the

respondents in terms of the type of school, sex, and grade level is 0.195,
0.373, and 0.276 respectively. Since the P-values are greater than the alpha
at a 0.05 level of significance, hence the null hypotheses are confirmed. This
implies that there is no significant difference in the level of GAD gender roles
in the school of the students in terms of the type of school, sex, and grade
level. On the other hand, there is a significant difference in the level of GAD
gender roles in terms of school since the P-value is less than the alpha at 0.05
level of significance which is 0.040. This implies that the GAD gender roles of
the student respondents vary from which school they are in.
This implies that there is a variation in the respondent’s view on

who is supposed to do what, in the school, given the role to play. That is, the
type of work to be done will depend on whether it should be for males or
female. Career counselors could help clients examine their ideal role
structure. Perrone, Webb, and Blalock, (2005) asked participants to describe
how they would spend their time if they were able to structure their roles in
a way that ideally reflected their values. The authors found no significant
gender differences in ideal role participation. Both men and women
indicated that they would ideally spend the most time in the parenting role.
However, there were significant gender differences in actual role
participation of men and women in this study; women spent more time on
105
parenting and housework whereas men spent more time on career and
leisure activities.
Table 11
Significant Difference in the Level of GAD on Gender Roles in the Community of
the Students in Terms of their Profile
Profile Male Female Both X2- P- Remark Decision on

value value s Ho
Type of Public 245 27 26 1.431 0.698 Not Accept
School Private 174 14 14 Signifi Ho
cant
Sex Male 166 21 27 15.881 0.001 Signifi Reject
Female 253 20 13 cant Ho
Level 12th 218 24 24 Signifi Ho
cant
A 92 4 4
B 86 7 7 25.993 0.011 Signifi Reject
School cant Ho
C 88 5 7
D 84 9 7
E 69 16 15
Table 11 shows the significant difference in the level of GAD gender

roles in the community of the students in terms of the profile. As reflected in
the table. The P-values of the profile of the respondents in terms of their type
of school and grade level are 0.698 and 0.348 respectively. Since the P-values
are greater than the alpha at 0.05 level of significance, hence the null
hypotheses are confirmed. This implies that there is no significant difference
on the level of GAD gender roles in the community of the student
respondents in terms of type of school and grade level. On the contrary,
there is a significant difference in terms of sex and school since the P-values
are less than the alpha at 0.05 level of significance. This implies that the level
of GAD gender roles of the student respondents in the community differ in
terms of their sex and schools.
One such challenge involves negative societal attitudes toward

those who choose nontraditional parenting roles. Brescoll and Uhlmann
(2005) investigated attitudes towards nontraditional parents (i.e. stay-at-
home fathers and employed mothers) in the United States. The researchers
found that stay-at-home fathers and employed mothers were evaluated
more negatively than stay-at-home mothers and employed fathers.
Perceived social regard was lowest for stay-at-home fathers. For employed
mothers, perceived social regard was just as high as for Gender Roles
traditional parents, which may be attributed to gaining social respect and
106
regard by taking on the traditionally male breadwinner role Brescoll&

Uhmlann(2005).
In addition, Zimmeroman (2000) found that stay-at-home fathers

were less likely to network with their community, were less involved with
activities outside the home, and fewer fathers volunteered in the community
or socialized with other stay-at-home parents. The researchers believed that
the results could be partly attributed to how men are socialized to be
independent as well as how there are fewer stay-at-home fathers which
decreases the opportunities for fathers to socialize and network with other
fathers with whom they can identify (Zimmerman). Less involvement outside
the home may also reflect the perceived negative reactions toward stay-at-
home fathers. Interestingly, Zimmerman found that both stay-at-home
mothers and stay-at-home fathers felt disapproval from society, but felt
support and appreciation from their spouses. Given this information, career
counselors are aware that clients who are engage in nontraditional career
and family roles may receive negative feedback from other.
Conclusions
The major purpose of this study was to find out the level of
awareness and sensitivity and the perception of the students of the selected
senior high schools in Zamboanga City towards gender role. This part deals
with the summary of findings, the conclusions reached and the
recommendations forwarded on the basis of findings.
Based on the findings, the following conclusions are as follows:
1. The level of awareness on gender and development among the

students of selected senior high schools in Zamboanga City is at the
average.
2. The level of sensitivity of gender and development among students
of the selected senior high schools in Zamboanga City is at the state
of average.
3. The perception of the students of the selected senior high schools
in Zamboanga City in terms of Gender Roles varies from the type of
context it is in, when it comes to the gender roles at home, most
are expected from the male and few from the female and the both
Sex. In the gender roles at school, the highest frequency count was
garnered by the male while in the community context, it is divided
between the male, female, and both sexes but mostly are expected
from the male.
4. There is no significant difference in the level of Gender and
Development of the students when grouped according to their
grade level and type of school (awareness) and grade level and sex
107
(sensitivity) but there is a significant difference when grouped

according to their sex and school (awareness) and type of school
and school (sensitivity). The level of Gender and Development
gender roles of the student has no significant difference when
grouped according to their type of school, grade level and school
(in the home), type of school, sex and grade level (in the school),
and type of school and grade level (in the community) but there is
a significant difference when grouped according to their sex (in the
home and in the community) and school (in the school).
Recommendations
The following recommendations that follow were based on the conclusions
from the study:
Senior High Schools in Zamboanga City

Senior High Schools in Zamboanga City should come up with the
most appropriate and well-constructed Gender and Development plan which
is to properly address the problems associated with the Gender and
Development.
Senior High School Teachers

Senior High School Teachers should attend or join more training
and seminars which educates them more of the Gender and Development
for them to be more knowledgeable and would be able to come up with
solutions with the rising problems in Gender and Development, this will also
lessen the ignorance of the students with Gender and Development.
Students
Senior High School Students should be open with this matter, for
them to be able to avoid such problems and also be part of the solutions from
the ignorance of others when it comes to the Gender and Development.
Future Researchers
It is advised to the future researchers to conduct further studies
with regards to this matter to fully address circulating problems on Gender
and Development.
108
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Development Institutional Plans and Programs”.
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Development Awareness in Higher Education Institution.
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3, p 75-86.
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www.aqoci.qc.ca/IMG/pdf/guides_2004-03_trainingkitged_2_dpdf.
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accomplishments since the Fourth World Conference on Women
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gender equality.
Valimaa, A. (2004). Approaches on Gender Equality in Development

Cooperation: A Comparison between the International, National and
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mother and stay-at-home father families. Contemporary Family
Therapy, 22, 337-354.
110
Technostress Experienced by the Library Personnel of
Arturo Eustaquio Libraries and Information Centre: Basis
for Stress Management
Christine B. Trinidad
Master in Library and Information Science
Major in Library & Information Management Science (MLIS)
Abstract
This study was undertaken to determine the level of technology-related stress
“technostress” of librarians. Specifically, it sought to answer the following
questions: What is the level of technology-related stress “technostress” of
librarians in terms of Physical aspects, Emotional aspects, Behavioral aspects,
and psychological aspects. What are the challenges on “technostress”
encountered by the librarians and library staff of Arturo Eustaquio libraries and
the Information Center? Is there a significant difference in the level of
technology-related stress “technostress” of the librarian when group
according to their profile? And on the basis of the findings, what stress
management can be designed to cope with the technology-related stress
“technostress” of the librarian? The study employed a mixed-method research
design, employing both qualitative and quantitative research design. The
researcher utilized the standardized survey questionnaire and open-ended
guide questions for the interview to solicit information from the respondents.
This study also employed the non-probability sampling design to obtain the
target respondents and utilized the total enumeration technique. There were a
total of 11 respondents included in this study. The findings of the study revealed
that the level of technology-related stress “technostress” of librarians in terms
of physical, emotional, behavioral, and psychological aspects of stress is
average likewise, the following effects are being experienced by the librarians:
eyestrain, backache, overly comfortable with computers, irritation, and
frustration. Furthermore, it was also disclosed that there was no significant
difference in the level of technology-related stress of librarians in terms of their
sex, civil status, age, and length of service. Whereas, there was a significant
difference in the level of technology-related stress of librarians in terms of their
educational attainment. In addition, a stress management program was
designed to cope with the technology-related stress “technostress” of the
librarians.
Keywords: Technology, Librarian, Arturo Eustaquio librarian, Information

Center, Psychological aspects, Stress management.
111
Introduction
T he technological momentum has increased far beyond our

expectations. People in today’s society are living in a world full of
demands. Technology was introduced as timesaver, but the
convenience of technology has also raised expectations about what
librarians can accomplish in the workplaces. Overall, librarians are projected
to constantly restore their technical skills while keeping up with a relentlessly
changing environment, even as maintaining a higher intensity of
productivity.
The advancement of technology has also been dominant force in

improving and enhancing library services. The application of library
automation has immensely improved the effectiveness of library activities
such as acquisition, circulation, cataloguing, reference, and serials control
(Bichteler, 1986; Murthy & Cholin, 2003). The ability of libraries to offer
access to digital information regardless of location and time has given birth
to the term “Virtual Library”, “Electronic Library” or “Digital Library”
(Gorman, 2001; Saunders, 1999).
Nevertheless, as technology is rapidly changing, it has caused a lot

of employees to suffer from technostress. Previously literature indicated
that one attribution of technological revolution in the workplace today was
the rise of occupational stress (Gallie, 2005; Laf, 2006; Rosen & Weil, 2000).
Basically, technostress is the general feeling of anxiety and the negative
impact on thoughts, behaviors, attitudes, and body when a person is
expected to deal with technology (Kupersmith, 1992; Weil & Rosen, 1997).
The usage of computer integrated system, CD-ROMs and multiple databases,
the internet and World Wide Web, and the rapid change of information
technology has also caused an enormous amount of strain on librarians
(Bichteler, 1987; Davis-Millis, 1998; Kupersmith, 2006).
Consequently, Harper (2000) emphasized that there were two

forms of technostress affecting librarians, namely the physical ang the
psychological forms. The psychological forms of technostress suffered by
librarians included feeling drained, information overload, over-identify with
technology, under work, and doing routine jobs. In addition, the fear that
computers were taking over their roles also led to feelings of job insecurity.
There were also feelings of jealousy among librarians when their levels of
technology competencies differed and resulted in the loss of motivation and
team spirit. Spending so much time working with new technology also gave
rise to feelings of job role uncertainty especially when librarians find
themselves doing the job of system librarians.
112
The graduate school students of Master in Library and Information

Science (MLIS) program are practicing librarians in academic and school
libraries. In this type of libraries, librarians are engaged with the latest
technology to provide fast and better services to the library users. With this
observation the researcher implied that librarians are experiencing different
stage of technostress. Aside from that, the researcher has a regular
conversation with librarians and sharing of individual experiences in their
workplace. During the conversation, the researcher heard some librarian’s
physical complaints like backaches, eye strain, neck pain, stiff shoulder, and
joint pains. Some said they too are suffering insomnia, anxiety, loss of
temper, irritability, frustration and others. Hence, the researcher conducted
the study.
The study aimed to determine the technostress of librarians in

Arturo Eustaquio Libraries and Information Center. Specifically, it sought to
answer the following questions:
1. What is the level of technology related stress “technostress” of

librarians in terms of:
1.1 Physical Aspects;
1.2 Emotional Aspects;
1.3 Behavioral Aspects and;
1.4 Psychological Aspects?
2. What are the challenges on “Technostress” encountered by the

librarians of Arturo Eustaquio Libraries and Information Centre?
3. Is there a significant difference on the level of technology related

stress “Technostress” of the librarians when group according to
their profile?
4. On the basis of the findings, what stress management can be

designed to cope up the technology related stress “technostress”
of the librarians?
Methodology
A mixed method of quantitative and qualitative research method
was used in this study. This research design is appropriate for this study
because it seeks to ascertain the librarian’s perspective or experiences on
technology related stress and challenges through the use of survey-
questionnaire as the instrument for data gathering, and the open-ended
guided questions was prepared and utilized for the interview with the
librarians and library staffs.
113
According to Almeida, Gaerlan, and Manly (2016), quantitative

research design is a type of empirical investigation that focuses on verifiable
observation and most often is expressed in numbers that uses surveys.
Descriptive research is concerned with the description of data and
characteristics about a population. Descriptive studies seldom involve
experimentation, as they are more concerned with naturally occurring
phenomena that with the observation of controlled situations. Almeida,
Gaerlan, and Manly (2016) further stressed that the purpose of qualitative
research is to understand or explore meaning and the ways people make
meaning, rather than to prove a theory or determine a relationship between
factors.
The study was conducted at the Universidad de Zamboanga –

Arturo Eustaquio Libraries and Information Center – Main Library, Dentistry
Library, Senior High School Library, Graduate School Library, and High School
Library. The school was formerly known as Zamboanga Arturo Eustaquio
Colleges (ZAEC) after its founder, Engineer Arturo F. Eustaquio Sr. In the year
2005, it was renamed to Universidad de Zamboanga, after it was granted
university status. The university is presently under the administration of the
founder’s daughter, Atty. Linda Eustaquio Lim is the President and Chief
Executive Officer.
Arturo Eustaquio Libraries and Information Center – Main Library is

located at 5th-floor college building, Universidad de Zamboanga (Main
Campus), Don Toribio St., Tetuan, Zamboanga City. Managed by 3 licensed
librarians and 5 library staff.
Dentistry Library is located at 5th floor, Universidad de Zamboanga

Laboratory Bulding, Don Toribio St., Tetuan, Zamboanga City. Managed by 1
licensed librarian.
Senior High School Library is located on the 3 rd floor, left-wing of

the Universidad de Zamboanga – City Campus, J.S. Alano St., Zamboanga
City. Managed by 1 licensed librarian and 1 library staff.
Graduate School Library is located at 3rd floor, left wing of the

Universidad de Zamboanga – City campus, J.S. Alano St., Zamboanga City.
Managed by 1 licensed librarian.
And High School library is located at the 2nd floor, Arturo Eustaquio
Memorial Science High School – Universidad de Zamboanga, Gov. Alvarez,
Zamboanga City. Managed by 1 library staff.
114
The researcher adopted the non-probability sampling design that

obtained the target respondents. The researcher utilized the Total
Enumeration technique, considering that the number of the respondents is
only small, all of the librarians and library staff employed at Universidad de
Zamboanga Arturo Eustaquio Libraries and Information Center are included
as respondents of the study. A total of 11 respondents were included in this
study that consists of 4 licensed librarians and 7 library staff who are
presently employed in Arturo Eustaquio Libraries and Information Center.
Table 1
Profile F %
Sex Male 1 9.0
Female 10 90.9
Total 11 100
Below 25 7 63.6
Age 25 – 34 0 0
35 – 44 1 9.1
45 and above 3 27.3
Total 11 100
Single 6 54.5
Civil Married 4 36.4
Status Separated 0 0
Widow 1 9.1
Total 11 100
5 and below 5 45.5
Length 6 – 10 0 0
Of 11 – 15 1 9.1
Service 16 – 20 2 18.2
21 and above 3 27.3
Total 11 100
Bachelor’s Degree. 3 27.3
Bachelor of Library and Information Science. 2 18.2
Educational BSED major in Library Science. 1 9.1
With MA units (Master in Library and Information 3 27.3
Attainment Science).
Full-pledge Master in Library and Information Science. 1 9.1
With Doctoral units. 1 9.1
Total 11 100
Table 1 presents the demographic profile of the respondents in

terms sex, age, civil status, length of service, and educational attainment.
As gleaned from the table 1, in terms of sex, out of 11 respondents

there were 1 or 9.1% of the respondent is male, 10 or 90.9% of them are female
employed in Arturo Eustaquio Libraries and Information Center – Universidad
de Zamboanga. In terms of age, there were 7 respondents or 63.6% with age
115
below 25, 0 respondents with age 25 – 34, 1 respondent or 9.1% with age 35 –
44, and 3 or 27.3% respondents are with age 45 and above. In terms of civil
status, there were 6 respondents or 54.5% of them are single, 4 or 36.4% of
the respondents are married, 0 respondents who are separated and 1
respondent or 9.1% is widow.
Furthermore, in terms of length in service, there were 5 or 45.5% of

the respondents are working in the library for 5 years and below, 0
respondent are working in the library for 6-10 years, 1 or 9.1% of the
respondent are working in the library for 11 – 15 years, 2 or 18.2% respondents
are working in the library for 16 – 20 years and 3 respondents or 27.3% of the
respondents are working in the library for 21 years and above.
And lastly, in terms of their educational attainment, 3 respondents

or 27.3% are with bachelor’s degree, 2 or 18.2% of the respondents are with
Bachelor of Library and Information Science degree, 1 or 9.1% of the
respondents are with BSED major in Library Science, 3 respondents or 27.3%
are with MA units, 1 or 9.1% of the respondents are with full-pledge Masters
in library and Information Science and 1 or 9.1% of the respondents are with
doctoral units.
Data Gathering Tools
To gather data for the study, the researcher utilized a questionnaire

checklist type of tools to identify impacts and challenges of technology-
related stress “technostress” of the librarians and library staff of the Arturo
Eustaquio Libraries and Information Center. The researcher adopted the
standardized type of questionnaire called “technostress measure”. The first
part of the survey covered the profile of the respondents in terms of their
age, sex, civil status, highest educational attainment, and length of service.
The second part of the survey questionnaire covered the four aspects of
technology-related stress namely: Physical aspect, Emotional aspect,
Behavioral aspect, and psychological aspect.
In addition, to answer the research problem on the challenges

encountered by the librarians of Arturo Eustaquio Libraries and Information
Center, the open-ended guided questions were be prepared and utilized for
the Focus Group or FGD with the librarians and library staff.
Validity and Reliability of the Research Instrument
To test the validity and reliability of the survey – questionnaire, the

research instrument was referred to the adviser for comments, suggestions,
and improvement of the questionnaire. And then, the questionnaire with the
attached statement of the problem, content validation form was distributed
116
and referred to the chosen panel of experts who evaluated the items on each
construct.
A pilot test was conducted on selected students who are not

identified as respondents of the study but with similar characteristics to the
actual respondents of the study. This was purposely facilitated to determine
if the questionnaire is understandable and appropriate to the target
respondents.
Furthermore, to test the reliability of the questionnaire, Cronbach’s

Alpha was utilized which shows a very high degree of reliability with the
result of 0.899.
Moreover, the researcher asked the assistance of the people who

are experts to ensure that the said questionnaire served the intended goal of
the study.
Lastly, the letter of permission was signed by the VPAA, Chief

Librarian, and Library Personnel to conduct the said Focus Group Discussion
and survey – questionnaire in assessing the technostress of the librarians.
Ethical Consideration
The researcher sought permission to the school’s President, VPAA,

and Chief Librarian of the Arturo Eustaquio Libraries and Information Center
to conduct the survey. This was followed by officially writing the librarian in-
charged to be able to administer the survey questionnaire. After consent was
given by the library in-charged from the different libraries, the researcher
proceeded to conduct the survey. The researcher practiced courtesy at all
times. The respondents were treated with respect and respect of opinion
was observed. The researcher ensured that the answers obtained were
treated with confidentiality.
A letter of Permission to conduct the study were sent to the

school’s President, VPAA, and Chief Librarian of the Arturo Eustaquio
Libraries and Information Center. Another official letter were addressed to
the different library in-charged in the different campus libraries for the
distribution of survey questionnaire.
A standardized survey questionnaire was adopted to identify the

technology-related stress “technostress” of the librarians and library staff of
Arturo Eustaquio Libraries and Information Center. Upon granting the
permission to conduct the survey, the researcher personally administered
117
the survey questionnaires to the respondents and eventually retrieved the

said questionnaires right after the respondents finished answering the
questionnaires.
Moreover, the Focus-Group Discussion or FGD was scheduled and

conducted to solicit information on the challenges encountered by the
librarians and library staffs of Arturo Eustaquio Libraries and Information
Center. After accomplishing the questionnaire, the researcher retrieved the
questionnaires.
And lastly, the data was organized, collated and tabulated, after
which analysis and interpretation was made. Appropriate statistical devices
were used to come up with the findings of the study.
Statistical Tools
The data gathered from the survey questionnaire were sorted,

tallied, tabulated, and statistically treated. A professional statistician was
consulted for the statistical treatment of the data. The data shall be analyzed
and interpret using the following statistical tools:
• Frequency and Percentage – This was used to determine the profile

of the respondents in terms of age, sex, civil status, highest
educational attainment, and length of service.
• Weighted Mean – This tool was used to determine the level of
technology related stress “technostress” in terms of the four
aspects of technostress.
• T-test – This tool was used to determine the significant difference
in the ratings of the respondents in the level of technology related
stress “technostress” when they are grouped or classified
according to profile.
118
Results and Discussions
The first research problem that the study required to answer is,
“What is the level of technology-related stress “technostress” of librarians
in terms of Physical aspects, Emotional aspects, Behavioral aspects, and
psychological aspects?”
Table 2
Level of Technology Related Stress of Librarians in terms of Physical Aspects
A. Physical Aspects Mean Remarks

Response
1. Eye strain 3.55 High
2. Backaches 3.64 High
3. Headaches 3.09 Average
4. Stiff Shoulder 2.73 Average
5. Neck pain 2.50 Low
1.51 – 2.50 Rarely Low
Table 2 presents the level of technology-related stress

“technostress” in terms of physical aspects as experienced by the librarians.
As gleaned from table 2, the respondents show a high level of technology-
related stress “technostress” on backaches. And also, the respondents show
a high level of technology-related stress “technostress” on backaches (3.64),
which shows that respondents mostly suffer from backaches. And also, the
respondents show a high level of technology-related stress “technostress”
on eyestrain (3.55). This is due to the fact that they are working for 8 hours
and most of their work is done through sitting and facing the computers for
a longer time resulting in physical strain.
Whereas, the respondents show an average level of technology-

related stress “technostress” on headaches (3.09) and stiff shoulder (2.73).
Meanwhile, the respondents show a low level of technology-related stress
“technostess” on neck pain (2.50).
Overall, there is an average level of technology-related stress

“technostress” that the librarians experienced in terms of physical aspects
(3.05). This implies that the respondents are somewhat physically affected
when using technologies in their workplace. The respondents sometimes
experienced all of the above-mentioned physical aspects of technostress.
119
The finding above is supported by the study of Laspinas (2015), that

librarians can sometimes experience eyestrain, backaches, stiff shoulder, and
neck pain in doing their work. That most of their work is now done by sitting
and facing the computers for a longer time and resulted in physical strain. In
a technological world, providing library personnel with an appropriate and
safe physical environment is a necessity.
Table 3
Level of Technology Related Stress of Librarians in terms of Emotional Aspects
B. Emotional Aspects Mean Remarks

Response
1. Irritability. 2.36 Low
2. Loss of temper. 2.36 Low
3. Having high state of anxiety when 1.64 Low
separated with computer.
4. Lack of appreciation. 2.00 Low
5. Negative attitude. 2.09 Low
Grand Mean 2.09 Low
Table 3 shows the level of technology-related stress

“technostress” of librarians in terms of emotional aspects. As gleaned from
table 4, the respondents show a low level of technology-related stress
“technostress” on the following aspects: Irritability (2.36); Loss of temper
(2.36); Negative attitude (2.09); lack of appreciation (2.00); having a high
state of anxiety when separated with the computer (1.64).
Overall findings reveal that the level of technology-related stress

“technostress” in terms of the emotional aspect is low. It was observed that
the librarians were already used to computers as part of their work. Meaning,
the respondents rarely experienced the emotional aspects of technostress.
Similarly, Sehar and Tariq (2019) conducted research on

technostress among LIS professionals, a study in the University of Karachi.
The findings of the study show that the respondents have a low level of
emotional stress in dealing with technologies, the majority of the
respondents show a very low level of anxiety, and also frustration. Thus,
librarians are now engaging in technology as part of their professional work.
120
Table 4
Level of Technology Related Stress of Librarians in terms of Behavioral Aspects
C. Behavioral Aspects Mean Response Remarks

1. Overly comfortable with 3.73 High
computers.
2. Overspending on computers. 3.00 Average
3. Insomnia. 2.00 Low
4. Uncooperativeness or 2.09 Low
unwillingness.
5. Using computer terms in 2.09 Low
non-computer conversion.

“technostress” of librarians in terms of behavioral aspects. As gleaned from
table 5, the respondents show that they are highly affected by the
technology-related stress “technostress” by being overly comfortable with
computers (3.73).
Whereas the respondents show an average level of technology-

related stress “technostress” on overspending on computers (3.00). And the
low level of technology-related stress “technostress” on uncooperativeness
or unwillingness (2.09), using computers in non-computer conversation
(2.09), and insomnia (2.00).
Overall findings show that there is an average level of technology-

related stress “technostress” of librarians experienced in terms of behavioral
aspects (2.58). Meaning, the respondents sometimes experienced the
behavioral aspects of the technostress. This implies that most of the
respondents felt overly comfortable with computers in their respective
workplaces because their work are focusing on the library’s system for eight
hours, but still adapting the advancement of technology.
Likewise, Haneefa, K.P., and O.K (2016), conducted a study on

technostress among librarians. It was found out from the study that a
sizeable number of library professionals indicated that librarians increased
time spent in front of the computers, which lead them to increase the level
of technostress.
121
Table 5
Level of Technology Related Stress of Librarians in terms of Psychological
Aspects
D. Psychological Aspects Mean Response Remarks

1. Information overload to find, analyze, 2.64 Average
evaluate, and apply it in the right
context of resources.
2. Job security, where librarians and 2.82 Average
library staff have a fear that
computers may replace human roles.
3. Professional jealousy produced by 2.27 Low
technological competency.
4. Demotivation due to prolonged 2.18 Low
period of any technological activity.
5. Uncertainty about job role caused by 2.45 Low
an increased time working with new
technologies.
Grand Mean 2.47 Low

“technostress” of librarians in terms of psychological aspects. As gleaned
from table 5, the respondents show an average level on the following
aspects: job security, where librarians and library staff have a fear that
computers may replace human roles (2.82) and Information overload to find,
analyze, evaluate, and apply it in the right context of resources (2.64). While
the respondents show a low level of technology-related “technostress” on
uncertainty about job role caused by an increased time working with new
technologies (2.45), professional jealousy produced by technological
competency (2.27), and demotivation due to prolonged period of any
technological activity (2.18).
Overall findings disclosed that the level of technology-related

stress “technostress” in terms of psychological aspect is low (2.47). In
general, librarians were somewhat stressed or rarely experienced the
psychological effect of technostress.
Thus, in the study of Tagurum, Okanada, Miner, Bello, and Tagurum

(2017), it was found out the study that some of the academic staff show a
little psychological and behavioral stress. One common main cause that the
academic staff experienced is information overload.
122
Table 6
Summary on the level of Technology Related Stress of Librarians
Technology Related Mean Response Remarks

Stress
Physical Aspects 3.05 Average
Emotional Aspects 2.09 Low
Behavioral Aspects 2.58 Average
Psychological Aspects 2.47 Low
Overall Grand Mean 2.55 Average
Table 6 shows the summary on the level of technology-related

stress “technostress” in terms of the four aspects of stress namely; physical
aspect (3.05), emotional aspect (2.09), behavioral aspect (2.58), and
psychological aspect (2.47). Overall findings reveal that the level of
technology-related stress “technostress” of librarians in terms of the four
aspects of stress is average. The finding implies that the librarians sometimes
experienced technostress in their workplace. This also means that the
librarians are now gradually embracing the changes of technology and
accepting technological advancement in their workplace.
The finding above is similar to the study of Bonnah (2015), wherein

the finding of the study revealed that the academic librarians experienced
technostress to some extent. It shows that academic librarians are now
coping with technologies and knows how to deal with technostress.
The second research problem that the study required to answer is,
“What are the challenges on “Technostress” encountered by the librarians
and library staff of Arturo Libraries and Information Center?”
When the librarians were asked, what are the challenges do they
experience on technology-related stress “technostress” in terms of physical,
emotional, behavioral, and psychological aspects? The following participants
narrated that the common challenges experienced by the librarians and staff
are technical problems, low-end desktop computers, power interruption,
and slow internet connection. The most commonly experienced
technostress is in the physical aspect such as eyestrain & backache, and the
emotional symptoms of technostress is irritation and frustration.
123
Table 7
Significant Difference in the Level of Technology Related Stress of Librarians in
terms of their Sex.
Sex Mean t-value P-value Remarks Decision on

Response Ho
Male 2.10 0.997 0.345 Not Accept
Female 2.60 Significant Ho
Table 7 shows the significant difference in the level of technology-

related stress of librarians in terms of their sex. As reflected in the table, the
t-value is 0.997 and a p-value of 0.345. Since the P-value is greater than 0.05
level of significance, this means that there was no significant difference in
the level of technology-related stress of librarians in terms of their sex, thus
the null hypothesis is accepted. Findings disclosed that male and female
librarians have the same level of technology-related stress. This implies that
the level of technology-related stress of the librarians does not differ in terms
of their sex.
However, in the study of Chen (2015), entitled “Validating the

technostress instrument using a simple of Chinese knowledge workers”. The
findings of the study disclosed that male respondents demonstrated a
significantly higher level of technostress than female employees did. Gender
was also found to have a significant impact on techno-invasion and techno-
insecurity. According to also to Ahmet Naci Coklar, Yusuf Levent Sahin (2011)
entitled “An Empirical Study of Technostress among Indian Academicians” in
Turkey among social network users, it was found that female users have
higher technostress levels than male users. On the other hand, academicians
with greater technological awareness have less technostress because they
are likely to have more faith in their ability to handle the changes and
pressure arising from technology.
Table 8
terms of their Civil Status
Civil Mean F-value P-value Remarks Decision on Ho

Status Response
Single 2.38 Not Accept Ho
Married 2.73 0.815 0.476 Significant
Widow 2.85
Table 8 shows the significant difference in the level of technostress-

related stress of librarians in terms of their civil status. As reflected in the
table, the F-value is 0.815 with a P-value of 0.476. Since the P-value is greater
than 0.05 level of significance, this means that there was no significant
124
difference in the level of technology-related stress of librarians in terms of

their civil status, thus the null hypothesis is accepted. Findings disclosed that
single, married, and widow librarians have the same level of technology-
related stress. This implies that the level of technology related stress of the
librarians do not differ in terms of their civil status.
Thus, the study of Jena Mahanti (2014), it shows that there is no

significant influence of married and unmarried academicians on
technostress. It is hoped that the results provided in this research will
provide an avenue for academic institutions to address technostress. Given
the fast-changing ICT trend and an increasingly faster-paced stressful work
environment, it seems reasonable to develop effective training and wellness
programs to decrease academicians’ stress levels and to enhance their sense
of technological mastery and personal value in Indian conditions.
Table 9
Significant Difference in the Level of Technology Related Stress of Librarians In
terms of their Age
Age Mean F-value P-value Remarks Decision on

Response Ho
Below 25 2.45 Not Accept
35-44 3.45 2.653 0.131 Significant Ho
45 and 2.48
above

related stress of librarians in terms of their Age. As reflected in the table, the
F-value is 2.653 with a P-value of 0.131. Since the P-value is greater than 0.05
level of significance, this means that there was no significant difference in
the level of technology-related stress of librarians in terms of their age, thus
the null hypothesis is accepted.
The findings disclosed that irrespective of the librarian’s age, they

have the same level of technology-related stress. This implies that the level
of technology-related stress of the librarians does not differ in terms of their
age.
On the other hand, Tu, Wand, and Shu (2005) conducted research
related to this study, the findings of their study revealed that older
employees were more likely to experience technostress because adults have
already formed attitudes towards learning therefore, they may have
challenges disabling the negative thoughts, perception, and idea which are
firmly sealed as an individual acquires knowledge through learning and
experience.
125
Table 10
terms of their Length of Service
Length of Mean F-value P-value Remarks Decision on

Service Response Ho
5 and below 2.23 Not Accept
11-15 2.90 1.735 0.247 Significant Ho
16-20 2.85
Above 20 2.77

related stress of librarians in terms of their length of service. As reflected in
the table, the F-value is 1.735 with a P-value of 0.247. Since the P-value is
greater than 0.05 level of significance, this means that there was no
significant difference in the level of technology-related stress of librarians in
terms of their length of service, thus the null hypothesis is accepted. Findings
disclosed that regardless of the librarian’s length of service, they have
experienced the same level of technology-related stress. This implies that the
level of technology-related stress of the librarians does not differ in terms of
their length of service.
The finding above is similar to the study of Coklar, et.al. (2016),

revealing that the general level of technostress in terms of professional
length of service is at the same level regardless of their length of service. On
the other hand, another finding from Longman (2013) studied the
technostress level, which had less than 10 years and more than 10 years
length of service, and reported the length of service didn’t have a significant
effect on technostress levels. In another study, Quinn (2000) stated that
young learners had lower levels of technostress than older learners.
On the other hand, Tarafdar et. Al. (2011) claimed that younger
users were more familiar with technology in occupations related to
information technologies, but experienced employees had lower levels of
technostress because they were better at coping with stress. From this
perspective, it can be claimed that technology use competence and teaching
experience balance each other in technostress.
126
Table 11
Terms of their Educational Attainment
Educational Mean F-value P-value Remarks Decision

Attainment Response on Ho
Bachelor’s 2.58
Degree
Bachelor of 1.95
Library and
Information
Science 5.109 0.049 Significant Reject Ho
BSED major in 2.30

Library
Science
With MA 2.80
units (Master
in Library and
Information
Science)
Full-pledge 3.45
Master in
Library and
Information
Science
With 2.25
Doctoral
Units

related stress of librarians in terms of their educational attainment. As
reflected in the table, the F-value is 5.109 with a P-value of 0.049. Since the P-
value is less than 0.05 level of significance, this means that there was a
significant difference in the level of technology-related stress of librarians in
terms of their educational attainment, thus the null hypothesis is rejected.
Findings disclosed that the librarians with bachelor’s degree,

Bachelor’s in Library and Information Science, BSED major in Library Science,
MA units, full pledge Master’s in Library and Information Science, and
doctoral units do not have the same level of technology-related stress. This
was because during generation Z there were no IT subjects thought,
compared to the millennial generation. This implies that the level of
technology-related stress of librarians does differ in terms of their
educational attainment.
Accordingly, the study conducted by Omosur (2000), shows that

some librarians appreciate the use of technology in the workplace, however
127
other librarians believed that technology has added more responsibility to

their jobs. It was further attested by Weil and Rosen (1997), who believed
that those determined computer professionals who are more qualified in
terms of experience, tend to have less stress when there are challenges
associated with the use of computers.
The third research problem the study required to answer is “What

stress management can be designed to cope with the technology-related
stress “technostress” of the librarians?”
One of the major changes we expect to see in libraries is the use of

new innovative technologies. Adopting these new applications will help
libraries to more effectively preserve their collections online, thereby
improving and redefining access for researchers. In addition, we are
overloaded with information, how do we cope and embrace technology to
improve productivity and as a time saver? We can cope with this kind of
challenge through training on the latest trend in technology, it is essential
that not only do companies provide technology tools to increase
productivity, but they need to devote time and resources to make sure that
staff is properly trained in using them.
This digital revolution we are experiencing is a basic change in the

way people communicate and transact. At the same time, we must balance
our lives and not become tools of our tools.
Conclusions
Based on the results reflected in this study, the following

conclusions were drawn:
1. The level of technology-related stress “technostress” of librarians

in terms of the four aspects of stress is average.
2. The common challenges experienced by the librarians are technical

problems, low-end desktop computers, power interruption, and
slow internet connection so it causes irritation and frustration to
the librarians. The most experienced technostress is in the physical
aspect such as eyestrain & backache, and the emotional aspects of
stress such as irritability.
3. There was no significant difference in the level of technology-

related stress of librarians in terms of their sex, civil status, age, and
length of service. Whereas, there was a significant difference in the
level of technology-related stress of librarians in terms of their
educational attainment.
128
Recommendations
Based on the findings and conclusions generated in the study, the
following recommendations are hereby posited:
For the School Administrators
The technological landscape is constantly changing rapidly, and it is

the responsibility of the top management to provide the most innovative and
advanced technology for the employees to be more productive in their
workplace. Also, the top management through the Human Resource
Department should allocate funds for the regular conduct of the seminar-
workshops and training to the employees to better cope up on the latest
trend in Information Technology and stress management.
For the Chief Librarian and Librarians
The chief librarian and librarians should participate in the seminar

workshops and training on the latest trend in Information Technology, stress
management, and coping mechanisms, and create a stress management plan
that will help cope with the technology-related stress “technostress”
experienced by the librarians, library staff, faculty members, and students.
Also, they have to organize and conduct other related activities, like 5 to 10
minutes activities such as Yoga, Meditation, Simple exercise, Zumba, and
other simple activities that could help ease the burden and alleviate
technostress in the library. Above all, the librarians can involve the faculty
members and students to participate in their activities because their
customers to are also experiencing technostress.
For the Students
Students should better understand the situation of the librarians

and library staff that not all the time the flow of the library operations is
smooth, sometimes it encounters some technical problems in the automated
library world. They should be aware that they also experience the same
technostress, especially if they are using the facilities in the library like the
computers, internet, and Wi-Fi. They also can participate in library activities
to avoid or decrease the level of technostress.
For the future Researchers
Future Researchers may conduct similar studies or studies related

to technology-related stress or technostress in other libraries and institution.
They can broaden the scope of the study and can compare the findings of the
study.
129
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132
Emotional Intelligence and Leadership Style of
School Heads in Cururan District: Basis for
Human Resource Program
Narcisa M. Radjail
Master of Arts in Education
Major in School Administration and Supervision(MAED)
Abstract
The study aimed to determine the emotional intelligence and leardership styles
of the schoolhead as rated by the selected teachers of Curuan District,
Zamboanga City. This paper aimed at investigating the effect of emotional
intelligence on the leader’s applied leadership style (mediator) and the effect
of this style on the employye’s organizational citizenship (responsibility,
reward, and warmth support). This research paper examines whether
leadership style mediates the relationship to emotional intelligence. In this
context, the demographic variables of age, sex and others are used in this study
due to their reported meaningfulness in other studies as along with leadership
variants. The way in which an organization operates, adopts decisions and
develops certain relationships with its member is based on the organizational
culture. How the organization’s values are understood, determines its
members to have certain behaviors and to express the different perceptions
and opinions related to the existing climate at a given moment in the
organization. What is the emotional intelligence of the teachers in terms of self-
emotion appraisal, other emotional appraisal, use of emotion, and regulation
of emotion? The emotional intelligence of the teachers in terms of self-emotion
appraisal, other emotion appraisal, use of emotion, and regulation of emotion.
Transformational leadership style is demonstrated more prominently by the
school heads than transactional leadership style as observed by the teachers.
Although the result of the study recorded a positive leadership style
demonstrated by school heads, still the Department of Education officials need
to develop their school leaders and employees to improve and optimize
performance. Based on the result of this study, the school heads should
continuously improve their craft by attending seminar and webinars to
understand better their teachers and be flexible and strengthen their
leadership styles. Based from the result, teachers should first know and
understand the kind of emotional intelligences they possess so they will be
equipped in actualizing their roles in the organization.
Keywords: Emotional Intelligence ,Curuan District, Teachers, Leadership,

Transformational Leadership, Transactional Leadership, self-emotional
appraisal
133
Introduction
E Motional Intelligence is the ability to understand, use, and manage your

own emotion in positive ways to relieve stress, communicate
effectively, emphatize with others, overcome challenges and defuse
conflict. Emotional intelligence helps you build stronger relationships,
succeed at school and work, and achieve your career and personal goals. It
can also help you to connect with your feelings, turn intension into action,
and make informed decisions about what matters most of you. By
understanding your emotion and how to control them, you’re better able to
express how you feel and understand how others are feeling.
On the other hand, leadership style refers to a leader’s

characteristics behaviors when directing, motivating, guiding and managing
groups of people. A leader should have the ability to maintain good
interpersonal relations with the followers and subordinates and motivate
them to help in achieving the goal.
The basis of success is largely provided by the ability of leader to

adapt his style of leadership to the current climate of the organization, as
well as the interests of its employess. Therefore, there exists a close
interdependent relationship between climate and leadership style (Bass &
Riggio, 2016).
When it comes to managing and running an organization, there is

no specific recipe that applies to all organization. When speaking of
management styles, none of them have been universally successful in every
situation. The manner by which leaders carry out their own rules in an
organization is represented by their leadership styles. According to M. Zlate
(2004), style is a significant feature of leadership, and a good leader can play
his role utilizing different styles.
Furthermore, there are multiply studies that link emotional

intelligence with leadership effective (Boyatzis & Ratti, 2009; Kerr, Garvin,
heaton & Boyle, 2006; Goleman, 2004) with differences reported among age-
groups of respondents.
This research paper aims to examine whether leadership style

mediates the relationship to emotional intelligence. In this context, the
demographic variables of age, sex and others are used in this study due to
their reported meaningfulness in other studies along with leadership
variants.
The researcher would like to determine a number practical

implications affecting communication, performance, stability and tenure,
134
and thereby lower turnover. Moreover, she will also look into the social
implications of this study to include the social relationships within the work-
setting, higher emphaty, and higher level of norming as a direct reslt of
improving the leader’s emotional intelligence level.
The study aimed to determine the emotional intelligence of the

teachers and leadership styles of the school head as rated by the teachers of
Lubigan Elementary School, Dita Elementary School, and Panubigan
Elementary School. This paper aimed at investigating the correlation
between the emotional intelligence of the teachers and the leader’s applied
leadership style.
Specifically, it sought to answer the following:
1. What is the emotional intelligence of the teachers in terms of:

1.1 self-emotion appraisal
1.2 other emotion appraisal
1.3 use of emotion
1.4 regulation of emotion
2. What is the leadership style of the school head as perceived by the

teachers in terms of:
2.1 Transformational leaderhip

2.2 Transactional leadership
3. Is there a significant relationship between the emotional intelligence

of the teachers and the leadership styles of the school head as
perceived by the teachers?
4. On the basis of the findings, what human resource program can be
designed?
Hypothesis
The research was guided by the following hypothesis:
1. There is no significant relationship between the emotional

intelligence of the teachers and the leadership styles of the school
head as perceived by the teachers
Significance of the Study
The findings of this study could provide a baseline data that can be
used as reference for the principal’s leadership practices. This study is
deemed beneficial to the following:
135
For the Department of Education (DepEd) Officials
The result of this study will serve as basis for Dep Ed officials in the
dealings with theie school leaders and employees. They may improve their
policies in developing their school leaders and employees to optimize
performance. It can be beneficial for leaders to understand which types of
leadership and impacts how employees can be motivated through proper
leadership and improve their organizational climate.
For the Principals and Other School Administrators
The data in this study will serve as baseline information for the
school heads to understand better their teachers. They may focus on
measures to strengthen their leadership skills thereby improving the climate
in their organization.
For the Teachers
Teachers will find ways to manage their emotions and put efforts
to equip themselves with knowledge and skills so that they will be ready in
teaching and other committees assigned to them.
The data will help teachers to be involved and to engage in the type
of ongoing communication and organizational feedback needed to ensure
continued organizational growth thereby exuding positive emotions.
For the Guidance Councilors
Guidance counselors can plan, create and implement managing a

person’s emotion. Help teachers to learnin coping skills, which will assist
them in dealing with the numerous stressors with their job.
For the Researchers
This may serve as an additional input when they will conduct a

quantitative or qualitative studies in other schools for future use.
Scope and Delimitation of the Study

The study focused on the emotional intelligence of the teachers,
leadership styles of the school head and the organizational climate as rated
by the teachers. The respondents of this research were the thirty five (35)
teachers assigned in Lubigan Elementary School, Dita Elementary School and
136
Panubigan Elementary School all located in the east coasts of Zamboanga

City. In this study, standardized research questionaires were utilized to
facilitate the collection of data. The study was conducted during the 2 nd
semester of S.Y. 2019 – 2020.
Methodology
This tudy utilized a descriptive-quantitative type of research. The

descriptive research design was used to determine the emotional
intelligence of the teachers and their perception of the leadership styles of
their school heads. Descriptive research as a type of research design which
describes the nature of situation as it exists at the time of the study that
explores the causes of a particular phenomenon (Alicay, 2014). It is
concerned of determining the present conditions or characteristics of a
research subject.
Descriptive research involved the process of collecting data in

order to test hypothesis or to solicit an answer to the questions corcerning
the present standing of the subject of the study (Hopkins, 2010).
The study was conducted among 35 teacher of Curuan District of

Lubigan Elementary School, Dita Elementary School and Panubigan
Elementary School. These three public elementary schools are under the
Curuan district located in the second district or east coast of Zamboanga City.
The respondents of the study consisted of thirty five (35) teachers

assigned in three public elementary schools in the rural areas of the second
district of Zamboanga City. There were thirteen (13) respondents from
Lubigan Elementary School, twelve (12) from Dita Elementary School and ten
(10) from Lubigan Elementary School. Since the three mentioned schools
have considerablyfew teacher, hence, total enumeration was employed as
the sampling technique to obtain the sample of the stud. Total enumeration
or total population sampling is a type of purposive sampling technique that
involves examining the entire population that have a particular set of
characteristics (Lavraskas, 2008).
137
Table 1
Profile F %
Sex Male 2 5.7
Female 33 94.3
Total 35 100
20-29 21 60.0
Age 30-39 10 28.6
40-49 4 11.4
Total 35 100
T1 31 88.6
Teacher Rank T2 3 8.6
MT 1 1 2.9
Total 35 100
Length of Service 0–5 25 71.4
6 – 10 9 25.7
11 – 15 1 2.9
Total 35 100
Kindergarten 3 8.6
Grade I 7 20.0
Grade Level Grade II 6 17.1
Grade III 7 20.0
Grade IV 4 11.4
Grade V 4 11.4
Grade VI 4 11.4
Total 35 100
Table 1 shows the demographic profile of the respondents. As

shown in the table, most of the respondents are female teachers (33 or
94.3%) whose age ranges from 20 to 29 years old (21 or 60%). In terms of rank,
majority are classified as T1 or Teacher 1 (31 or 88.6) with teaching experience
of five (5) years or less. The data also reveal that the respondents are
handling different grade levels with a good number of them teaching grade
I (20%) and III (20%).
A letter of permission to conduct the study was submitted to the

office of the Schools Division Superintendent, Zamboanga City Division.
Upon approval, the letter was submitted to the office of the School Head for
scheduling of the administration and retrieval of the research questionnaires.
The researcher personally distributed the questionaires to the respondents
and thereafter, retrieved after being completed. The data were tallied,
treated statistically and subsequently analyzed and interpreted to answer
the problems posted to this study.
138
Statistical Tools
To facilitate the analysis and interpretation of data gathered from

the survey, the following statistical tools were employed to answer the
posited problems:
Frequent count and percentage. These tools were used to

determine the demographic profile of the respondents.
Weighted Mean. This tool was employed to determine the

emotional intelligence of the teachers and leadership styles of the school
head as rated by the teachers.
Pearson-product moment correlation. This tool was utilized to

determine the significant relationship between the emotional intelligence of
the teachers and leadership styles of the school head as rated by the
teachers.
139
The first problem that this study answered is: What is the emotional
intelligence of the teachers in terms of self-emotion appraisal, other emotion
appraisal, use of emotion and regulation of emotion?
Table 2
Emotional Intelligence of the Teachers
Self-emotion Appraisal Mean Response Remarks
Q1 I have a good sense of why I have certain 4.83 Very
feelings most of the time important
Q2 I have good understanding of my own emotions 4.11 important
Q3 I really understand what I feel 4.60 Very
important
Q4 I always know whether or not I am happy 4.97 Very
important
4.63 Very
Grand Mean
Important
Other Emotion Appraisal Mean Response Remarks
Q5 I always know my friend’s emotion from their 4.17 important
behavior
Q6 I am a good observer of other’s emotion 3.94 important
Q7 I am sensitive to the feelings and emotions of 4.23 important
others
Q8 I have good understanding of the emotions of 4.49 important
people around me
Grand Mean 4.14 important
Use of Emotion Mean Response Remarks
Q9 I always set goals for myself and then try my 4.63 Very
best to achieve them important
Q10 I always tell myself I am a competent person 3.94 important
Q11 I am a self-motivated person 5.00 Very
important
Q12 I would always encourage myself to try my 4.51 Very
best important
Grand Mean 4.52 Very
important
Regulation of Emotion Mean Response Remarks
Q13 I am able to control my temper and handle 4.20 Important
difficulties rationally
Q14 I am quite capable of controlling my own 3.86 Very
emotions important
Q15 I can always calm down quickly when I am very 4.83 important
angry
Q16 I have good control of my own emotions 4.34 important
Grand Mean 4.31 important
Overall Grand Mean 4.40 important
Legend: 1.00 – 1.50 “no or little important” (LI) = Very Low
1.51 – 2.50 “somewhat important” (SI) = Low
2.51 – 3.50 “moderate important (MI) = Average
3.51 – 4.50 “Important” (I) = High
4.51 – 5.00 “very important” (VI) = Very High
140
Tabel 2 presents the emotional intelligence of the teachers in terms

of self-emotion appraisal, ther emotional appraisal, use of emotion and
regulation of emotion. As seen in the table, the respondents give very great
importance to self-emotional appraisal which is reflective of very high
emotional intelligence as evidenced by a grand mean of 4.63. This means that
it is very important to them to have a good sense of why they have certain
feelings most of the time, really understand what they feel, always know
whether or not they are happy, and have good understanding of their own
emotions. Moreover, they also regard the use of emotion as of great
importance to them (4.52). This means that they are self-motivated person,
always set goals for oneself and then try their best to achieve them, would
always encourage oneself to try their best, and be competent person.
Furthermore, teachers rated their emotional intelligence in terms

of other emotion appraisal to be important as reflected by the grand mean
of 4.14. The result conveys that they have good understanding of the
emotions of the people around them, sensitive to the feelings and emotions
of others, always know their friend’s emotions from their behavior and a
good observer of other’s emotion. In like manner, they also considered
regulation of emotion to be important as indicated by a grand mean 4.31. This
result suggest that they can always calm down quickly when they are very
angry, have good control of their own emotions, able to control their temper
and handle difficulties rationally and quite capable of controlling their own
emotions.
Overall, the grand mean for the respondents emotional intelligence

is 4.40 which is interpreted as high. The results imply that the respondents
are aware of their strength and are capable of maximizing the potentials they
possess and simultaneously they have deep understanding of their emotions,
as well as, the emotion of others around them.
Regualtion of emotion in self and others is a vital work-based skill

(Goleman, 1998). Emphaty is another key element of emotional intelligence
and may play an important role in the workplace. Emphaty can be practiced
to facilitate an understanding of workplace conflicts and to assist in their
resolution Matthews et al (2004). Additionally, handling the emotion of
others is a significant part of emotional intelligence and consists of two sub
skills, influencing others and effectively communication to others Matthews
et al. (2004). All of these components of emotional ntelligence allow an
employee to function at a distinct advanctage over their less emotionally
intelligenct counterparts (Goleman, 1998). Employees with higher levels of
emotional intelligence exhibit higher levels of innovation and lower levels of
conflict. (Suliman & Al-Shaikh, 2007).
141
Suiman and Al-Shaikh (2007) found that employees with higher levels
ofemotional intelligence demonstrate higher levels of innovation and lower
levels of conflict. Kulshretha and Sen (2007) found a positive correlation
between high levels of emotional intelligence and subjective well-being
among executives. The findings of this study also support the study by Bar-
On (1997) sample 314 participants from a variety if occupatios and found that
measuresof emotional intelligence predicted a slightly significant
relationship between total emotional intelligence scores and job satisfaction.
On the role of emotional inteliigence, the finding of this study were

found similar to the findings of Kafetsios and Zampetakis (2007) noted that
emotional inteliigence may influence job satisfaction due to its potential
relationship with emotion awareness and emotional regulation, which may
positively affect social relationships at work and among co-workers.
Emmerling and Chernis (2203) note that emotions are linked with cognitive
processes, there fore have an impact on career decision-making.
The second problem that this study answered is: What is the
leadership style of the school heads as perceived by the teachers in terms of
transformational and transactional leadership?
142
Table 3
Leadership Styles of the School Heads in terms of Transformational Leadership
as rated by the Teachers
Idealized Influence (II) Mean Remarks
Response
1 My superior makes others feel good to be around 4.51 Strongly
him/her Agree
2 I have complete faith in my superior 4.83 Strongly
Agree
3 I am proud to be associated with superior 4.23 Agree
Grand Mean 4.53 Strongly
Agree
Mean Remarks
Inspirational Motivation (IM) Response
4 My superior expresses in a few simple words what 4.89 Strongly
we could and should do Agree
5 My superior provides appealing images about what 4.77 Strongly
we can do Agree
6 My superior helps me find meaning in my work 3.71 Agree
Grand Mean 4.46 Agree
Mean Remarks
Intelectual Simulation (IS) Response
7 My superior enables others to think about old 3.83 Agree
problems in new ways
8 My superior provides others with new ways of 4.69 Strongly
looking at puzzling things. Agree
9 My superior gets others to rethink ideas that they 4.63 Strongly
had never questioned before Agree
Individual Consideration (IC) Mean Remarks
Response
10 My superior helps others develop themselves 4.57 Strongly
Agree
11 My superior lets others know how he/she thinks 4.63 Strongly
we are doing Agree
12 My superior gives personal attention to others who 5.00 Strongly
seem rejected Agree
Agree
Overall Grand Mean 4.53 Strongly
Agree
Legend: 1.00 – 1.50 Strongly Disagree (SD)
1.51 – 2.50 Disagree (D)
2.51 – 3.50 Undecided (U)
3.51 – 4.50 Agree (A)
4.51 – 5.00 Strongly Agree (SA)
Table 3 displays the transformational leadership style of the

schoold heads as rated by the teachers. As revealed in the table, the
respondents strongly agree that their school heads, most of the time
practice transformational leadership in terms of idealized influence (4.53)
and individual consideration (4.73). Theycompletely agree that they have
complete faith in their superior, make others feel good around him or her,
and are proud to be associated to their superiors. In like manner, their
143
superior gives personal attention to others who seem rejected, lets others
know how he/she thinks we are doing, and helps others develop themselves.
In addition, the respondents agree that their school heads exhibit

transformational leadership on the aspects of inspirational motivation (4.46)
and intellectual stimulation (4.38). Their superior expresses in a few simple
words what they could and should do, provides appealing images about
what we can do and helps them find meaning in their work. Also, their
superior rprovides others with new ways of looking at puzzling things,
superior gets others to rethink ideas that they had never questioned before
and enables others to think about old problems in new ways.
The overall grand mean of 4.53 reflects a strong agreement from

the respondents that their superiors exhibit transformational leadership in
leading them. This result implies that the respodents are inspired and
motivated to work harder and more effectively with their superiors in the
accomplishment of their goals because their superiors are consistent in the
promotion of desirable work values among their subordinates.
Inspirational motivation is the second factor of transformational

leadership which incorporates whose who talk optimistically about the
future and articulate a compelling vision for that future. They talk about what
needs to be accomplished but express confidence that those goals will be
achieved. A person who uses inspirational motivation behavior encourages
a sense of team spirit, creating general enthusiasm – especially towards
difficult challenges (B. Bass and R. Bass, 2008).
This factor of transformational leadership is especially pertinent to

the social sector because of the trying nature of the nonprofit world, whre
enthusiasm and motivation are needed in order to maintain optimism
throughout all levels of the organization. Intellectual stimulation is the third
set of behavior and attributes which implies that a transformational leader
seeks differing perspective when solving problems and gets others to look
at those problems form different angle as well. Tho who utilize intellectual
stimulation also encourage non-traditional thinking and suggest new ways of
looking at how to complete assignments. They often re-examine critical
assumptions to question if those ssumption are appropriate and accurate
Bass et al. (2008).
The factor of transformational leadership is engrained naturally

within the social sector because employees are often attracted to certain
nonprofits because they are cognizant of the direct impact they can make.
Individualized consideration is the fourth and final fact of transformational
leadership. Those transformational leaders who display individualized
consideration spend time coaching and teaching their followers and in doing
144
so, promote self-developtment. They treat others as individuals rather than

simply group members and identify the differing needs, abilities and
aspirations for those individuals. Transformational leaders using
individualized consideration listen to other’s concerns and help others to
develop their strengths Bass et al. (2008).
Table 4
Leadership Styles of the School Heads in terms of Transactional Leadership as
rated by the Teachers
Contingent Reward (CR) Mean Remarks
Response
13 My superior tells others what to do if they want to be 5.00 Strongly
rewarded for their work. Agree
14 My superior provides recognition/rewards when others 4.57 Strongly
reach their goals. Agree
15 My superior calls attention to what others can get for 4.63 Strongly
what they accomplish. Agree
Agree
Mean Remarks
Management by exception (MBE) Response
16 My superior is always satisfied when others meet 4.71 Strongly
agreed-upon standards Agree
17 As long as things are working, my superior do not try to 4.71 Strongly
change anything Agree
18 My superior tells us the standards we have to know to 4.86 Strongly
carry out work Agree
Agree
Mean Remarks
Reward Response
19 We have promotion system here that helps the best 3.71 Agree
man to rise to the top.
20 In this organization the rewards and encouragements 4.74 Strongly
you get usually outweigh the threats and the criticism Agree
21 In this organization people are rewarded in proportion 3.97 Agree
to the excellence of their job performance
22 There is a great deal of criticism in this Organization 4.11 Agree
23 There is not enough reward and recognition given in 4.00 Agree
this organization for doing good work
24 If you make a mistake in this organization you will be 3.26 Undecided
punished.
1.51 – 2.50 Disagree (D)
3.51 – 4.50 Agree (A)
Table 4 exhibits the transactional leadership style exercised by the

school head as rated by the teachers. The respondents strongly agree that
their school heads most of the times practice transactional leadership in
terms of contingent reward (4.73) and management by exception (4.76),
145
while they agree that at times their school heads execise transactional
leadership in terms in terms of reward system (3.97).
The teacher experienced that their superior tells others what to do

if they want to be rewarded for their work, calls attention to what others can
get for what they accomplish, and provides recognition/rewards when
others reach their goals. Also, their superior tells them the standards they
have to know to carry out their work, always satisfied when others meet
agreed-upon standards, and do not try to change anything as long as things
are working. The rewards and encouragements they get usually outweigh
the threaths and the criticism though there are criticisms in the organization.
Even if a promotion system is present that helps the best man to rise to the
top but teachers felt that not reward reward and recognition is not enough
given when doing good work. The teachers were also undecided that when
they make mistake in the organization they will be punished.
The study of Jansen, Vera and Crossan (2009) states that

transactional leadership is suitable for follower’s motivation to contribute
and participate and participate in the organizational ideation programs.
Transactional leadership behavior drives for excellence and efficient to
encourage the followers to an ideation program, suchking of program
encourage the suggestions from employees for the improving the existing
firm services, procedures or products etc.
146
Table 5
Risk Mean Remarks
Response
25 The philosophy of our management is that in the long 4.20 Agree
run we get ahead fastest by playing it slow, safe and
sure.
26 Our business has been built up by taking calculated 4.40 Agree
risks at the right time.
27 Decision making in this organization is too cautious frim 3.66 Agree
maximum effectiveness.
28 Our management is willing to take a chance on a good 5.00 Strongly
idea. Agree
29 We have to take some pretty big risks occasionally to 5.00 Strongly
keep ahead of the competition in the business we’re in Agree
Agree
Mean Remarks
Warmth Response
30 A friendly atmosphere prevails among the people in 3.97 Agree
this organization.
31 E-learning in organization is characterized by a relaxed 4.00 Agree
easy-going atmosphere.
32 It is very hard to get to know people in this 4.14 Agree
organization.
33 People in organization tend to be cool and aloof 5.00 Strongly
towards each other. Agree
34 There is a lot of warmth in the relationships between 4.51 Strongly
management and workers in this organization. Agree
Mean Remarks
Support Response
35 You don’t get much symphaty from higher-ups in this 4.06 Agree
organization if you make a mistake.
36 Management makes an effort to talk with you abour 2.91 Undecided
your caree aspirations within the organization.
37 People in this organization don’t really trust each other 3.77 Agree
enough.
38 The philosophy of our management emphasizes the 3.23 Agree
human factor, how people feel, etc.
39 When I am on a difficult assignment of e-learning I can 4.43 Agree
usually count on getting assistance from my boss and
co-workers
1.51 – 2.50 Disagree (D)
3.51 – 4.50 Agree (A)
Table 5 reflect transactional leadership style of the school heads as

rated by the teachers in terms of risk, warm and support. The data show that
the respondents agree tat their schoold heads most of the times practice
transactional leadership in terms of risk (4.45), wartm (4.33) and support
147
(3.68). The result means that the organization or management is willing to

take a chance on a good idea and take some pretty big risks occasionally to
keep ahead of the competition in the busiess where they are in. The teachers
believed that people in the organization tend to be cool and aloof towards
at aeach other while there is a lot of warmth in the relationships between
management and workers in the organization. However, teacher were
undecided on the part where management makes an effort to talk with them
about their career aspirations within the organization.
In institutionalized setting the leader having transactional behavior

may be appropriate for ideation programs, where instead of managing old
ideas, new ideas are managed by focusing on efficiency and standardization
most effective in refining, reinforcing or getting the benefits of the current
routines and memory assets of firms (Very & Crossan, 2004).
When the leader assigns the task to subordinates, It is considered

that they (employees) are responsible for their work. Management by
exception is often used by the transactional leader. If the performance is
good then praise and reward are given for it. Corrective action is also there if
the performace is below the expections. Some transactional leaders pay
heed to those who are not meeting the standards of performance. In some
tasks (Tarpettm 2004), the transactional leader’s function is just associated
with ‘management’ and the transformational leader’s function is associated
with ‘leadership’.
148
Table 6
Standards Mean Remarks
Response
40 In this organization we set very high standards for 5.00 Strongly
performance. Agree
41 Our management believes that no job is so well done that 4.66 Strongly
it couldn’t be done better. Agree
42 Around here there is a feeling of pressure to continually 3.91 Agree
improve our personal and group performance.
43 Management believes that if the people are happy, 5.00 Strongly
productivity will take care of itself. Agree
44 To get ahead in this organization it’s more important to 4.43 Agree
get along than it is to be a high producer
45 In this organization people don’t seem to take much 4.57 Strongly
pride in their performance. Agree
Agree
Mean Remarks
Conflict Response
46 The best way to make a good impression around here is 5.00 Strongly
to steer clear of open arguments and disagreements. Agree
47 The attitude of our management is that conflict between 4.06 Agree
competing units and individuals can be very healthy.
48 We are encouraged to speak our minds, even if it means 4.57 Strongly
disagreeing with our superiors. Agree
49 In management meetings the goal is to arrive at a 4.46 Agree
decision as smoothly and quickly as possible.
Grand Mean 4.52 Strong
Agree
Mean Remarks
Identity Response
50 People are proud of belonging in the organization 4.91 Strongly
Agree
51 I feel that I am a member of well-functioning team. 5.00 Strongly
Agree
52 As far as I can see, There isn’t very much personal loyalty 5.00 Strongly
to the company. Agree
53 In this organization people pretty much look out for their 2.51 Undecided
own interests.
Overall Grand Mean 4.38 Agree
1.51 – 2.50 Disagree (D)
3.51 – 4.50 Agree (A)
Table 6 displays the transactional leadership style of the school

heads as rated by the teachers in terms of standards, conflict and identity.
The respondents strongly aree that their schools heads most of the
tomespractice transactional leadership in terms of standards (4.60) and
conflict (4.52) while they agree that identity (4.38) is practiced at times. The
respondents believed that the organization set a high standard for
149
performace, believes that no job in so well done that ot couldn’t be done

better, productivity will take care itself when people are happy in it but
people don’t seem to make much pride in their performance. Moreover, best
way to make good impression around here is to steer clear of arguments and
disagreements and encouraged to speak our minds, even if it means
disagreeing to the organization with our superiors. Although they believed
that people are proud of belonging to the organization , feel that I a member
of a well-functioning team, and there isn’t very much personal loyalty to the
company but they are undecided that people pretty much to look out for
their own interests.
The study of Yao, Kam, Chan (2007) found that lack of rewards
incenting and recognitions have been suggested to be an obstacle for
knowledge sharing and recommended for building the sharing culture and
facilitation of knowledge sharing (Nelson & Sabatier, 2006) the followers are
encourage by means of leadership to attain the goals of group or
organization. As the study of Lu, Leung and Koch (2006) suggested, the
leadership styles significantly affect the choice, motivation and ability of
knowledge sharing. Knowledge sharing explains discussion and knowledge
exchange by using different channels having leader’s efficiency of providing
the atmosphere and encouragement and rewards to the employees.
Table 7
Summary on the Leadership Styles of the School Heads aas rated by the
Teachers
Leadership Styles Mean Response Remarks
Transformational 4.53 Strongly
Agree
Transactional 4.38 Agree
Leadership Styles 4.45 Agree
1.51 – 2.50 Disagree (D)
3.51 – 4.50 Agree (A)
Table 7 shows the summary on the leadership styles of the school

heads as rated by the teachers. As presented in the table, the respondents
strongly agree that the school heads most of the times practiced
transformational leadership style (4.53) over transactional leadership (4.38).
The result means that transformational leadership is more prominent and
always experienced by teachers. This result implies good working
relationship between school heads and teachers, as leaders they tend to
exude, in words and deed, openness and confidence as well as kindness and
rationality in equel measures.
The point at which transformational leadership and transactional

leadership diverge is that transformation is derived from leadership, while
150
transaction is derived and power. Transactional leadership focuses on the

exchange occurring between colleagues and followers and is about the
completion of task. Often, transformational leaders are charismatic, showing
that the are extraordinary leaders who others want to emulate. As for
Conger and Kanungo (1998) discuss, there are three stages to charismatic
leadership. A leader must first evaluate the status qou, second, formulateand
articulate their inspirational vision and last, develop the means to achieve the
vision. A charismatic leader transcends the term “I”, opting instead for “we”.
Transformational leaders leaders become role models for their follower,
earning admiration, respect and trust.
The third problem that this study answered is: Is there a significant
relationship in the emotional intelligence of the teachers and leadership
styles of the school heads as rated by the teachers?
Table 8
Significant Relationship in the Emotional Intelligence of the Teachers and the
Leadership Styles of the School Heads aas rated by the Teachers
x-variable y- variable r- Interpretaio P- Remarks Decisio
value n value n on Ho
Emotional Transformationa - Low 0.332 Not Accept
Intelligenc l 0.169 correlation significan Ho
e t
Transactional 0.05 Negligle 0.756 Not Accept
5 correlation significan Ho
t
Overall - Low 0.43 Not Accept
Leadership Style 0.136 correlation 6 significan Ho
t
Table 8 shows the significant relationship between the emotional

intelligence of the teachers and leadership styles of the school heads as rated
by the teachers. When emotional intelligence was correlated to
transformational leadership style, the correlation coefficient is -0.169 with a
P-value of 0.332 while for transactional leadership styles, the r-value is 0.055
with a P-value of 0.756. In terms of emotional intelligence to the overall
leadership styles, the r-value is -0.136 with a P-value of 0.436. Since all the P-
values are greater than 0.05 level of significance, this means that there is no
significant relationship in the emotional intelligence of the teachers and
leadership styles of the school heads as rated by the teachers, hence, the null
hypothesis is not rejected. This can be inferred that the emotional
intelligence of the teachers has nothing to do with their perceptions on the
leadership styles of the school heads.
Transactional leadership styles is different from transactional

leadership as it (transaction) is based on reward and punishment.
Transactional leaders give punishment or reward according to the
performance of employees. Transformational leadership brings fundamental
151
changes in the attitudes and beliefs of organization. Transformation leaders

stimulate the followers to use their capabilities and abilities Goleman et. al.
(2002) examined the relationship between emotional intelligence and
effective performance , especially in leaders. They observed to what degree
emotional intelligence manifests itself in the work place. Goleman’s (1998a)
research was designed to determine which personal capabilities drove
outstanding performance. He grouped the skills into three categories:
technical skills, cognitive skills and competencies demonstrating emotional
intelligence. His data revealed dramatic results. Goleman states, “My analysis
showed that emotional intelligence played an increasingly important role at
the highest levels of the company”.
Goleman et al. (2002) posited that leaders use emotional

intelligence (EI) to develop relationship that are in-sync with their
organization by forming “emotional bonds that help them stay focused even
amid profound change and uncertainty.” Essentially, the principals of the
future will need to be attuned to the big picture and be able to think
conceptually as they transform the organization through people and teams.
They will also need to possess strong interpersonal skills, be able to get along
with others and exercise high levels of intelligence and energy. Fullan (2002)
emphasized that “emotionally intelligent leaders are able to deal with day-
to-day problems as they work on more fundamental changes in the culture
of the organization”.
Moss et al. (2006) for instance, found that emotional intelligence

might enhance the capacity of managers to adapt their leadership style
appropriately, but only in some contexts. In other study, Alon and Higgins
(2006) reported the fact that emotional intelligence (EQ), analytical
intelligence (IQ) and leadership behaviours are moderate by cultural
intelligence (CQ) in the formation of global leadership success.
Conclusion
In the light of the findings of the study, the following conclusions

were drawn:
1. The teacher’s emotional intelligence is very high in terms of self-

emotional appraisal and use of emotion while it is high in terms of
other emotional appraisal and regulation of emotion.
2. Transformational leadership style is demonstrated more

prominently by the school heads than transactional leadership style
as observed by the teachers.
152
3. There is no significant relationship in the emotional intelligence of

the teachers and the leadership styles of the school heads as rated
by the teachers.
Recommendations
On the basis of the findings and conclusions, the following
recommendations are offered:
For the Department of Education Officials
Although the result of the study recorded a positive leadership

style demonstrated by school heads, still the Department of Education
officials need to develop their school leaders and employees to improve and
optimize performance.
For the Principal and other School Administrators
Based on the result of this study, the school heads should

continuously improve their craft by attending seminars and webinars to
understand better their teachers and be flexible and strengthen their
leadership styles.
For Teachers
Based from the result, teacher should first know and understand
the kind of emotional intelligence they possess so they will be equipped in
actualizing their roles in the organization. They should know how to deliver
their work well no matter what committees they are assigned to and
cooperate with their school heads to improve teaching-learing
performances.
For the Guidance Councilors
Guidance counselors can plan, create and implement activities in

managing a person’s emotion to help teachers to learn their emotional
intelligences thereby improving oneself.
For the Future Researchers
Future research should further test the equivalence of the WLEIS

across different contexts. Now that this study has established the MI of the
WLEIS in cultures that value collectivesm and emotional restraint versus
individualism and emotional expressiveness, future research should examine
153
whether the nomological network of El differs across these different cultural

regions.
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Editorial Policy

Robert Panaguiton, PhD Fatimae I. Mariano, RPh, MS

Melanie DP. Turingan, PhD Emily K. Sarte, MSCrim

Niel L. Ningal, PhD Elvira E. Salian, PhD Ednalyn F. Reyes, PhD

Nur Hussien, DM Norman Jake C. Mabalot, RPh, MS

Angelo M. Solo, MPA Book Cover and Design:

Jonathan M. Domantay All rights reserved.

Fahad A. Bahari Printed in the Philippines

The editorial board requires a standardized format and

All papers submitted for publication will be sent to the panel

Awareness, Status, Issues and Problems of Illegal 37

Organizational Culture, Knowledge Management and 53

Gender and Development (GAD) Awareness, Sensitivity 87

Technostress Experienced by the Library Personnel of 111

Emotional Intelligence and Leadership Style of School 133

Keywords: DepEd, K to 12 ,UZ-AELIC High School, Universidad de Zamboanga,

E ducation is considered to be the imparting and acquiring of knowledge

The Philippine government has come up with an education reform

Statement of the Problem

1. To establish the status of the Universidad de Zamboanga -Arturo

1.4. Collection Management;

2. To determine the readiness of Universidad de Zamboanga -Arturo

The study was structured using the qualitative – documentary

Results and Discussion

1.1 Mission, Goals and Objectives

The UZ AELIC – High School is currently under the umbrella of the

In the organizational chart, all employees at all level of the

Subsequently, it clearly shows that the Chief Librarian is responsible

1.3 Human Resources

Library staff or personnel as the key factor of the library operation

1.4 Collection Management

Evaluation as an element in the collection management is very

1.4.1 Collection Development

1.4.2 Selection and Organization

One of the most important responsibilities of a librarian is selecting

Moreover, adopting an open shelf system at the high school library

1.5 Preservation and Security

Keeping our library collection for the future library stakeholders is

1.6 Services and Utilization

Libraries as service-oriented agencies, give a clear understanding to

59% 68% 60% 61% 63% 60% 60% 65% 60%

As gleaned in table 2, it shows the monthly utilization of the UZ-

1.7 Physical Facilities

As organizations, libraries have become more aware of the

1.8 Information Technology and Facilities and Services

Libraries of all types and sizes are facing unrelenting pressure to

1.9 Financial Resources

Accordingly, libraries are center for lifelong learning. However,

1.10 Linkages and Networking

teachers and students in which they are referred to other agencies or

2. Determine the readiness of Universidad de Zamboanga -Arturo

2.1 Mission, Goals and Objectives

Each institution has a unique Mission, Goals and Objectives (MGO).

Areas of Minimum requirement/indicator Evidence required Remarks

• Clearly defined mission, goals and objectives for the

• Mission, goals and

Mission, objectives are posted

• A written manual of operation as well as student/faculty • Library administrative Fully

As gleaned in table 3, it shows that the areas for evaluation on