1
Chapter I INTRODUCTION
Rationale of the Study As a school ages and enrollment increases, heightened demand for maintenance services of facilities and structure arises as an addition to the growing number of school personnel and operating expenses. Basic and supplementary budgets are necessary to provide the school with the per student allocation of funding to help aid continually its different operations. The Philippine Department of Budget and Management (DBM) and the Department of Education (DepEd) collaboratively set the guidelines for the implementation of the release of Maintenance and Other Operating Expenses (MOOE) fund for both elementary and secondary schools in the Philippines based on Section 10 of the Republic Act No. 9155, also known as Governance of Basic Education Act of 2001, which provides that the appropriations intended for the regional and field offices (elementary/secondary (elementary/secondary schools and schools division offices) are to be allocated directly and released immediately by the DBM to the said offices (excerpted from DepEd Order No. 60, s. 2011) . The government appropriated the monthly MOOE fund to assist the schools in handling its myriad operations following justifiable manners of expenditures, proper liquidations and other policies. With this kind of support, the schools are expected to produce some tangible improvement improvement results. According to the DepEd DepEd Order No. 60, s. 2011, 2011, the allowable allowable expenditures expenditures for the MOOE fund are limited only to instructional and office supplies, repair and maintenance – school building, equipments and other structures, janitorial and security services, transportations, and other utilities. Regardless of the amount of MOOE fund that significantly differs from one school
2
to another, maintenance and repair of school building facilities is more often given the highest priority for good reasons. Lee (1987), as cited by McDuling et.al (2010), stressed that the built environment expresses in physical form the complex social and economic factors which give structure and life to a community. There can be little doubt that dilapidated and unhealthy buildings in a decaying environment depress the quality of life and contribute in some measure to antisocial behavior. This is quite the same with school buildings and facilities in relation to school community. Furthermore, the need to adequately invest in school facility maintenance remains critical for a number of reasons. Lawrence (2003) pointed out that poor school facility conditions negatively impact staff and student morale and Cash (1993) even found that schools with better facility conditions had higher student achievement scores. Funding, therefore, is of utmost significance. significance. San Roque National High School is located in San Roque, Macrohon, Southern Leyte. For the school year 2012-2013, it has a total enrolment of 488 students and MOOE fund amounting to twenty seven thousand (P27, 000.00). After first formally opened in 1968 as a barrio high school, San Roque NHS had undergone so much problems regarding on the maintenance, repair and provision of new physical facilities. This was before MOOE was provided. With the help of MOOE fund, the school is gradually yet continually moving towards more amelioration in all aspects. Its MOOE fund is rising, since it first became a beneficiary, in direct proportionality with the enrollment. The determination to study how San Roque NHS made use of its MOOE fund within four years, from 2008 to 2012, urged the researchers to initiate this study. Moreover, the
extent of MOOE’s contribution to how the school improved within the four-year period especially with its building and other structural repair and maintenance was also investigated.
2
to another, maintenance and repair of school building facilities is more often given the highest priority for good reasons. Lee (1987), as cited by McDuling et.al (2010), stressed that the built environment expresses in physical form the complex social and economic factors which give structure and life to a community. There can be little doubt that dilapidated and unhealthy buildings in a decaying environment depress the quality of life and contribute in some measure to antisocial behavior. This is quite the same with school buildings and facilities in relation to school community. Furthermore, the need to adequately invest in school facility maintenance remains critical for a number of reasons. Lawrence (2003) pointed out that poor school facility conditions negatively impact staff and student morale and Cash (1993) even found that schools with better facility conditions had higher student achievement scores. Funding, therefore, is of utmost significance. significance. San Roque National High School is located in San Roque, Macrohon, Southern Leyte. For the school year 2012-2013, it has a total enrolment of 488 students and MOOE fund amounting to twenty seven thousand (P27, 000.00). After first formally opened in 1968 as a barrio high school, San Roque NHS had undergone so much problems regarding on the maintenance, repair and provision of new physical facilities. This was before MOOE was provided. With the help of MOOE fund, the school is gradually yet continually moving towards more amelioration in all aspects. Its MOOE fund is rising, since it first became a beneficiary, in direct proportionality with the enrollment. The determination to study how San Roque NHS made use of its MOOE fund within four years, from 2008 to 2012, urged the researchers to initiate this study. Moreover, the
extent of MOOE’s contribution to how the school improved within the four-year period especially with its building and other structural repair and maintenance was also investigated.
3
Statement of the Problem This study was conducted to look at how the monthly MOOE fund in San Roque NHS was utilized from 2008 to 2012 and to determine how it contributed to the improvement of the school in the aspect of structures and other related facilities. Specifically, Specifically, the researchers researchers sought answers to the following problems: 1. What are the physical allowances of the MOOE expenditures of San Roque NHS in yearly basis from 2008 until 2012 in terms of: 1.1 Areas of expenses 1.2 Percentage allocation amount per area of expense 2. What is the extent of the improvement of San Roque NHS as subsidized by the MOOE fund in terms of: 2.1 Building maintenance 2.2 Physical facilities 2.3 Instructional Materials 2.4 Other features
Significance of the Study The result of this study will reinforce the knowledge on the significance of proper utilization of MOOE fund for the maintenance and enhancement of school building and facilities. Specifically, Specifically, this study is deemed beneficial to the t he following: Government. Government. This output will encourage them to continue and even augment the provision of MOOE funds for the progress of schools.
4
School Administrators. This study will help them decide on the priorities of their
school’s monthly MOOE fund and aid them in setting goals for more essential and non-fleeting MOOE expenditure results. Other Researchers. This work will lay the foundation for further conduct of more
extensive research on the significance of MOOE to schools’ maintenance and progr ess.
5
Chapter II REVIEW OF LITERATURE AND RESEARCH PARADIGM
Related Literature and Studies Districts and schools are generally expected to provide all students with an extensive array of materials and services: broad-based curriculum, fully equipped classrooms and wellmaintained buildings, qualified teachers, quality teaching materials, new technologies, a wide range of extracurricular activities, health and psychological services, school libraries, and a host of other non-instructional services. In support of these efforts, researchers, policymakers in the government, and administrators spend considerable energy developing school finance formulas and assistance that will help enhance school physical status, uplift student achievement standards, and assessment systems and are intended to ensure that financial and human resource allocation maximizes both student success and fiscal efficiency (Rolle, 2008). It is a prevalent problem in our country to have limited sources of funds that are gravely called for in most schools for the repair, maintenance and improvement of their physical structures and facilities. With this regards, the government had taken steps to alleviate the said problem by providing each school a regular budget for the Maintenance and Other Operating Expenses (MOOE) on a monthly basis. It is stipulated in Section 10 of the Republic Act 9155 (Governance of Basic Education Act of 2001) and Section 8 of its corresponding Rules and Regulations the rationalization of the allocation and distribution of the resources provided by the national government for the field offices. The Department of Education is required to establish and develop a procedure to directly and immediately release to the regional and field offices (elementary school, secondary school and schools division) all appropriations and resources intended for them by the national
6
government which may include but are not limited to personnel services, maintenance and other operating expenses (MOOE), desks, textbooks and repair and maintenance of school buildings. The school MOOE has the following allowable expenses: office and school supplies; security; repair and maintenance – school building, office building, electrification, other structure, office equipment, furniture and fixtures; and IT equipment; transportation and delivery; printing and binding; communication; janitorial services, and; other MOOE like travel and training (DepEd Order No. 60, s.2011). The amount of MOOE that is given monthly per school is based on the total enrolment for the year with the school having the highest population to receive the highest amount. Each school is given the freedom to choose its budget priorities as long as it is within the allowed expenditures and the school can present proper liquidations. Schools strive to utilize the fund in ways that not only maintain the physical aspect of the school but also improve it gradually. According to the study conducted by McMahon and Boediono (2009) on the improvement of educational funding methods in Indonesia, the agencies that serve as sources of educational funds need to influence the process of policy formulation regarding fund allocation within the district, especially the policy on education funding so that desirable education outcomes can be efficiently and equitably achieved. This concerns both the allocation first, of the central level budget for education to the districts and at district level, and second, the allocation of the district budget to school level; that there will be adequate budget allocated for the education of each child. This is very similar to the Philippines wherein schools must keep the decentralized funds fruitful. Among the most valued expenditure areas for the MOOE is for the maintenance and improvement of school physical structure and other facilities.
7
Funding is of utmost value and significance in improving schools as evident in the proceeding studies and other writings.
Stevens (2010) in his paper entitled “The Relationship between Education Funding and Quality” arrived into six (6) fundamental principles, to cite some: (1) With zero education funding, there is zero education; (2) With greater than zero education funding there is greater
than zero education, and; …(4) At some point an additional education dollar does not improve the quality of education as much as the dollar spent before it (I get a greater increase in education from moving from no school to a one-room schoolhouse than I do moving from a one-room to a two-room schoolhouse). In another study enti tled “Addressing Inadequate Investment in School Facility
Maintenance”, Bello and Loftness (2010) emphasized the importance of funding for school improvement and concluded that school facilities where both students and teachers struggle with such issues as noise, poor indoor air quality, poor lighting and even physical security concerns is unlikely to be conducive for learning and teaching. They found out that the total deferred maintenance of schools in the United States was estimated at $254.6 billion in 2008. With over 94,000 public elementary, middle and high schools being attended by more than 50 million students, there is a need to implement an effective method for estimating the adequate amount of investment for facility maintenance. The study also introduces a commensurate increase in annual budgets to address maintenance backlog, as well as strategies for setting maintenance priorities. Establishing appropriate annual maintenance budgets for school buildings, including the resources necessary to address accumulated maintenance backlog is critical for upgrading school facilities to adequate conditions for ensuring the health and performance of teachers and students.
8
Many studies even further established the link of the school funding and the maintenance of school buildings and facilities to the student performance and achievements. In the study conducted by Mackenzie (2003), it was found out that there is a significant positive relationship between overall per-pupil funding and average National Assessment of Educational Progress (NAEP) scores and there is a significant positive relationship between the proportion of school funding from local sources and average NAEP scores; these imply that that school quality and local property values are both enhanced by increased local funding of public schools (Baker, 2012;
Frazier, 1993, and; Maureen, 1991). The relationship between facilities and
student achievements was also found to be significant wherein student achievement, attendance, discipline, completion rate and teacher turnover rate are high in relation to improved school facilities (McGowen, 2007). In the report “School Capital Funding: Tennessee in a National Context” by Richard Gurley (2002) as the Associate Legislative Research Analyst of the Office of Education Accountability (Tennessee), it is said that school buildings are perhaps the most visible
expression of society’ s investment in K-12 education. Quality facilities can increase teacher satisfaction, allow for the incorporation of new technology into the classroom, and lower utility costs through improved energy efficiency. Most importantly, research has shown that inadequate facilities can lower student performance. Most administrators take precedence in maintaining and developing the physical features of the school but others may not have such opportunity. Unfortunately, as Seeley (1987) puts
it, maintenance work “possesses little glamour, is unlikely to attract very much attention and is sometimes regarded as unproductive ”. The sad state of neglect of many public facilities can mainly be attributed to insufficient funds for maintenance work and maintenance budget cuts during the financial year. There is a general belief that preventative maintenance can easily be
9
postponed until financial constraints may be less tight, and because it is difficult to quantify the cost of neglect, maintenance work has always been subjected to under-funding and budget cuts. The lack of accurate current information on building conditions and maintenance requirements are the main reasons why maintenance budget allocations are insufficient. If the condition of the building is unknown, the maintenance requirements cost and timing of the work is also unknown (Creemers et.al, 2003). As a result, according to Filardo (2008), maintenance budgets are dominated by contingency provisions for day-to-day and emergency unplanned maintenance, replacements or repairs and are, therefore, normally based on the
previous financial year’s maintenance expenditure with an allowance for in flation and some renovations. If there are any funds left, preventative maintenance may be considered.
10
Theoretical and Conceptual Framework This study is anchored on the Theory of Action. According to Veatch (2006), it is a set of underlying assumptions about how we will move our organization from its current state to its desired future. City, Elmore, Fiarman and Teitel (2009) added that theory of action aligns intended theory with the realities of work within an actual organization. It connects strategy to the actions and relationships critical to good instruction and student learning and identifies the mutual dependencies that are required to get the complex work of instructional improvement done. In this case, it is applied in the general financial planning context involving the
government’s actual undertakings in helping schools and educators realize its goals and desired outcomes through funding. On the other hand, the legal bases of this paper are founded on the Department of Budget and Management (DBM) and DepEd Joint Circular No. 2004-1 dated January 01, 2004 entitled Guidelines on the Direct Release of Funds to DepED-Regional Offices and Implementing Units, Section 10 of Republic Act No. 9155 (Governance of Basic Education Act of 2001) which provides
that
the
appropriations
intended
for
the
regional
and
field
offices
(elementary/secondary schools and schools division offices) are to be allocated directly and released immediately by the DBM to the said offices; and Section 10 of the DepEd Special Provisions, Republic Act No. 10147, the General Appropriations Act (GAA) of Fiscal Year 2011 that stated the proper release and utilization of MOOE fund for schools. Figure 1 shows the theoretical and conceptual framework of the study. With the mentioned bases, the extent of the improvement of San Roque NHS in terms of building maintenance and new facilities as subsidized by the MOOE fund will be determined with the knowledge of the expenditure profile of the MOOE fund from 2008 to 2012.
11
DBM and DepEd Joint Circular No. 2004-1; Republic Act No. 9155 (Governance of Basic Education Act of 2001), and; Republic Act No. 10147 (General Appropriations Act of Fiscal Year 2011)
Theory of Action (a set of underlying assumptions about how to move an organization from its current state to its desired future, Veatch 2006)
MOOE FUND EXPENDITURE PROFILE
EXTENT OF SCHOOL Fig. 1 Theoretical and Conceptual Framework of the Study
12
Definition of Terms For better comprehension of the study, the following terms are operationally defined as follows: Maintenance and Other Operating Expenses (MOOE). The national fund provided monthly by the government through the Department of Budget and Management for the elementary and secondary schools under the Department of Education to cover some of the
schools’ operating expenses. Extent of School Improvement. This refers to how much enhancement is visible in
San Roque NHS’s physical building and other facilities and structures including collectively the maintenance and repair aspects from 2008 to 20012. This comprises major and minor renewal projects, roof replacement, modernization of the electrical systems, modifications and changes in space utilization within the existing facility, upgrade and replacement of all the key systems within the school facility. Utilization of MOOE Fund. This pertains to the proper expenditure of the monthly MOOE fund for the maintenance, repair and improvement of different school areas based on the guidelines set by the government.
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Chapter III RESEARCH METHODOLOGY
Research Respondent and Locale of the Study This research was conducted in San Roque National High School located in Brgy. San Roque, Macrohon, Southern Leyte, a few kilometers away from the provincial capital, Maasin City, and about 9 kilometers south of Macrohon, more or less 10-minute ride from the town proper. The school, with a population of more than 400 students and 14 faculty members and staff, has an area of 16,018.00 sq. meters. The school is accessible both by sea and by land. The school is very conducive to learning not only because of its location in the barangay but also because of the strong support of its school stakeholders. The school offers complete fouryear secondary education under the Revised Basic Education Curriculum (RBEC) and the Secondary Education Curriculum (SEC). During the past three school years, the school has been able to maintain and develop its physical facilities and equipment. The two SEDIP buildings – the Home Economics and the Science Laboratory – are carefully maintained and they make up a total of ten (10) instructional buildings with seventeen (17) classrooms for the school. Ten classrooms are used as homerooms while the rest for ancillary functions – computer laboratory, administrative office, library, learning enhancement center, school clinic, SSG Office and stockroom. Thirteen (13) male and female comfort rooms are available inside the campus, though substandard, and seven (7) of them are in the classrooms. The school has twenty-two sets of computer, sets of science equipment from SEDIP, a learning package for the Project Light “R”, learning intervention materials Integrated School Improvement Plan for Project “Save
a SOUL”, and other facilities like the planetarium, aquarium, herbarium, orchidarium. The school is 80% enclosed with concrete perimeter fences.
14
Figure 2. Location Map of the Study
15
The respondents of this study included all of the teachers of San Roque NHS who had commenced teaching in the said school not later than January 2008, the current fourth year students of school year 2012-2013 who have four years of stay as basis of their comparison of school changes through time, 30 of which were randomly chosen, and their corresponding parents/guardians. They provided the perceptual evidences of the improvement of school building and other physical facilities as funded by the MOOE; this was as addendum to the physical evidences of MOOE physical allowances on record that was furnished by the office of the school principal.
Research Design This study utilized the descriptive-survey method wherein part of the data was gathered from recorded MOOE liquidations of San Roque between the fiscal years 2008-2009 and 20112012. Other data were accumulated using the questionnaire as the tool. The descriptive-survey method was employed because the researchers have sufficient prior knowledge about the research locale and the purpose is only to estimate the proportion of the extent of contribution of MOOE fund to school development.
Research Instrument The researchers used the self-made questionnaire to collect the portion of the data needed in the study. The researcher-made questionnaire is composed of two parts wherein the first part determined the respondent’s profile and the second part is the extent of school improvement as perceived by the teachers of San Roque NHS, present fourth year students and their parents. The questionnaire is using the Likert scale.
16
Data Gathering Procedure The data that were used in the study was taken partially from the recorded summary of MOOE physical allowances within 2008 and 2012 composing of the item expenses and the amount allocation per area of expenditure. These data were retrieved from the school’s MOOE records. The rest of the data were taken from the research instrument. A letter was sent to the principal of San Roque National High School as a formal request for the permission to conduct the study. After the approval, the necessary initial data was gathered from the school records and the questionnaires were distributed to the teacher respondents, students and parent respondents. After sufficient time given to the respondents, the completed questionnaires were retrieved immediately. The data from the collected questionnaires were then summarized in a table and subjected to statistical analysis and interpretations.
Data Analysis Procedure The collected data from the recorded MOOE expenditures were analyzed through descriptive statistics. However, the extent of the school physical improvement as funded by the MOOE will employ a statistical tool.
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Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
After the conduct of the study, records of MOOE expenditures of San Roque NHS from 2008 until 2012 along with the perceptions of teachers, students and parents on the school improvements as funded by MOOE were obtained showing the results. San Roque NHS has an MOOE fund amount of around 27 thousand pesos for May, 2012 which holds a 12 thousand increase compared to the monthly MOOE for 2008 which was only about 15 thousand pesos. This represents an increase of 80% within just four school fiscal years. With this growth of funding, the school is expected to show results as what Morgan (2002) found out that high level capital spending can improve the conditions of schools. There were 12 teachers, 30 students and 30 corresponding parents involved as respondents for the perception on the school improvement within 2008 – 2012. Table 1 below shows the gender of the respondents.
Table 1. Gender Profile of Research Respondents Gender Male Female Total
Teachers 3 9 12
Students 11 19 30
Parents 14 16 30
Total 28 44 72
Table 1 indicates that majority of the 72 respondents were females which account about 61% of the total respondents as males only constitute 39%. For the teachers, there are actually more female teachers present in San Roque NHS that have been teaching within the required period while the 4 th year student population is practically dominated by females than males. In
the case of the parents, it is a common event that female parents’ involvement in any schoolrelated activities surpasses that of the males (Croft, 1996).
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Table 2 exhibits the different MOOE areas of expenses and the corresponding percent allocation starting from the year 2008 until 2012.
Table 2. MOOE Areas of Expenses and Percentage Allocation Allowable Expense per Area Annually Areas of Expense
2008 - 2009
2009-2010
2010-2011
2011-2012
Amount
%
Amount
%
Amount
%
Amount
%
Office Supplies Expense
8241.8
4%
10657.5
6%
13357.4
7%
14210
8%
Repair and Maintenance
80680.9
43%
104328.75
56%
130758.7
70%
139105
75%
Personnel Expenses
41465.36
22%
53619
29%
67202.48
36%
71492
38%
Other Supplies Expenses
53286.03
29%
68904.35
37%
86360.12
46%
91872.47
49%
Other MOOE
2455.14
1%
3174.75
2%
3979.02
2%
4233
2%
TOTAL
186129.2326
240684.3525
301657.7218
320912.47
Based on Table 2, the highest MOOE fund allocation is consistently devoted to the repair and maintenance of school building and other school facilities within the entire school year of 2008-2009 until 2011-2012. Also, the repair and maintenance of school buildings (classrooms) relatively took precedence in the allocation of fund than other school facilities and offices (see Appendix A). The second in rank concerning on allocation amount, which is also observed to be consistent within the year-time inclusions for the study, is on other supply expenses. Within other supplies, the expense on school supplies which included instructional supplies also owns the highest amount without change from 2008 to 2012 (see Appendix A). The steady third in rank is personnel expenses with security expenses that got its highest share (see Appendix A). On the other hand, Table 2 also presents that office supplies has constantly the second-to-theleast allotted amount since not much fund is needed for office needs. The consistently least amount belongs to other unpredictable MOOE that yearly wanted a share.
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On the other hand, the questionnaire tool produced the following results for the extent of school improvement as supplied by the MOOE fund as perceived by 12 San Roque teachers, 30 fourth-year students and 30 parents.
Table 3.1 Extent of Building Maintenance & Improvement as Perceived by the Respondents Teachers (N=12) Building Maintenance
f
%
Classroom ceiling
7
58%
Principal’s office ceiling
9
Classroom roofs
Principal’s office roofs
n o l i t a p d i o r c M s e D
Parents (n=30)
f
%
FI
22
73%
75%
FI
20
11
92%
FI
8
67%
11
General conditions of offices/conference room
n o l i t a p d i o r c M s e D
Students (n=30) n o l i t a p d i o r c M s e D
f
%
FI
22
73%
FI
67%
FI
18
60%
FI
25
83%
FI
24
80%
FI
FI
17
57%
FI
20
67%
FI
92%
FI
21
70%
FI
19
63%
FI
8
67%
FI
24
80%
FI
22
73%
FI
Canteen
7
58%
FI
17
57%
LI
15
50%
LI
Electrification of buildings
8
67%
FI
23
77%
FI
22
73%
FI
Lighting of Classrooms
7
58%
FI
24
80%
FI
20
67%
FI
School stage
10
83%
NAS
30
100%
NPS
30
100 %
NPS
Laboratory building
9
75%
FI
18
60%
NI
20
67%
LI
Computer Laboratory
7
58%
FI
17
57%
FI
16
53%
FI
General physical conditions of classrooms
Note: FI = Fairly Implemented; NI = Not Implemented; LI = Less Implemented; NAS = Not Available in School
Table 3.1 displays the extent of improvement of school buildings as observed by the respondents. Among the teacher respondents, all of the components of building maintenance, with the exception of school stage which was perceived to be unavailable in the school, were recognized to be fairly implemented; while, students and parents seemingly showed the same perceptions with the teachers except on some disagreement on the aspect of the canteen and laboratory building which the students and parents both identified as not implemented and/or less implemented. The students and parents may have overlooked some things on those particular areas which drove them to consider its maintenance and improvement to be less or
20
not implemented; things which the teachers have the knowledge about (Sweeney, 1992), like in the case of the canteen which was repaired from its damaged areas since 2008 and so do with the laboratory building. No aspect was perceived to be very much implemented. Generally,
respondents’ perceptions imply that there is a fair maintenance and improvement of the school buildings with the aid of MOOE fund. Table 3.2 below shows the extent of school physical facilities as perceived by the teacher, student and parent respondents. Table 3.2 Extent of Physical Facilities Maintenance & Improvement as Perceived by the Respondents Teachers (N=12)
Physical Facilities
f
%
9
75%
Air conditioning of classrooms
12
Proper ventilation of classrooms
n o l i t a p d i o r c M s e D
Parents (n=30)
f
%
NAS
30
100%
100%
NAS
30
10
83%
FI
Covered walks
12
100%
Pathways
6
Library furniture
n o l i t a p d i o r c M s e D
Students (n=30) n o l i t a p d i o r c M s e D
f
%
NAS
28
93%
NI
100%
NAS
30
100%
NAS
16
53%
LI
20
67%
FI
NAS
30
100%
NAS
30
100%
NAS
50%
LI
20
67%
LI
15
50%
LI
6
50%
FI
29
97%
NAS
30
100%
NAS
School fence
7
58%
FI
21
70%
LI
21
70%
FI
Desks and chairs
9
75%
FI
23
77%
FI
30
100%
FI
Tables
9
75%
FI
18
60%
FI
21
70%
FI
Subject area parks
5
42%
FI
29
97%
LI
27
90%
LI
8
67%
FI
18
60%
LI
17
57%
LI
9
75%
FI
15
50%
FI
19
63%
FI
7
58%
FI
22
73%
LI
22
73%
LI
9
75%
FI
25
83%
LI
21
70%
FI
7
58%
FI
27
90%
FI
23
77%
FI
Air conditioning of offices
Fixtures and furniture like cabinets School gardens Hand washing area Availability of new student chairs Water system
Note: FI = Fairly Implemented; NI = Not Implemented; LI = Less Implemented; NAS = Not Available in School
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The teacher, student and parent respondents’ perceptions are identical on most aspects of the physical facilities except some areas, most notably
the library furniture, which the
teachers perceived to be fairly implemented but considered as not even available in school by the students and parents. This contrast of views is related to the perception about the canteen and school laboratory building wherein students and parents were not fully aware of the development done for the increase of library furniture such as the supply of tables and chairs since such improvement was done only in limited scale that did not catch much attention. Another reason might be that parents, teachers, and students have always sensed something special about their schools which may differ from each other. It is a special sense that is difficult to describe (Deal & Peterson, 1999; Sweeny, 1992). Table 3.2 further shows that air conditioning of school classrooms and offices and covered walks are yet not present within the school. Other physical facility improvements of areas such as pathways, subject area parks, fixtures/furniture and hand-washing areas are generally seen by the respondents as less implemented by the school while the proper ventilation of rooms, school fencing, desks, tables, school gardens, availability of new student chairs and water system are generally distinguished as fairly implemented. The teacher respondents and parents have commonly seen the improvement of physical facilities as fairly implemented, but the students considered the improvements in this area of expense as less implemented. The students may be looking for more than what they presently see and experience. The over-all perception of respondents on school physical maintenance and improvements is fairly implemented.
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Table 3.3 Extent of Provision of Instructional Materials as Perceived by the Respondents Teachers (N=12) Instructional Materials
f
%
TLE materials
9
75%
Purchase of computer lab supplies
8
Science laboratory materials
n o l i a t p d i o r c M s e D
Parents (n=30)
f
%
FI
25
83%
67%
FI
21
10
83%
FI
Computer units
11
92%
HE materials
12
100%
Students (n=30)
n o l i a t p d i o r c M s e D
n o l i a t p d i o r c M s e D
f
%
LI
21
70%
LI
70%
LI
21
70%
FI
16
53%
LI
22
73%
FI
FI
18
60%
LI
18
60%
LI
FI
17
57%
LI
21
70%
LI
Provision of instructional supplies 11 92% FI 23 77% LI 27 90% LI Note: FI = Fairly Implemented; NI = Not Implemented; LI = Less Implemented; NAS = Not Available in School
Table 3.3 manifests that there is an evident contrast in the perceptions among teachers, students and parents concerning on the improvement of instructional materials as funded by the MOOE. The student respondents commonly remarked the improvement in instructional materials as less implemented in all aspects. Likewise, the majority of parents also have similar impression with the students in contrast to the teachers who labeled this particular area of MOOE expense as fairly implemented. These different perceptions must be understood in order to create a supportive environment. Teachers establish the status of their classroom. The administration plays a role in establishing the climate for the school. The actions of teachers and administration will lead to a better understanding of the organization (Hall & George, 1999). Outstandingly, the HE materials which garnered a 100% fairly implemented perception in the part of the teachers, has received disapproval in the part of the students and parents. This could mean that both students and parents are still seeing the inadequacy of the provision of instructional materials of which the teachers were provided through MOOE fund. Results further revealed that the MOOE fund has significantly less effect to the extent of improvement on instructional materials expenses based on the perceptions.
23
Table 3.4 Extent of Maintenance and Improvement of Other MOOE Expenditures as Perceived by the Respondents Teachers (N=12) Other Features
f
%
Student identification system
6
50%
Provision of Test Questionnaires
4
Purchase of office supplies School Security (night and day services) School Office Aide
n o l i a t p d i o r c M s e D
Parents (n=30)
f
%
FI
23
77%
33%
FI
21
6
50%
FI
9
75%
7
58%
n o l i a t p d i o r c M s e D
Students (n=30) n o l i a t p d i o r c M s e D
f
%
VMI
27
90%
FI
70%
VMI
21
70%
FI
18
60%
FI
20
67%
FI
FI
19
63%
VMI
17
57%
VMI
FI
16
53%
FI
18
60%
FI
Note: VMI = Very Much Implemented; FI = Fairly Implemented; NI = Not Implemented; LI = Less Implemented; NAS = Not Available in School
A look at Table 3.4 confirms that other features of MOOE expenses are perceived by the respondents differently. Majority of the other features are regarded by the students as very much implemented, but teachers and parents seem to agree on labeling other features as generally fairly implemented. Only school security is viewed by majority of the respondents to be very much implemented. These differences make it difficult to create an instrument that truly captures the perceptions of participants. The problem with perceptions is they also play a role with students. One problem in studying school climate is that you can never be sure how a student's background works with or against other school variables (Anderson, 1982).Generally, the improvements of other MOOE expense areas are judged to be fairly implemented.
24
Chapter V SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings It was the aim of this study to investigate how San Roque NHS made use of its MOOE fund within four years, from 2008 to 2012 and its extent to school improvement within the fouryear period especially with its building and other structural repair and maintenance. The study wanted to answer the following specific questions: 1. What are the physical allowances of the MOOE expenditures of San Roque NHS in yearly basis from 2008 until 2012 in terms of: 1.1 Areas of expenses 1.2 Percentage allocation amount per area of expense 2. What is the extent of the improvement of San Roque NHS as subsidized by the MOOE fund in terms of: 2.1 Building maintenance 2.2 Physical facilities 2.3 Instructional Materials 2.4 Other features This study applied the descriptive-survey method of research and employed the whole population of teacher respondents, and random-sampling technique for the student respondents. The parents were consequently chosen corresponding to the chosen student. Part of the data was gathered from MOOE records while the rest were taken from the questionnaire.
25
From the data gathered, the following findings were achieved: 1. The areas of expense of MOOE fund for San Roque NHS and their corresponding average percentage allocation from 2008 to 2012 are summarized and arranged from highest to lowest as follow: repair and maintenance, 43%; other supplies expenses, 29%; personnel expenses, 22%; office supplies expenses, 4%, and; other MOOE, 1%. It was found out that the highest allocation of San Roque NHS MOOE budget is given to the maintenance and improvement of school buildings with classrooms at the top of the priorities consistently from 2008 to 2012. The least amount allotted, on the other hand, is also consistently set for other unidentified MOOE expenses within 2008-2012. 2. Some features were found to be unavailable or not present in the school such as the school stage while only few other improvements were observed to be very much implemented
belonging
to
other
MOOE
expenses.
All
aspects
showed
fair
implementation of improvements except instructional materials which only considered being less implemented.
26
CONCLUSIONS
Based on the findings discussed, the following conclusions are presented: The areas of expenses of San Roque NHS MOOE fund are office supplies, repair and maintenance, personnel expenses, other supplies including instructional supplies and other MOOE expenses from 2008 until 2012. The largest percentage allocation of San Roque NHS MOOE fund for 2008-2009 until 2011-2012 belongs to the building improvement, repair and maintenance while the least amount is allocated to other MOOE expenses. The improvements of San Roque NHS as subsidized by the MOOE fund have the following general extent as perceived by the research respondents: building maintenance – fair improvement; physical facilities – fair improvement; instructional materials – less improvement, and; other features – fair improvement.
27
RECOMMENDATIONS
Based on the conclusions drawn, the following recommendations are hereby offered: 1. San Roque NHS should maintain the current percentage share of MOOE fund for each school aspect as building maintenance having the appropriate highest allocation followed by instructional supplies and the least for other MOOE. The school must exert further maintenance efforts and improvements in every aspect to raise the current status of the school to a higher level. 2. The teachers must pay attention on the alarming discontented perception of the students and parents on the provision of instructional materials by findings ways on how to augment the availability of resources and the access of such materials by the students.
28
BIBLIOGRAPHY
BOOKS Baker, B., (2012). Revisiting that Age-Old Question: Does Money Matter In Education? . The Albert Shanker Institute Carnegie Foundation for the Advancement of Teaching. An Imperiled Generation: Saving Urban Schools .Princeton, New Jersey, 1988. Rolle, R.A. (2008). The Social Justice Implications of Contemporary School Finance Theory and Policy . New York, NY: Routledge. Seeley, I.H., 1987, Building Maintenance , Second Edition, MacMillan Educational, London.
ARTICLES/PERIODICALS Croft, U. (1996). Parent involvement can be fun. Principal , 76 , 43-44. Deal,K.N. & Peterson,T.R.(1999). School choice:An examination of the empirical evidence on achievement,parental decision-making and equity.Educational Researcher ,28 (9),16-25. Filardo, M. (2008). GOOD BUILDINGS, BETTER SCHOOLS An economic stimulus opportunity with long-term benefits . Economic Policy Institute, Briefing Paper No. 216, April 29, 2008 Frazier, L. M., (1993). Deteriorating School Facilities and Student Learning . ERIC Digest 82 May 1993 Hall, D.Y. & George, H.H.(1999). Education With Accountability. Forbes, 159 (5), 82-84. Lawrence, B. K. (2003): Save a penny, lose a school: The real cost of deferred maintenance : Washington D.C. Republic Act No. 10147 (General Appropriations Act for Fiscal Year 2011) , Official Gazette, Republic of the Philippines, Vol. 106, Manila, December 2010 Sweeney, B. G. (1992). Building community in school. Principal 76 , 29-31.
THESIS AND DISSERTATIONS Anderson, L. (1982). The effects of size of student body on school costs and performance in New York City high schools . New York: New York University, Institute for Education and Social Policy.
29
Bello, M. and Loftness, V. (2010), Addressing Inadequate Investment in School Facility Maintenance , Carnegie Mellon University, School of Architecture. Paper 50 Cash, C. S. (1993): Building condition and student achievement and behavior ; Doctoral Dissertation, Virginia Polytechnic Institute and State University: Blacksburg, Virginia. Creemers, B.P.M., Stoll, L., Reezigt, G. and the ESI team, (2003). Effective School Improvement Ingredients for Success: The Results of an International Comparative Study of Best Practice Case Studies Mackenzie, J. (2003). Public School Funding and Performance. FREC/CANR, University of Delaware, Newark, DE; Christina School District (DE) Board of Education Maureen, E. M. "Building Conditions, Parental Involvement, and Student Achievement in the D. C. Public School System." Master's Thesis, Georgetown University, May 1991. 100 pages. ED338 743.
McDuling, J. et.al, “QUANTIFYING THE CONSEQUENCES OF MAINTENANCE BUDGET CUTS ”, 2010 McGowen, R. S., The Impact of School Facilities on Student Achievement, Attendance, Behavior, Completion Rate and Teacher Turnover Rate in Selected Texas High Schools . Graduate Studies of Texas A&M University, December 2007 McMahon, W. and Boediono (2009): Improving Education Funding Methods in Indonesia Veatch, Ross P., “A Theory of Action: What is Sustainable Change and How Do CFGs Support It?” , Presented at the First Annual NSRF Research Conference, Denver, Colorado, January 11, 2006
OTHER REFERENCES Gurley, R. (2002), “School Capital Funding: Tennessee in a National Context” , www.comptroller.state.tn.us/orea/reports Implementing Guidelines on the Direct Release of Maintenance and Other Operating Expenses (MOOE) Allocations of Schools to the Respective Implementing Units , DepEd Order No. 60, s. 2011 [On-line]. http://www.deped.gov.ph RULES AND REGULATIONS OF REPUBLIC ACT NO. 9155 (GOVERNANCE OF BASIC EDUCATION ACT OF 2001) [On-line].http://www.deped.gov.ph Stevens, John (2010): The Relationship Between Education Funding and Quality , http://blog.loudounschools.org/2010/10/relationship-between-education-funding.html Stinnette, L., Peterson, K., & Hallinger, P. (1997). “Becoming a community o f learners: Emerging leadership practices in New Leaders for Tomorrow’s Schools” [On-line]. Available: hppt://www.ncrel.org/cscd/lead21/2-1l.htm
30
31
APPENDIX A Specified Areas of Expenses Mandated in MOOE
Areas of Expenses
Allowable Expense per Area Annually 2008-2009
2009-2010
2010-2011
2011-2012
8,241.80
10,657.50
13,357.40
14,210.00
80,680.90
104,328.75
130,758.70
139,105.00
33,594.76
43,441.50
54,446.68
57,922.00
2,949.88
3,814.50
4,780.84
5,086.00
Office Building
10,511.92
13,593.00
17,036.56
18,124.00
Other Structure
24,803.70
32,073.75
40,199.10
42,765.00
Furniture & Fixtures
4,093.64
5,293.50
6,634.52
7,058.00
IT Equipment
4,727.00
6,112.50
7,661.00
8,150.00
41,465.36
53,619.00
67,202.48
71,492.00
28,710.00
37,125.00
46,530.00
49,500.00
681.50
881.25
1,104.50
1,175.00
2,088.00
2,700.00
3,384.00
3,600.00
48.72
63.00
78.96
84.00
Travelling Expenses
4,258.94
5,507.25
6,902.42
7,343.00
Training Expenses
5,678.20
7,342.50
9,202.60
9,790.00
53,286.03
68,904.35
86,360.12
91,872.47
School Supplies
25,858.72
33,438.00
41,908.96
44,584.00
Printing & Binding
7,200.70
9,311.25
11,670.10
12,415.00
18,385.81
23,774.75
29,797.69
31,699.67
1,840.80
2,380.35
2,983.37
3,173.80
2,455.14
3,174.75
3,979.02
4,233.00
186,129.23
240,684.35
301,657.72
320,912.47
Office Supplies Expense Repair and Maintenance School Building Electrification
Personnel Expenses Security Expenses Fidelity Bond Payable Janitorial Services Postage & Delivery Expenses
Other Supplies Expenses
Electricity Expenses Water Expenses Other MOOE TOTAL
32
APPENDIX B RESEARCH QUESTIONNAIRE Republic of the Philippines Southern Leyte State University – Tomas Oppus San Isidro, Tomas Oppus, Southern Leyte Office of the Graduate Studies
UTILIZATION OF MOOE FUND FOR SY 2008-2012 IN SAN ROQUE NATIONAL HIGH SCHOOL: ITS CONTRIBUTION TO SCHOOL IMPROVEMENT General Instruction: Please fill out the provided spaces with the required information or put a check mark as directed. Rest assured that all information would be treated confidentially. Please do not leave any space unanswered.
Part I. Respondent’s Profile Name: _________________________ Year Entered in SRNHS: ___________ Part II. Extent of the Improvement of San Roque NHS in Terms of Building Maintenance and New Physical Facilities as Subsidized by the MOOE Fund Directions: Please read carefully each item and put a check mark ( √ ) on the appropriate grid. Your answers describe your perception on the extent of improvements in the physical aspects of San Roque National High School through the aid of MOOE fund. Use the scale illustrated below. Scale:
5 – 4 – 3 – 2 – 1 –
Very much Improved Fairly Improved Not Present in School Less Improved No Improvement
School Physical Features Funded by MOOE I. Building Maintenance 1. Classroom ceiling 2. Principal’s office ceiling 3. Classroom roofs
4. Principal’s office roofs 5. General physical conditions of classrooms 6. General conditions of offices/conference room
(VI) (FI) (NPS) (LI) (NI) 5 VI
4 FI
3 NPS
2 LI
1 NI
33
School Physical Features Funded by MOOE 7. Canteen 8. Electrification of buildings 9. Lighting of Classrooms 10. School stage 11. Laboratory building 12. Computer Laboratory II. Physical Facilities 1. Air conditioning of offices 2. Air conditioning of classrooms 3. Proper ventilation of classrooms 4. Covered walks 5. Pathways 6. Library furniture 7. School fence 8. Desks and chairs 9. Tables 10. Subject area parks 11. Fixtures and furniture like cabinets 12. School gardens 13. Hand washing area 14. Availability of new student chairs 15. Water system III. Instructional Materials 1. TLE materials 2. Purchase of computer lab supplies 3. Science laboratory materials 4. Computer units 5. HE materials
6. Provision of teachers’ instructional supplies IV. Other Features 1. Student identification system 2. Provision of Test Questionnaires 3. Purchase of office supplies Others (Please specify below) 1. 2. 3. 4. 5.
5 VI
4 FI
3 NPS
2 LI
1 NI
34
APPENDIX C Letter of Request to the Principal
