Schools’ Level of Compliance on Deming’s Philosophy in the Division of Quezon: Basis for An Action Plan
Ferdinand C. Balverde
Abstract
The study investigated the schools’ level of compliance on Deming’s Philosophy which would arrive at an action plan. Descriptive-comparative method of study was used in comparing the Deming’s Fourteen Points. The questionnaire was used as the main data gathering instrument. The study employed 117 public school teachers as respondents. The study made use of stratified sampling in selecting its respondents. Frequency, percentage, weighted mean and ranking were used in the statistical analysis of data. The findings showed that the quality initiatives that implemented in school is Teachers’ involvement to improve quality. Moreover, Deming’s fourteen points applied to secondary schools in the Division of Quezon were good/adequate. On end the practice of doing business on price tag alone, it exemplified that the school encourages “Brigada Eskwela”, Tree Planting Programs, and other outreach programs. In terms of Institute leadership, it is expressed that the school leadership consist of working with teachers, parents, students, and members of the community as coach and mentor. The top most hindering factor is that the school lacks the funds to implement a quality control measure. Furthermore, the level of acceptance of the proposed development program is highly acceptable to the target users. The research implied that it needs to use the Ishikawa diagram in determining the root cause of the problem on the quality of education rendered in the public school system.
Keywords
Action Plan, Deming’s Philosophy, School’s Level of Compliance, Public School System
Author information & Contribution
Disclosure statement
Funding
Declaration
Notes
This paper is presented in 2nd International Research Competition 2022
Acknowledgement
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Cite this article:
Balverde, F.C. (2022). Schools’ Level of Compliance on Deming’s Philosophy in the Division of Quezon: Basis for an Action Plan. The Research Probe, Volume 2 Issue 2, pp. 125 - 131.
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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