Implementation Of Continous Improvement Methodology: Basis For A Competency Building Program For Teachers
Type
Thesis
Authors
Category
Publication Year
2019
Pages
100
Abstract
Teachers keep on thinking and trying with the best of their abilities using different ways to solve problems in reading through various reading programs and still wonder why the problem keeps repeating when they thought they have already addressed it. What makes the problem occur repetitively? Is there something wrong with the planning? Procedures? Persons involved? Monitoring?
The researcher, a primary teacher, has personally observed and encountered this perennial problem related to the implementation of different reading remediation among schools. The problem was not properly addressed and attended that result to hamper the progress of reading development of pupils.
Premised on the aforementioned concerns, the researcher came up
to focus on this study to determine the level of Implementation of Continuous Improvement (CI) Methodology in Reading Intervention Programs among selected schools in Caloocan North III District. The result of the study may be used to guide teachers, principals to effectively conduct remedial programs in schools and make them realize the importance of applying the CI Methodology in schools' reading interventions.
The researcher used qualitative approach to identify and describe the level of implementation as assessed by of teacher implementers as well as the school administrators in terms of three stages; Assess, Analyze and Act. There were a total of 60 respondents of this study: 30 teacher-implementers and 30 school administrators during the School Year 2018-2019. Survey questionnaires were used as means of gathering data. Weighted mean was applied to analyze and interpret the data gathered.
It was found out that level of implementation of Continuous Improvement (CI) Methodology as assessed by the teacher implementers and school administrators in terms of the three variables: Assess, Analyze and Act has significant difference. It was also observed that there are still problems existing such as absenteeism of pupils involve in the reading program, lack of commitment of teachers involved, Lack of support from parents of pupils and lack of concept and understanding on the reading intervention processes thus, capability training is being proposed to enhance reading intervention programs.
The researcher suggested to work out on the other dimensions in which the mean scores were very low, to continue using Continuous Improvement (CI) Methodology as often and as needed, to overcome the challenges by crafting clear procedures and implement the recommended reading intervention programs using CI Methodology in the school and can be modeled by other schools. The proposed Competency Building Program for Teachers should be supported by the school administrators and teacher implementers in order to enhance reading intervention program through effective and efficient methodology and practices for children-at-risk in reading.
The researcher, a primary teacher, has personally observed and encountered this perennial problem related to the implementation of different reading remediation among schools. The problem was not properly addressed and attended that result to hamper the progress of reading development of pupils.
Premised on the aforementioned concerns, the researcher came up
to focus on this study to determine the level of Implementation of Continuous Improvement (CI) Methodology in Reading Intervention Programs among selected schools in Caloocan North III District. The result of the study may be used to guide teachers, principals to effectively conduct remedial programs in schools and make them realize the importance of applying the CI Methodology in schools' reading interventions.
The researcher used qualitative approach to identify and describe the level of implementation as assessed by of teacher implementers as well as the school administrators in terms of three stages; Assess, Analyze and Act. There were a total of 60 respondents of this study: 30 teacher-implementers and 30 school administrators during the School Year 2018-2019. Survey questionnaires were used as means of gathering data. Weighted mean was applied to analyze and interpret the data gathered.
It was found out that level of implementation of Continuous Improvement (CI) Methodology as assessed by the teacher implementers and school administrators in terms of the three variables: Assess, Analyze and Act has significant difference. It was also observed that there are still problems existing such as absenteeism of pupils involve in the reading program, lack of commitment of teachers involved, Lack of support from parents of pupils and lack of concept and understanding on the reading intervention processes thus, capability training is being proposed to enhance reading intervention programs.
The researcher suggested to work out on the other dimensions in which the mean scores were very low, to continue using Continuous Improvement (CI) Methodology as often and as needed, to overcome the challenges by crafting clear procedures and implement the recommended reading intervention programs using CI Methodology in the school and can be modeled by other schools. The proposed Competency Building Program for Teachers should be supported by the school administrators and teacher implementers in order to enhance reading intervention program through effective and efficient methodology and practices for children-at-risk in reading.
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