BIBLIOGRAPHY ALADIN M. DOBINTO, April 2007. Strengths, Weaknesses,...
BIBLIOGRAPHY
ALADIN M. DOBINTO, April 2007. Strengths, Weaknesses, Opportunities and
Threats (SWOT) Analysis of the Educational Scenario of Kapangan, Benguet. Benguet
State University, La Trinidad, Benguet, Philippines.
Adviser: Carlos P. Luma-ang, Ed. D.
ABSTRACT
This study aimed to determine the strengths, weaknesses, opportunities and
threats of Kapangan, Benguet along human, physical, financial, information, and
technological resources; to determine the factors associated with the strengths,
weaknesses, opportunities and threats as to social, political, economic, and ecological
factors; to determine the strengths, weaknesses, opportunities and threats of Kapangan,
Benguet among the following school indicators such as pupil development, staff
development, curriculum development, physical facilities management, school-
community partnership, and resource generation and fund management; and to determine
the complementation and gaps between the results of the SWOT in Kapangan with the
National Development Plan of Education vis-à-vis the Strategic Plan.
The respondents of the study are the teachers, municipal officials and employees,
the policemen, barangay officials and the PTCA officials of Kapangan, Benguet. Their
responses were gathered through interviews and questionnaires. Frequency counts,
percentage and rank were used in describing the data. The chi-square test was used to
determine the level of significance of the hypothesis.
Results revealed that the foremost strengths of Kapangan under the various
resources are the skills and performances of the female teachers; the desks and chairs; the
DepEd MOOE fund; the DepEd Orders and Memoranda; and the cell phone. Under the
different factors, the population of men; the teachers; income through government
employment; and water quality are the most accepted strengths. Among the school
indicators, the pupil participation rate; the teachers’ competence on the different learning
areas; the daily lesson plan; the school building; the PTCA officials; and the income
generating projects are the leading strengths.
The foremost weaknesses of Kapangan under the various resources include the
leadership and management style of the Regional Director; the Science room; income
generating projects; Internet; and Liquid Crystal Display Projector (LCD). The family
income of the community; the community lawyers; apiculture; and the roads are the
leading weaknesses among the different factors. As to the various school indicators, the
achievement level in national test; the study leave – RA 4670; the computer aided
instruction; the school physical facilities; the other stakeholders such as the foundations
and businessmen; and the utilization of funds are the foremost weaknesses.
The topmost opportunities of the municipality under the various resources are the
skills and performances of the male teachers; the school ground; the municipal school
board; the division orders and memoranda; and the school computers. The leading
opportunities under the various factors are the professionals in the community; the
municipal political leadership; the livelihood projects; and the beauty spots. The leading
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opportunities under the school indicators are the pupils’ health and nutritional status; the
graduate studies; the Science facilities from the TEEP; the acquisition of facilities; the
municipal officials; and the disbursement of funds.
The leading threats of the municipality among the various resources are the
leadership and management practices of the female school heads; the school toilets or
comfort rooms; the teachers fund; the DepEd Service Manual; and the cell site. The
topmost threats under the various factors are the criminal cases in the locality; the
insurgences in the locality; the logging activities; and the extinction of flora and fauna.
The foremost threats under the school indicators are the dropout rate; the teachers’
morale; the daily lesson planning; the maintenance of school building; the community
people; and the utilization of school funds.
The identified strengths and opportunities contributed much in the improvement
and progress of Kapangan, Benguet while the weaknesses and threats hampered the
possible advancement of the community and its educational development.
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TABLE OF CONTENTS
Page
Bibliography ...................................................................................................... …..i
Abstract .................................................................................................................... i
Table of Contents ................................................................................................... iv
INTRODUCTION ...................................................................................................1
Background of the Study .............................................................................1
Statement of the Problem .............................................................................4
Objectives of the study .................................................................................5
Importance of the Study ...............................................................................6
Scope and Delimitation of the Study ...........................................................8
REVIEW OF LITERATURE ..................................................................................9
Resources Associated with the Strengths,
Weaknesses,Opportunities and Threats of Kapangan, Benguet ..................9
Human Resources ............................................................................9
Physical Resources.........................................................................12
Financial Resources .......................................................................13
Information Resources ...................................................................14
Technological Resources ...............................................................15
Factors Associated with the Strengths, Weaknesses, Opportunities
and Threats of Kapangan, Benguet ............................................................18
Social Factors .................................................................................18
Political Factors .............................................................................21
Economic Factors...........................................................................23
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Ecological Factors ..........................................................................24
School Indicators Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet .....................................26
Pupil Development.........................................................................26
Staff Development .........................................................................29
Curriculum Development...............................................................30
Physical Facilities Management ....................................................31
School – Community Partnership ..................................................32
Resource Generation and Fund Management ................................33
Conceptual Framework ..............................................................................34
Operational Definition of Terms ................................................................38
Hypotheses of the Study ............................................................................42
METHODOLOGY ................................................................................................43
Locale of the Study ....................................................................................43
Respondents of the Study...........................................................................45
Instrumentation ..........................................................................................47
Data Collection ..........................................................................................48
Statistical
Analysis……………………………………………………….48
RESULTS AND DISCUSSIONS ..........................................................................50
Resources Associated with the Strengths, Weaknesses, Opportunities and
Threats of Kapangan,
Benguet………………………………………………………….……….50
Strengths ........................................................................................50
Weaknesses ....................................................................................63
Opportunities..................................................................................71
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Threats............................................................................................84
Factors Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet .....................................95
Strengths ........................................................................................95
Weaknesses ..................................................................................105
Opportunities................................................................................114
Threats..........................................................................................123
School Indicators Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet ...................................133
Strengths Among the School Indicators ......................................133
Weaknesses Among the School Indicators ..................................147
Opportunities Among the School Indicators................................159
Threats Among the School Indicators ..........................................171
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS........................182
Summary ..................................................................................................182
Conclusions ..............................................................................................185
Recommendations ....................................................................................187
STRATEGIC PLAN ............................................................................................189
LITERATURE CITED ........................................................................................199
APPENDICES………………………………………………………………….205
A. Communication ……………………………………………………..205
B. Survey Questionnaire ……………………………………………….206
BIOGRAPHICAL SKETCH ...............................................................................213
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INTRODUCTION
Background of the Study
SWOT Analysis is a powerful technique for identifying strengths and
weaknesses, and for examining the opportunities and threats a manager
encounters in such organization, or the discovery of new opportunities, and
management and elimination of threats. SWOT Analysis is a basic,
straightforward model that provides direction and serves as a basis for the
development of educational plans. It accomplishes this by assessing an
organizations strengths and weaknesses in addition to opportunities and threats
(Ferrel, 1998). In this connection, the researcher wishes to use this technique to
assess and make strategic plan for Kapangan, Benguet.
It has been the goal of educators to raise the low quality of Philippine
Education but it seems that quality education is very difficult to be achieved. The
innovations and strategic actions launched by the government and the Department
of Education in fostering quality education seem to be ineffective. As the country
is becoming more advanced technologically, the quality of our education seemed
to be deteriorating.
At present, with these rising problems in the Philippine Educational
System, the Department of Education envisions to protect and promote the rights
of all citizens to quality education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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and secondary level. To add, the DepEd aims to ensure that the values, needs, and
aspirations of a school community be reflected in the program of education for the
children, out of school youths and adult learners, in consonance with the
government thrust of educating the people for a strong republic. In line with this
government thrust and DepEd vision, Kapangan District also envisions to bring
up individuals imbued with a culture of excellence through the development of
their potentials and to become productive and respected members in the national
as well as in the global community. Furthermore, it commits to provide quality
education to all individuals to lay the foundation for life long and holistic
learning, critical and creative thinking; and to provide effective instruction that
contribute to the development of individuals who are functionally literate,
economically secure, socially and morally responsible, makatao, makabayan,
makakalikasan and maka-Diyos.
Since education is often considered as an investment for the future, a
vehicle for better life and progress, and a great provider of opportunities, school
managers and teachers are tasked to develop and adopt educational services suited
to a period of unprecedented change. In this case, new techniques of teaching
learning should evolve so that lesson mastery is not a once-and-for-all process
only but involves continuous study and re-learning. The educational process
should be planned to allow school managers to carry out the tasks of developing
services efficiently and effectively as possible. A wider participation in the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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operation and improvement of the school and instruction must be met now since
Philippine Education is declining as was manifested on a report that it ranked
second from the bottom worldwide. A rising demand for quality education for
social and economic advancement is necessary and should be desired not only by
educational managers but also by teachers, parents, employees, pupils/students
and the local government unit to solve the economic problems of the country and
to become globally competitive.
The Supervisors, Principals, Head Teachers and Teacher In-charge, who
are the immediate leaders in the public schools and have a daily contacts with the
schoolteachers are believed to be responsible for the implementation and
execution of the department policies and in the achievement of educational goals;
and take charge of the school buildings and other performances of teachers and
pupils. In short, they are responsible and accountable to any untoward outcome of
their school output. Therefore, they need to assess the strengths, weaknesses,
opportunities and threats of the educative machinery within their respective
schools or district. Accordingly, the performance of the teachers within their
jurisdiction hinges on such leadership. Their behavior as administrators may
either construct or destroy the zeal, enthusiasm, and the morale of the teachers.
The organizational climate within the schools depends on the leadership behavior
of the school administrators, so how they run and what they do in their schools are
the determining factors in making the educative machinery work smoothly. But it
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
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should also be considered that there are other factors affecting the development of
an organization. And such factors shall be identified to address these problems in
our educational system.
With these assumptions, school administrators ought to find out how their
leadership and management helps promote sound management and quality
teaching-learning processes in the school within their jurisdictions; and to identify
other factors for the development of the Kapangan as a whole.
Statement of the Problem
This research generally aims to study the strengths, weaknesses,
opportunities and threats associated with the development of Kapangan, Benguet.
Specifically, it sought to answer the following question:
1. What are the strengths, weaknesses, opportunities, and threats of
Kapangan, Benguet along the following:
a. Human Resources
b. Physical Resources
c. Financial Resources
d. Information Resources
e. Technological resources
2. What are the factors associated with the strengths, weaknesses,
opportunities, and threats of Kapangan, Benguet as to:
a. Social
factors
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
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b. Political factors
c. Economic factors
d. Ecological factors
3. What are the strengths, weaknesses, opportunities and threats of
Kapangan, Benguet among the following school indicators:
a. Pupil development
b. Staff development
c. Curriculum Development
d. Physical Facilities Management
e. School – Community Partnership
f. Resource Generation and Fund Management
4. What are the complementation and gaps between the results of the
SWOT in Kapangan, Benguet with the National Development Plan for
Education?
Objectives of the Study
The objectives of the study were:
1. To determine the strengths, weaknesses, opportunities, and threats of
Kapangan, Benguet along human, physical, financial, information, and
technological resources.
2. To determine the factors associated with the strengths, weaknesses,
opportunities, and threats as to:
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
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a. social factors
b. political factors
c. economic factors
d. ecological factors
3. To determine the strengths, weaknesses, opportunities and threats of
Kapangan, Benguet among the following school indicators:
a. Pupil development
b. Staff development
c. Curriculum Development
d. Physical Facilities Management
e. School – Community Partnership
f. Resource Generation and Fund Management
4. To determine the complementation and gaps between the results of the
SWOT in Kapangan with the National Development Plan of Education.
Importance of the Study
As envisioned by the researcher, the result of this study will benefit the
school officials, school heads, teachers, the researcher himself and Kapangan
District as a whole.
The District Personnel will make use of the results of this study in
planning and implementing training programs for school administrators
particularly in Kapangan, Benguet.
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The District Supervisors and school heads will be benefited by the results
of this study in the sense that they will be made aware of their strengths and
weaknesses as managers and leaders in the district as well as the opportunities and
threats presence in the district. This awareness could lead to the development of
the district and better performance of the district supervisors and school heads.
The teachers who are then the direct beneficiary of improved management
practices and leadership style of their school administrators stand to gain from the
results of the study besides of their exposure obtained from the experience.
Management behavior gained by the school administrators will also improve the
teamwork among the teachers who will be motivated in achieving the defined
goals and objectives.
Other researchers will make use of the results of this study as springboard
in the conduct of related studies and as a baseline data for their investigations.
The researcher himself will be benefit from this study in terms of
improved skills in conducting research, data analysis and reporting. This study
will also deepen perspective regarding the management functions and leadership
styles of the educational managers.
The above stated considerations spell out the relevance and importance of
this study in the area of administration and supervision in the sense that it will
help the district supervisor, school administrators, and personnel in identifying the
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strengths, weaknesses, opportunities, and threats prevailing in the district and in
their own school system.
Scope and Delimitation of the Study
The Respondents of this study are delimited to the municipal and barangay
officials, municipal employees, PTCA officials, school administrators, and
teachers of Kapangan, Benguet. This study focused mainly on the identification of
strengths, weaknesses, opportunities, and threats prevailing in the district this
current School Year 2006 - 2007 and anchored on the perspective that knowledge
of oneself is the key component of an analysis.
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REVIEW OF LITERATURE
SWOT analysis is an important step in planning and its value is often
underestimated despite the simplicity in creation. The role of SWOT analysis is to
take the information from the environmental analysis and separate it into internal
issues (strengths and weaknesses) and external issues (opportunities and threats).
Once this is completed, SWOT analysis determines if the information indicates
something that will assist an organization in accomplishing its objectives (a
strength or opportunity), or if it indicates an obstacle that must be overcome or
minimized to achieve desired results (weakness or threat) (Ferrell, 1998).
In this study, the strengths, weaknesses, opportunities, and threats of
Kapangan District, Benguet Division were analyzed in terms of resources and
factors that can be associated to its development. This section presents related
concepts and ideas to the said topic.
Resources Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet
Human Resources
Human Resources refer to any official and employee of the government
who are assets or resources to be valued, developed and utilized in the delivery of
basic services to the public. This includes the district personnel, work force and
officials working together for educational development. The efficiency and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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effectiveness of the services that the DepEd offers to the public depend largely on
the performance of its human resources. Hence, there is a need for sound
selection, good management and continuous development of its manpower
(DECS Service Manual, 2000).
With regard to gender, men have been found superior in speed and
coordination of gross bodily movements, and are better in spatial orientation,
mechanical comprehension and arithmetic reasoning while women excel in speed
and accuracy of perception and in memory, numerical computation, verbal
fluency, and linguistic abilities generally (Goetz, 1987).
Camalao (2001) made mentioned also that Master Teachers shall be
skillful in the preparation of action plan for the school year; can teach all subjects
in the elementary school; can demonstrate prepared lesson plans in the different
learning areas; should study and remedy the needs of pupils; construct reliable test
questions; and must assist the school head and co-teachers.
Accordingly, he must have a theory of educational administration,
proficiency foundations, appropriate educational qualifications, operational
proficiency, and personal and leadership qualities (Naval-Aquino, 1996).
Cabarteja (1994) also mentioned that school heads should exemplify good rapport
with her teachers, and that she should avoid fault-finding but rather she should
look into the tangible accomplishments of her teachers, both inside and outside
the school premises.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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On the other hand, the Local Government Unit (LGU) as partner of the
DepEd serves primarily as a general purpose government for the coordination and
delivery of basic, regular and direct services and effective governance of the
inhabitants within its territorial jurisdiction (Tabunda and Galang, 1991). The
LGU, which composes of the politicians, are responsible for such development in
the community, so they have to make it their primary concern. They will now
have to set up their system of priorities while they have to be politicians in a
certain sense, they, at the very least, should also be area mangers that will be
responsible for making things happen. They must not merely wait for things to
happen; they must conceptualize, plan, fund and implement local government
projects.
Dawala (2004) mentioned that the PTCA is a part of the school’s strengths
in implementing school programs and projects so that the school may become the
center of community improvement. Therefore, there is a need for the parents to be
informed regarding the aims, purposes, plans, and needs of the school. When the
parents are kept abreast of school information, they are more competent and
willing to cooperate with the school on its programs and projects. Good rapport
within the school/district organization is an essential factor in creating a
stimulating and wholesome environment for learning and development. Likewise,
parents have the right and responsibilities to take active participation in school
activities where they are involved.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Physical Resources
Physical resources refer to the educational facilities, which include the
school site; school buildings; school equipments and furniture; and textbooks and
other instructional materials. These should be planned in relation to the
instructional program. The plan also shall be flexible to anticipate educational as
well as social and technological changes and innovations (DECS Service Manual,
2000).
It is a common knowledge that the effective operation of the institution of
learning anchors on the physical status of the school facilities. The presence or
absence of the components of the school plant affects the teaching learning
process (Bernardo, 1990). Adequate school plant that includes home economics,
shop, library and laboratory buildings, playground, and area for agricultural
projects, sufficient toilets and lighting facilities are mostly wanting in every
school (Fernandez, 1989).
The study of Pumaat (1993) revealed that lack of classrooms; laboratory
facilities; multi-purpose; water system; limited playground and agricultural area;
poor classroom ventilation and lighting facilities, which should help improve
pupil acquisition of reading skills were observed to be poorly instituted. Ancheta
(1993) recommends that adequate school ground and recreational areas are
needed for the improvement of instruction and a revitalized school organization.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Financial Resources
Financial resources refer to the sources of funds that are appropriated for
the different educational programs and projects. The principal sources of funds for
educational facilities in public schools are the national, provincial, city, and
municipal governments. Other sources of funds, which serve to help finance
public elementary and secondary educational facilities, are the Special Education
Fund, voluntary contributions and donations from philanthropies, non-
government organizations (DECS Service Manual, 2000).
According to Tabunda and Galang (1991), upon the implementation of the
Local Government Code, the municipalities shall be responsible for the
construction, rehabilitation, repair and maintenance of public school building for
the elementary and secondary school, which shall come from the fund under the
General Appropriation Act. This corroborates with the DECS Service Manual
(2000), which states that national funds needed to finance public elementary and
secondary schools and educational facilities are provided in the yearly General
Appropriation Act, or the national budget for each calendar year. The annual
appropriations in the national budget for the Department of Education include
fund allocations for capital outlays, for maintenance and other operating expenses
(MOOE), and for sundries. Capital outlays are provided for the acquisition of
school sites as well as the acquisition of equipments, buildings and other materials
needed for the public elementary and secondary schools. MOOE are also provided
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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for traveling expenses, communication services, repair and maintenance of
facilities, supplies and materials, etc. It is from the MOOE where funds are taken
for the purchase of educational inputs such as textbooks and supplies. It is the
MOOE that has a bearing on the quality of education that could be provided
(Gonzalez, 2000).
Sufficient funds will mean more and better school, which will produce
better types of citizens who can provide more resources that can generate more
funds, while inadequate funds will provide poor schools, which will produce poor
citizens who may not improve the financial condition of the country (Naval-
Aquino, 1967). On the other hand, lack of funds needed for the proper care and
maintenance of school properties is a threat in developing a school (Casareno,
1979). Likewise lack of financial assistance is a recurrent factor, which
tremendously affects the supervision and inspection of public and private
institutions or school (Gregorio, 1978).
Information Resources
Information resources focus on the problems inherent in sending and
receiving messages and information. The theory is based on the idea that
communication involves uncertain processes, both in the selection of the message
to be transmitted and in the transmission of the message itself (McEliece, 2005).
The Central Office conveys information and instruction to the regional
offices through printed materials such as the Service Manual, which contains the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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basic regulations, instructions and information that guide DepEd Central Office
and the field personnel in carrying out the tasks of the Department; handbooks,
which provide handy reference materials to the field on the implementation of its
programs and projects – leaflets, foldouts and the like are some examples of this
that are being issued to disseminate information on specific programs or projects
being implemented by DepEd; publications like Education News, are published
on a regular basis, which are distributed to inform the field and other stakeholders
on various activities undertaken by DepEd toward the development of quality
basic education in the country; and the DepEd Issuances like DepEd Orders,
which are issuances of policies, guidelines, or regulations which are generally
permanent in nature and are in effect until rescinded; DepEd Memorandums,
which are issuances containing certain instructions and information that may
include announcement of conferences, seminars, examinations, surveys,
competitions and celebrations; and Bulletins that inform the field on the
educational statistics, curricular materials, professional papers on academic,
industrial, health concerns, etc. (DECS Service Manual, 2000).
Technological Resources
Technological resources is a general term for the processes by which
human beings fashion tools and machines to increase their control and
understanding of the material environment (Merritt, 2005).
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Many technological innovations of the 20th century have promised
breakthroughs in the methods and effectiveness of teaching. Some of the most
promising innovations included filmstrips and motion pictures; teaching machines
through mechanical devices that present systematic instruction to students; and
programmed instruction through instruction delivered in a graded sequence of
steps, usually by means of a computer or other device. The revolution in computer
and communications technology holds out hope that all students will connect with
more information and more people than ever before, and that learning might
become more individualized. The other promising technological advance is in
biochemistry and genetic engineering. Innovations in these fields suggest that
certain barriers to learning, such as short attention spans or faulty memories,
might one day be reduced by means other than the traditional reliance on sheer
effort alone (Simonson, 2005).
Telecommunications such as telephone system and cellular phones are
technological devices and systems that transmit electronic or optical signals
across long distances. Telecommunications enables people around the world to
contact one another, to access information instantly, and to communicate from
remote areas. Telecommunications enables people to send and receive personal
messages across town, between countries, and to and from outer space. It also
provides the key medium for delivering news, data, information, and
entertainment. Wireless communications allow people greater flexibility while
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
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communicating, because they do not need to remain at a fixed location, such as a
home or office, but instead can communicate with other people while traveling in
a car or walking along a street. Wireless technologies make communications
services more readily available than traditional wire-based services (such as
ordinary telephones), which require the installation of wires in fixed locations.
Likewise, wireless communications devices are useful in places where
communications services are only temporarily needed, such as at outdoor festivals
or large sporting events. These technologies are also useful for communicating in
remote locations, such as mountains, jungles, or deserts, where wire-based
telephone service might not exist. Many businesspeople use wireless devices,
such as cellular radio telephones, also known as cell phones, to stay in contact
with colleagues and clients while traveling. Increasingly, people are using
wireless devices for a variety of everyday purposes, such as scheduling
appointments, arranging meeting places, shopping for food, or agreeing on home
video selections while in a video store (Frieden, 2006).
Likewise, the VCD players are used primarily in the entertainment
industry to store and play movies and in education to contain information such as
an encyclopedia (Miller, et. al, 2003). Snyder (2006) also made mentioned that
computer programs, or applications, exist to aid every level of education, from
programs that teach simple addition or sentence construction to programs that
teach advanced calculus. Educators use computers to track grades and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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communicate with students; with computer-controlled projection units, they can
add graphics, sound, and animation to their communications. Additionally,
Arnold (2006) that Computer-Aided Instruction (CAI) is a diverse and rapidly
expanding spectrum of computer technologies that assist the teaching and learning
process. Many students benefit from the immediate responsiveness of computer
interactions and appreciate the self-paced and private learning environment.
Moreover, computer-learning experiences often engage the interest of students,
motivating them to learn and increase independence and personal responsibility
for education. Clemente (1996) stated that the lack and inadequacy of such
technology contributes to the decline of quality education.
Factors Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
The social, political, economic and ecological factors are the parameters
by which one evaluates the past, present, and the future performances of the
environment.
Social Factors
Social factors refer to the demography of the society under study like its
population, age, morbidity and gender parameters, which includes the education
and skill level of the populace, their health and state of physical as well as
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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psychological security. Social factors necessarily entail an appreciation of
religious values as well as cultural customs and mores (SBM Manual, 2004).
National Statistic Survey (2000) shows that Kapangan population was
compose more of men than women with 53.27% (Kapangan Socio-economic
Profile, 2005). With respect to personality traits, men are characterized by greater
importance, aggressiveness, dominance and achievement motivation and they
contribute a lot in the labor force; women by greater dependency, a stronger social
orientation, and the tendency to be more easily discouraged by failure than men
(Goetz, 1987).
As to the educational background of Kapangan populace, 87% were
literate and 13% were illiterate (Kapangan Socio-economic Profile, 2005). Older
people have less formal education than younger people. Comparatively, few older
people are well educated; few of them posses those characteristics that are
associated with high education. Corbett (2002) made mentioned that relative
poverty is the condition of having fewer resources or less income than others
within a society or country, or compared to worldwide averages, which are
necessary for the well-being or survival of the world’s people. In developed
countries, relative poverty often is measured as having a family income less than
one-half of the median income for that country.
The people of Kapangan belong to two linguistic group, the Kankana-ey
and Ibaloi but significantly they share common customs and traditions. One
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Mambunong (Pagan Priest) may perform in the ritual in an Ibaloi or Kankana-ey
hosted cañao (Kapangan Socio-economic Profile, 2005). Family traditions,
customs and celebrations have been preserved in many Filipino homes, whether
religious, historical or socio-cultural in origin and nature, which affects the key
decisions that a person makes (Fagella & Cawagas, 1988). In spite of the modern
influences, the Filipinos still look at the world and nature as people by
supernatural beings and governed by forces above him. His approach to truth is
intuitive rather than rational or scientific (Bonoan, 1997).
One of the negative factors that hinder the development of a community or
nation, according to Naus (1993) is the subscription to traditional culture. People
should do away from negative traits, which affects not only their family but also
the society. Such negative traits includes kami syndrome, great love of social
acceptance, padrino system, utang na loob, crab mentality, too much hospitality
and pakikisama.
Some factors that barricade our quest for quality education is the high
crime rate in the country. Details of these are exposed by the media and are even
used as entertainment. Overexposures to these crimes like kidnapping, robberies,
drug pushing, car napping, and others would lessen children’s love and interest
for knowledge particularly those who come from poor families (Abiar, 1998). A
child in a great measure is affected by the society where he lives. The clothes he
wear, the language he speaks, the ideas and ideals he subscribes to, the books he
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reads and movies he watches, even the illness to which he is prone, with, play a
heavy role in the development of his personality (Andres, 1994).
Also, the most powerful negative force that invaded the country and still
in good position to create continuous havoc and abuse on every breathing creature
is poverty. It is the root causes of many pains and failures of mankind. It causes
black nutrition, poor health and sanitation, disturbed peace and order, low
productivity, prevalence of many crimes, and deceit (Reyes, 2000). It hinders the
attainment of quality education in the country and that the government is also
crawling due to the crippling problems (Abiar, 1998).
Political Factors
Political factors refer to the power structures and forces, which influences
an environment’s internal governance and its external linkages. These structures
and forces include the existing government power elite and their opposition,
religious sects, anarchists, business tycoons, activists, reactionaries, the military,
revolutionaries, landlords, peasants, management, labor unions, the voting
masses, etc. (SBM, 2004).
According to Guerero (1993), some factors that contribute to the
deterioration of quality education is due to too much politicians’ intervention in
the educational system to the point that educational policies are no longer based
on rational and professional considerations but on political expediency.
Additionally, Ajos (1998) stated that the increasing interference of politicians in
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the administration of the schools such as transfer, promotion, and employment
and other school affairs causes serious problems in the institution
According to Doctor (1998), the committed and dedicated teachers are the
key to quality education, and so students under their care have a greater chance of
survival in the world of close competition and have the advantage of improvement
and development in their own way of life. Segumpan (1997) also stated that
teachers play a vital role in the development of educational organization. They
collaborate with the school leaders in the pursuit of productivity – quality
education, excellence, competitiveness, what not. Without them, nothing much
can be achieved in the system. It is important then to identify the factors that
relate to teachers’ productivity.
The article form the Encarta Encyclopedia stated that attorneys are helpful
in settling an action. Furthermore, the duties of an attorney are to act with
diligence and fidelity to one's client and to show average prudence, knowledge,
and skill in professional dealings. On the other hand, Stark (2002) mentioned that
engineering aimed at meeting national needs, encourages new research, and is
concerned with the relationship of engineering to society. Like wise, Weiss
(2002) revealed that military professional and technical skill may be increasingly
used in meeting civilian needs for disaster relief, civic action in war-torn nations,
and nation-building projects.
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.
The article from the Encarta Encyclopedia (2006) states that Igorots share
beliefs relating to sacred trees and mountains, and animal to sacrifice for reading
omens. Government activities and urban influences are bringing about
assimilation of the Igorot into the general life of the Philippines.
In the Philippines, Communist-led New People’s Army (NPA) grew
steadily in strength in over half of the Philippine provinces affects the life of the
local residents due to the problems arising between them and the government
(Colton, 2003). Baguio Midland Courier, dated June 25, 2006, reported that
groups of CCP-NPA were sighted in the far – flung communities in the Cordillera
Region to recruit youths (Beñas, 2006).
Economic Factors
Economic factors refer to all productive forces generated by capital, land
and labor from both the formal and informal sectors of the economy. Investments
in various forms of assets with their corresponding financial sources are the
foundations of economic wealth generation and distribution. Technology sourcing
and usage, management expertise, manpower, skills shape them, savings realized,
consumption patterns, investment level, financing raised and production realized
(SBM, 2004).
The average annual income of a small – scale farmer in the municipality
of Kapangan is very far behind the national threshold of P60,000.00 per annum.
Others seek employment abroad or to more urbanized centers. Other income
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sources come from agricultural products; business establishments like stores,
billiards, videoke, restaurants and catering services etc.; Boarding houses;
transportation operation; small – scale industries like rice mill, vulcanizing shops,
furniture shops, blacksmith, etc. To augment family income, many household are
engaged in livelihood activities such as piggery, sericulture, apiculture and others
through the assistance of the municipal government.
(Kapangan Socio-economic Profile, 2005). On the other hand, Morse (2005)
stated that beekeepers worldwide earn their living from the sale of the honey and
beeswax their hives produce.
Northup (2005) mentioned that many people wishes to migrate to other
countries for employment despite the tragedies and hardships. Their motivation is
to find better jobs and new homes; and to escape from poverty and oppression,
and make a better life.
Aguirre, et. al. (2006) stated that cooperative help to foster self-
sufficiency, teamwork and ultimately, economic growth and social justice at the
grassroots level. Furthermore, cooperatives help improve the quality of life of its
members, especially the poor and marginalized, by increasing their productivity,
income and purchasing power.
Ecological Factors
Ecological factors refer to the different parts of the ecosystem or
ecological environment that affect one another. These assess how each part tends
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to build or destroy, enhance or degrade other parts. It determines the
environment’s ability to continually provide sustenance and well being to its
living inhabitants, be they men, animals or plants (SBM, 2004).
Every community has a great variety of environmental materials. The
fauna and flora, industries, government agencies, historical landmarks, farms,
bodies of water, mountains and other elements of the environment presents rich
learning experiences for children (Morphet, 1959). For Kapangan District alone,
its ecology presents a rich learning experiences for children especially its,
landmarks and beauty spots like the famous Camp Utopia, which served as the
headquarters of the gallant guerilla forces during the World War II; the Panoramic
Amburayan River View; the Amionget Greenland Catampan Rice Terraces; the
Santa Claus Face at Dakiwagan Mountain; Sangrilla Forest, which served as the
camp of the 66th Infantry; and the Bolinsac and Ampasit Caves (Balanggoy &
Salve, 1982). Other new discovered spots are the Shomenay Burial Caves with
more or less one hundred skulls and human skeleton; the Tawang Mummies; Salat
Mountain Ranges where the Smart cell site is located and many undiscovered
beauty spots.
Unique public lands and bodies of water within a country, set aside by the
government to protect ecosystems, plant and animal species, scenic landscapes,
geologic formations, historical or archeological sites are managed primarily for
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public recreation, providing exceptional locations for educational purposes. Some
of these commemorate significant historical events (Repanshek, 2003).
Healthy ecosystem is vital to life. It regulates many of the chemical and
climatic systems that make available clean air and water and plentiful oxygen.
Forests, for example, regulate the amount of carbon dioxide in the air, produce
oxygen as a byproduct of photosynthesis; and control rainfall and soil erosion.
The conversion of forests, grasslands, and wetlands for agricultural purposes,
coupled with the multiplication and growth of urban centers and the building of
dams and canals, highways, and railways, has physically altered ecosystems to the
point that extinction of species has reached its current alarming pace (Eldredge,
2003).
Urbanik (2005) made mentioned that rural roads are found in areas of the
country outside cities, towns, and suburbs. Rural roads are also classified as local,
collector, or arterial roads. Because of the light traffic and extensive mileage on
these roads, design standards are relatively low. In many areas, local roads are
unpaved gravel roads. Rural roads may or may not have shoulders.
School Indicators Associated with the Strengths, Weaknesses,
Opportunities,and Threats of Kapangan, Benguet
Pupil Development
Pupil development refers to the pupil achievement using the mean
percentage scores (MPS) under the Division/National Achievement Tests; data on
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non-readers and non-numerates, and Phil-IRI; participation, drop-out and
completion rates; health and nutrition status of pupils; and pupil-textbook ratios
(SBM, 2005). Pupil Development includes the physical, intellectual, social, and
emotional changes that a pupil acquired from school (DECS Service Manual,
2000). As such they must receive, primarily through competent instruction,
relevant quality education in line with national goals and conducive to their full
development as persons with human dignity.
Since the pupil is considered the center of educative process, methods
must be suited to him. His age, grade maturity, ability, interests, needs,
experience, health and growth must be considered (Lardizabal, et.al., 1977).
Appropriate learning styles to suit pupils’ needs and interests, exposure to
competitions and activities that stimulates the creative mind, utilization of multi-
media, field trips, group interactions, leadership training, and involvement in
decision making may develop creative productivity or productive thinking skills
among learners (Reyes, 2001).
The desired reduced level of dropout cases has not been realized.
Although dropout rate decreased slightly, the absolute level was still of such
magnitude it represents significant wastage in the system. On the other hand, the
results of the National Elementary Achievement Test reveal some improvement in
test performance yearly, still the progress toward target attainment has been rather
unsatisfactory due to the decreased in other learning areas (Gonzalez, 2000).
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It is no accident that throughout most of the world, children begin formal
education at age six or seven. The intellectual skills of middle childhood are well
suited for school. Children become capable of reasoning logically and
systematically and their thinking is flexible. A grasp of logical principles helps
older children readily understand science, math, and many other subjects. They
can concentrate better, and longer, than before (Thompson, 2006).
Scouting emphasis has been in doing things in a way that will attract the
boys and girls and hold his attention through fun, and adventure and fellowship.
But underneath it all, is the ever important element of learning and serving
through fun and games, through adventure and challenges, through fellowship and
doing things together (Escudero, 1995). Scouting is an international movement
dedicated to developing the character of boys and youths and training them for the
responsibilities of adult life. Camping is a regular part of the scout program,
which also includes conservation, forestry, farm work, and aid in community
services. The program also stresses the development of skill in woodcraft,
swimming, first aid, signaling, and other activities (Seton, 2006).
Good health is an essential factor in the learning process of every child
leading to good school performance. Proper health supervision for school children
must ideally include systematic screening of their health status at their vulnerable
stage (Laruan, 2004).
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Staff Development
Staff development refers to the privileges given or acquired by the
officials or employees of the DepEd for professional growth in the delivery of
basic services to their clients (DECS Service Manual, 2000). It is also a form of
remediation for teacher’s deficiencies in certain skills or attributes. More
appropriately, staff development should be based on expressed needs of teachers
revealed as part of the process of collaborative planning and collegial
relationships (Smith, 1983).
In the selection and employment of new teacher applicants, each is
evaluated based on educational qualifications; must be a PBET/LET passer,
teaching experience is preferred; shall undergo interview and demonstration
teaching; and must take the written English Proficiency Test. Teacher-applicants
who belong to Registry A shall first fill-up vacant positions. Priority is given to
qualified local applicants as stipulated in R.A. 8170, The Localization Law
(DepEd Order No. 4, s. 2007).
The DECS shall establish a continuing program for career and personnel
development for all personnel at all levels, and shall create an environment or
work climate conducive to the development of personal skills, talents and values
for better public service (DECS Service Manual, 2000). It is widely assumed that
the improvement of teacher practice results in improved student performance.
While there are few careful studies examining the important connection between
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staff development programs an improved student performance, a small group of
studies do indicate that staff development programs can have positive effect on
students performance (Guskey, 1985). The quality of education or teachers
predetermines the kind or quality of life in the society. Through staff
development, teaching will be professionalized and will successfully foster and
adapt new approaches in the teaching-learning situations (Macarayan, 1995).
Curriculum Development
Curriculum development is the process of selecting, organizing, executing
and evaluating learning experiences on the basis of the needs, abilities and
interests of learners and the nature of the society or community (Andres, et.al,
1989).
As stipulated in the School-Based Management primer (2004), the school
should provide adequate facilities like library or learning resource center, science
center, conference hall and others for increasing personnel and pupil productivity.
The school should also ensure the effective utilization of these facilities to expand
access to learning.
On the other hand, inadequate supply of instructional materials; textbooks,
supplementary reading materials and classroom facilities are the problems
affecting the performance of the children in school (Romulo, 1966). The designs
of the various instructional facilities pose serious interrelated problems with
regards to functionality, appropriateness, comfort and the like. Under this kind of
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learning environment, even the most skillful teacher will find it difficult to gain
and maintain the interest of pupils (Sutaria, 1985). Eligio and Ricamonte (1980)
stated that the presence of the agricultural and industrial tools makes work easier
and faster. Each tool is made to perform a specific job, others are important in
making farm structures and in repairing damaged or destroyed tools.
The “School of the Future”, which is the vision of the DepEd to achieve
quality education, shall consists of an amphitheater for frontal and video-aided
instruction, a space for group work, and an area from computer-aided instruction,
all housed in the same classroom. It is a multi-media intensive classroom with
access to Internet that would relate to information and technology (Clemente,
1996).
Lardizabal (1977) stated that a lesson plan is an indispensable tool to
teachers and that an engineer would not dare build a bridge without a plan, an
architect makes a plan for every house he construct, neither can a teacher afford to
teach without a lesson plan.
Physical Facilities Management
Physical facilities management refers to the maintenance of the school
buildings, school grounds, equipment, desks, chairs and other furniture (SBM,
2005). The strengths for a developing school system lie in its adequate school
plants, which may include the selection and location of school sites, well-planned,
maintained and operated school building to provide total setting for learning; and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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adequate supply of school equipments such as desks, tables, chalkboards, bulletin
boards, shelves and visual aids (de la Cruz, 1993). Hicks (1956) mentioned that
schools require proper care and management, support, selection, orientation and
planning because these my affect the curriculum, school organization, service,
safety, mental health and public relations. Furthermore, Gloria (1997) stated that
school must be equipped with delivery learning systems, laboratories, cupboards,
computer laboratories, language laboratories together with the basic minimum
equipments – such facilities are the strengths of a school needed to achieve its
goals and objectives.
Ancheta (1993) mentioned that the problems encountered by schools
include the inadequacy of playground, recreational and physical fitness facilities
needed for the improvement of instruction and a revitalized school organization.
On the other hand, Sutaria (1985) stated that the designs of the various school
facilities pose a serious interrelated problem regarding functionality,
appropriateness, comfort, and the like. And that, under this kind of learning
environment, even the most skillful teacher will find it difficult to gain and
maintain the interest of pupils.
School - Community Partnership
School-Community partnership refers to the active support and
participation of Local Government Unit, PTCA, stakeholders and other interested
groups within and outside the community (SBM, 2005). The school needs the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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help and full support and cooperation of parents because involving the parents and
the community in a school programs and projects has been the practice of most
schools of all levels and was proven very effective for the development and
improvement of the physical structure and environment of the school (Paloma,
1996).
Weaknesses and threats in school management arises due to lack of
cooperation and coordination among school administrators, barangay, municipal,
and provincial officials in allocation of funds needed for the survey, registration
and acquisition of school site and facilities (Casareno, 1979).
The “Brigada Eskwela Program” of the Department of Education, which
focuses on repairs, cleanliness, and orderliness program done for the school in full
cooperation and awareness of parents, teachers, volunteers, and government and
non-government organization was a success in the improvement of the school
(Casiano, 2005). Based on the findings of Esumadia (2004), the active
participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities, and the district as a whole. The higher
the level of participation, the better is the improvement and development.
Resource Generation and Fund Management
Resource generation and fund management refers to the proper utilization
of the financial support from local governments, barangay, Special Education
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Fund, PTCA, donations, DepEd Division MOOE, and other DepEd project funds
(SBM, 2005).
The Special Education Fund was created to provide additional financial
support exclusively for public schools. The fund comes from the proceeds of an
additional tax of one percent on the assessed value of real property in addition to
the real property tax levied thereon under existing laws. The local school boards
shall administer fund for each province, city and municipality. (DECS Service
Manual, 2000).
Conceptual Framework
In support to the DepEd vision to make every learner to be functionally
literate, equipped with life skills, appreciative of arts and sports, and imbued with
the desirable values of a person who is makabayan, makatao, makakalikasan at
maka-Diyos; and its mission to provide basic education that is equitably
accessible to all and to lay the foundation for lifelong learning and service for the
common good, Kapangan has to formulate an effective strategic plan to address
such vision and mission. So in order to have such effective strategic plan, the
strengths, weaknesses, opportunities, and threats of the district should first be
determined.
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RESOURCES
• Human
• Physical
• Financial
• Information
• Technological
FACTORS
Complementation
and
• Social Factors
S
Gaps
•
W
Political Factors
•
O
Economic Factors
STRATEGIC
T
• Ecological Factors
PLAN
SCHOOL INDICATORS
• Pupil Development
• Staff Development
• Curriculum Development
• Physical Facilities Management
• School-Community Partnership
• Resource Generation & Fund Mngt.
Figure 1. The paradigm of the study showing the relationship of variables
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The identified resources, factors, and school indicators associated with the
development of Kapangan are interlinked with the strengths, weaknesses,
opportunities, and threats, as perceived by the respondents. So, it is generally
surmised in this study that the more positive the resources, factors, and school
indicators, the better the education of the learners while the negative the
resources, factors and school indicators would mean a decline in the quality
education for the learners.
The different resources are interdependent to each other. It is assumed that
the better the financial condition, the better the human, physical, information, and
technological resources of the municipality. Wherein, a municipality with
sufficient funds may improve all necessary facilities and equipment for the benefit
of the people. This means also that more funds to finance the educational system
will produce better type of citizens who may provide more resources that can
improve the financial condition of the municipality.
Likewise, the various factors are interdependent. The assumption that the
more positive the factors are linked with each other, the better their influence to
the community; while negative factors would jeopardize the education of the
learners and the community. In this case, the cooperation and support from the
different group of people and agencies shall be maximized in developing the
different resources to the fullest not just for quality education of the learners but
also for a fully developed community as well.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Also the school indicators are likewise interdependent on each other. It is
assumed that schools with an established resource generation and fund
management coupled with strong school – community partnership will offer better
pupil development, staff development, curriculum development and physical
facilities management. This implies that the strengths and opportunities of the
schools under these various indicators offer better education to the learner while
the weaknesses and threats under these various indicators will negative affect the
education of the learners.
Consequently, it is assumed that there is complementation and gaps
between the results of the strengths, weaknesses, opportunities, and threats of
Kapangan with the DepEd development plan vis-à-vis the strategic plan.
Wherein, under the components of the strategic plan, the strengths and
opportunities will give rise in the formulation of an effective plan because they
complement the development of the community while the weaknesses and threats
serve as gaps that hinder the progress of the community. Interconnecting the
concepts of the SWOT analysis, the strengths of Kapangan under the different
resources, factors, and school indicators must be sustained through developing
more the human resources. The identified opportunities under these various
resources, factors, and schools must also be taken advantage of through
strengthening it, in the sense that they become well established in the community.
On the other hand, the weaknesses of Kapangan must be remedied by building up
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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a strong school - community relationship. The threats must also be given more
focus to be more beneficial to the learners and the community. In order to make
the identified weaknesses and threats of Kapangan a beneficial factor to the
community, the active coordination and support of the different group of people
and agencies is vital because it is a fact that people are the key factors in order to
effect change and progress in an organization or community. The
interrelationships of these variables are aptly depicted in the paradigm of the
study.
Operational Definition of Terms
The following terms are operationally defined for the purpose of this
study:
Barrio schools. These are schools offering combination classes with at
least one to three teachers.
Complete elementary schools. These are schools headed by a Teacher In-
charge, Head Teachers or Principal with at least six teachers.
Curriculum development. This refers to the process of selecting,
organizing, executing, and evaluating learning experiences on the basis of the
needs, abilities and interests of learners and the nature of the society or
community.
Ecological factors. These refer to the different parts of the ecosystem or
ecological environment that affect one another. These assess how each part tends
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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to build or destroy, enhance or degrade other parts. It determines the
environment’s ability to continually provide sustenance and well being to its
living inhabitants, be they men, animals or plants.
Economic factors. These refer to all productive forces generated by
capital, land and labor from both the formal and informal sectors of the economy.
Investments in various forms of assets with their corresponding financial sources
are the foundations of economic wealth generation and distribution.
Financial resources. These are the sources of funds that are appropriated
for the different educational programs and projects.
Human resources. These may refer to any official and employee of the
government who are assets or resources to be valued, developed, and utilized in
the delivery of basic services to the public. This includes the school district
personnel, work force and officials working together for educational
development.
Information resources. These focus on the problems inherent in sending
and receiving messages and information.
Opportunities. These are the potential favorable conditions that contribute
to the development of the school or district.
Physical resources. These are the educational facilities, which include the
school site; school buildings; school equipments and furniture; and textbooks and
other instructional materials.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Physical facilities management. This refers to the maintenance of the
school buildings, school grounds, equipment, desks, chairs and other furniture.
Political factors. These may refer to the power structures and forces,
which influences an environment’s internal governance and its external linkages.
These structures and forces include the existing government power elite and their
opposition, religious sects, anarchists, business tycoons, activists, reactionaries,
the military, revolutionaries, landlords, peasants, management, labor unions, the
voting masses, etc.
Pupil development. This refers to the pupil achievement using the mean
percentage scores (MPS) under the Division/National Achievement Tests; data on
non-readers and non-numerates, and Phil-IRI; participation, drop – out and
completion rates; health and nutrition status of pupils; and pupil – textbook ratios.
Resource generation and fund management. This is the proper utilization
of the financial support from local governments, barangay, Special Education
Fund, PTCA, donations, DepEd Division MOOE and other DepEd project funds.
School-community partnership. It is the active support and participation of
Local Government Unit, PTCA, stakeholders, and other interested groups within
and outside the community to the school.
Social factors. These refer to the demography of the society under study
like its population, age, morbidity and gender parameters, which includes the
education and skill level of the populace, their health and their state of physical as
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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well as psychological security. It entails also an appreciation of religious values as
well as cultural customs and mores.
Staff development. This is the privileges given or acquired by the officials
or employees of the DepEd for professional growth in the delivery of basic
services to their clients.
Strategic plan. This refers to the set of guiding principle, which defines
clearly what an organization wants, what is all about, who it wishes to serve, what
it intends to get out of its efforts and how especially it should move over time. It
determines the efficacious means by which an organization can achieve its ends
given the resources it can muster and conditions it must operate in.
Strengths. These refer to the resources or factors that the school or district
has or can do to sustain its development.
SWOT analysis. It is a technique for identifying strengths, and
weaknesses, and for examining the opportunities and threats a manager encounter
in such organization, or the discovery of new opportunities, and management and
elimination of threats.
Technological resources. The general term for the processes by which
human beings fashion tools and machines to increase their control and
understanding of the material environment.
Threats. These are the potential unfavorable conditions that hinder the
development of the school or district.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Weaknesses. These are the resources or factors that the school or district
doesn’t have or cannot do to sustain its development.
Hypotheses of the Study
In this study, the following hypotheses were considered:
1. There are significant differences in the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet among the human, physical,
financial, information, and technological resources as perceived by the
respondents.
2. The various factors associated with the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet differ significantly.
3. There are significant differences in the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet among the different school
indicators.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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METHODOLOGY
Locale of the Study
This study was conducted at Kapangan, Benguet school year 2006-2007.
Figure 2 presents the map of Kapangan, Benguet and the location of the different
schools.
The municipality of Kapangan is located at the western portion of the
province of Benguet. It is approximately located at 16° 33min to 16° 41min
latitude and 120° 2.29min to 120° 40min longitude. The municipality of
Kibungan bound Kapangan on the north, of Atok on the east, La Union on the
west and the municipality of Tublay and Sablan on the south. Kapangan is 35
kilometers from the city of Baguio and 29 kilometers from the Provincial Capitol
of Benguet. The municipality is accessible via land transportation. The common
means of transportation are jeeps and buses.
The total land area of Kapangan is 17,327 has or 6.68 percent of the total
land area of Benguet. About 70% of which is suited for agricultural development.
It has fifteen (15) barangays namely: Balakbak, Beleng-Belis, Boklaoan, Cayapes,
Cuba, Datakan, Gadang, Gaswiling, Kapangan Central, Labueg, Paykek,
Pongayan, Pudong, Sagubo and Taba-ao (Kapangan Socio-economic Profile,
2005).
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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MUNICIPALITY OF KAPANGAN
LEGEND:
Barangay Proper
Rivers/Creeks
Roads
Brgy Boundary
Municipal Hall
Incomplete Elem. School
Complete Elem School
Figure 2. Map of Kapangan showing the location of the different schools
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Kapangan District has eleven (11) complete elementary schools and
sixteen (16) barrio schools with a total population of 3,022 pupils, manned by a
District Supervisor, six (6) Principals, four (4) Head Teachers and 140 active
teachers (DepEd Form 3, September 2006).
Respondents of the Study
The respondents of the study are the district teachers and employees, local
officials and the municipal employees of Kapangan, Benguet.
Table 1 shows the socio-demographic profile of the respondents. This
includes age, sex, civil status, educational attainment, and occupation.
Age. The ages of the respondents in the study ranged from 20 to 73
years old. Among the 226 respondents, 26.11% are between 40 to 49 years of age,
24.78% are between 30 to 39 years old, 19.03% are between 50 to 59 years old,
18.58% are between 20 to 29 years of age, 10.18% are between 60 to 69 years
old, and 1.33 are between 70 years old and above. This manifested that most of
the respondents are at their middle ages.
Sex. Based on the gathered data, out of 226 respondents, 78.76% are
female as compared to their counterpart which is only 21.24%.
Civil status. Most of the respondents in this study are married as
indicated by 86.28%. 10.62% of the respondents are single, 3.10% are
widow/widower and 3 are separated as indicated by 1.32%.
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Table 1. Socio-demographic profile of respondents
PROFILE FREQUENCY
PERCENTAGE
RANK
Age
20 – 29 year-old
42
18.58
4
30 – 39 year-old
56
24.78
2
40 – 49 year-old
59
26.11
1
50 – 59 year-old
43
19.03
3
60 – 69 year-old
23
10.18
5
70 – above year-old
3
1.33
6
TOTAL 226
100
Sex.
Male 48
21.24
2
Female 178
78.76
1
TOTAL 226
100
Civil Status.
Single 24
10.62
2
Married 192
84.96
1
Widow/er
7 3.10 3
Separated
3 1.32 4
TOTAL 226
100
Educational Attainment.
Elementary
9 3.98 3
High School
16
7.08
2
Vocational
8 3.54 4
College 193
85.40
1
TOTAL 226
100
Occupation.
Driver 1
0.44
9.5
Farmer 26
11.50
2
Doctor 1
0.44
9.5
Midwife
5 2.21 7
Teacher 142
62.83
1
Engineer
2 0.88 8
Policeman
9 3.98 5
Barangay Official
14
6.19
4
Municipal
Official
7 3.10 6
Municipal Employee
19
8.41
3
TOTAL 226
100
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Educational attainment.
As shown on the table, majority of the
respondents are college graduates as indicated by 85.40%, followed by those who
finished or just stepped high school represented by 7.08%, 3.98% stepped
elementary, and 3.54% have vocational courses.
Occupation. Most of the respondents are the government employees of
Kapangan, Benguet. Out of 226 respondents, 62.83% are teachers, 11.50% are
farmers, 8.41% are municipal employees, 6.19% are barangay officials, 3.98% are
policemen, 3.10% are municipal officials, 2.21% are midwives, 0.88% for
engineers, and 0.44% for both drivers and doctors.
Instrumentation
The researcher made use of survey questionnaires, which were distributed
to the respondents. The questionnaire includes the following parts:
I.
Resources associated with strength, weakness, opportunity, or threat of
Kapangan, Benguet, this includes human; physical; financial; information;
and technological resources;
II.
Factors associated with strength, weakness, opportunity, or threat of
Kapangan, Benguet, this includes the social, political, economic, and
ecological factors;
III.
School indicators associated with strength, weakness, opportunity or
threat of Kapangan, Benguet. This includes pupil development, staff
development, curriculum development, physical facilities management,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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school-community partnership, and resource generation and fund
management.
Data Collection
Upon approval of the request to float the survey questionnaire, the data
were collected and gathered personally by the researcher. To ensure a high
percentage return of answered questionnaires, the researcher personally
distributed the survey questionnaires to the school heads, local officials, and other
government employees who were the respondents of the study. The researcher
collected the survey questionnaires through the help of the school heads,
Sangguniang Bayan Secretary, and the Municipal Department Heads.
Statistical Analysis
The data were consolidated, categorized, and tabulated according to the
objectives of the study.
The following descriptive statistics were used to address the problems and
objectives of the study: frequency count, percentage, and rank.
The collected data were consolidated, summarized and arranged in descending
order, computed its percentage, and determined its rank for meaningful analysis
and interpretation.
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49
To determine the strength, weakness, opportunity or threat of the
identified resources, factors, and components, the following formula were
utilized:
P = F x 100%
n
Where:
P stands for percentage obtained by dividing the frequency by the total
number of respondents. F stands for the frequency of responses for every item as
perceived by the respondents. n stands for the total number of respondents in each
column.
Likewise, Chi-Square was employed to determine the level of significance
of the variables using the formula:
X2 = ( O – E ) 2
E
Where:
X2
= Chi-Square value
O =
Observed
Frequency
E =
Expected
Frequency
=
Summation
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RESULTS AND DISCUSSION
The gathered data are discussed even they are presented in tables to show
their frequency counts and percentage. The results of the survey and the
discussion of the data are gathered based on the problems and objectives.
Resources Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
Strengths
Table 2 presents the human, physical, financial, information, and
technological resources perceived by the respondents as strengths that may
contribute to the progress of Kapangan, Benguet.
Human resources. The efficiency and effectiveness of the services that the
DepEd offers to the public depend largely on the performance of its human
resources. Hence, there is a need for sound selection, good management, and
continuous development of its manpower. Based on the respondents’ perceptions,
the skills and performance of the female teachers; the leadership and management
practices of the male school heads; the skills and performances of the master
teachers; the leadership and management style of the Schools Division
Superintendent; and the municipal mayor were the foremost strengths of
Kapangan.
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Table 2. Strengths of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
*
Skills & performance of the female teachers
128
6.92
1
Leadership & Management practices of the
*
male school heads
117
6.33
2
*
Skills & performance of the master teachers
113
6.11
3
Leadership and management style of the
*
Division Superintendent
111
6.00
4
*
Municipal Mayor
110
5.95
5
Skills & performance of the District
*
Administrative Aides
109
5.90
6
* Community
members
109
5.90 6
Leadership & Management practices of the
*
female school heads
107
5.79
8.5
* Municipal
Councilors
107
5.79
8.5
Leadership & supervisory style of the District
*
Supervisor 106
5.73
10
* PTCA
Officials
103
5.57
11
*
Skills & performance of the male teachers
100
5.41
12
Skills & performance of the ALS/Non-Formal
*
Education teachers
98
5.30
13
* Barangay
Officials
97
5.25
14
*
Municipal Vice Mayor
96
5.19
15
Leadership & supervisory style of the Division
*
Supervisors 94
5.08
16
* SK
Officials
87
4.71
17
Leadership and management style of the
*
Regional Director
57
3.08
18
1849
100
X2 = 36.19
df = 17
X2 .05 =
27.59
*Significant
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Table 2. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
*
Desks & Chairs
126 14.58
1
*
School site (acquired with documents)
124 14.35
2
* School
Ground
102
11.81
3
*
Home Economics Building
93
10.76
4
*
School building
89
10.30
5
* Library
Room
59
6.83 6
* Shop
Room
51
5.90 7
* Comfort
Rooms
47
5.44 8
* Agricultural
areas
42
4.86 9
*
Teacher’s chair and table
41
4.75
10
* Science
Room
37
4.28
11
* Electricity
supply
32
3.70
12
* Water
system
21
2.43
13
864
100
X2 = 231.32
df = 12
X2 .05 = 21.03
Significant
C. Financial Resources
*
DepEd MOOE Fund
108 19.64
1
*
Municipal School Board
76
13.82
2
*
SK Allocation Fund
51
9.27
3
*
Donations from NGOs
47
8.55
4
*
Congressional Development Fund
39
7.09
5
*
Barangay Allocation Fund
37
6.73
6
*
Provincial School Board
35
6.36
7
* PTCA
Fund
31
5.64
8.5
* School
Canteen
31
5.64
8.5
Teachers Fund (Penalties from unfilled
*
Absences) 27
4.91
10
*
Other Income Generating Projects
24
4.36
11
* TEEP-SBM
Fund
23
4.18
12
*
Pupil Fund (pupil government)
21
3.82
13
550
100
X2 = 172.37
df = 12
X2 .05 =
21.03
*Significant
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Table 2. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
DepEd Orders and Memoranda
106 22.13
1
*
Division Orders and Memoranda
96
20.04
2
*
Regional Orders and Memoranda
66
13.78
3
* DepEd
handbooks
63
13.15
4
*
DepEd Service Manuals
51
10.65
5
* Bulletins
48
10.02
6
* Publications
/Education
News
35
7.31 7
* Internet
14
2.92 8
479
100
X2 = 107.26
df = 7
X2 .05 =
14.07
*Significant
E. Technology Resources
* Cell
phone
104
20.23
1
* Radio
98
19.07
2
* VCD
Player
57
11.09
3
* Television
44
8.56 4
* Telephone
37
7.20 6
* Xerox
Machine
37
7.20 6
* Cell
site
36
7.00 6
* Computer
23
4.47
8.5
* Video
Camera
23
4.47
8.5
*
Over Head Projector
21
4.09
10
* DVD
Player
20
3.89
11
*
Liquid Crystal Display (LCD)
14
2.72
12
514
100
X2 = 226.89
df = 11
X2 .05 =
19.68
*Significant
The computed result of the chi-square test is higher than the tabular value.
Thus, the hypothesis, that there are significant differences in the strengths of
Kapangan, Benguet under human resources as perceived by the respondents, is
accepted. This means that the strengths of the various human resources in
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Kapangan differ in many aspects. The differences can be attributed to their skills
and performances; leadership, management, and supervisory practices; and their
support on the different educational activities, programs, and projects in school or
community. According to some respondents’ remarks, the female teachers are the
leading strength because they are more on classroom oriented activities such as
the preparation instructional material preparation for teaching – learning and
classroom structuring. This study is supported by the assumptions of Goetz (1987)
stating that women excel in speed and accuracy of perception and in memory,
numerical computation, verbal fluency, and linguistic abilities. On the other hand,
the respondents perceived that the male administrators have better leadership and
management practices, which is a contributory factor in attaining a better district
performance. This finding is supported by the presumptions of Goetz (1987)
postulating men are found to be superior in speed and coordination of gross
bodily movements, and is better in spatial orientation, mechanical comprehension,
and arithmetic reasoning. The respondents also believed that the master teachers
are one of the strength in the district because they assist in all school and district
activities like: conducting of tests and item analysis, in-service trainings, lectures
and demonstration teaching. These findings agree with the study of Camalao
(2001) that Master Teachers are skillful in the preparation of action plan for the
school year; can teach all subjects in the elementary school; can demonstrate
prepared lesson plans in the different learning areas; can study and remedy the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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needs of pupils; construct reliable test questions; and can assist the school head
and co-teachers. The good leadership and management skills of the Schools
Division Superintendent in the implementation of the division educational
programs are considered strength not only in the district but also in the whole
division of Benguet. This perception is supported by the interviews conducted to
the different school heads and division personnel of Benguet. The
accomplishments of the municipal mayor serve as evidences to consider him a
strength for the municipality. Such accomplishments are the Crown Award and
Hall of Fame in Nutrition, awarded to him and the municipality in 2002 at the
Malacañang Palace; the various livelihood programs; and the different structures
such as the Municipal Open Gymnasium, the two-storey Sayeg Building, the two-
storey Municipal Nutrition Building, and the ongoing construction of a new three-
storey municipal building counts much.
Physical
resources. Based on the findings, the foremost strengths of
Kapangan under this component as shown on the table are the desks and
armchairs; school site; school ground; H.E and school buildings. Based on the
DepEd national development plan, the classrooms and instructional equipment are
to be obtained from the capital outlay of four percent, however, the resources in
Kapangan were mostly acquired through the assistance from NGOs and the LGU.
The study of De la Cruz (1993) supported the findings of the study that the
strength for a developing school system lie in its adequate school plants which
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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includes the selection and location of school site; well-planned, maintained, and
operated school building to provide total setting for learning; and adequate supply
of school facilities such as desks, tables, shelves, and chalkboards.
On the other hand, the findings of the study opposed the reports on the
DepEd national development plan that the other critical resources for delivering
quality education include desks/seats and teachers. Based on the district reports
on school site (2006), most of the schools within the Kapangan District have
already acquired the necessary documents of owning the school site. However,
there were few schools where the heirs of the donor are claiming a part of the
school site. An adequate school ground is very desirous in every school. So
whether it is inadequate or adequate, still the respondents perceived it as strength
of their school or district. Furthermore, the school buildings are very much
important in every school because it shelters the learners, teaching facilities, and
instructional materials that enhance learning activities.
This study is correlated with the findings of Fernandez (1989) stating that
adequate school plant requires for a home economics, shop, library and laboratory
buildings, playground, and area for agricultural projects, sufficient toilets and
lighting facilities which every school is aiming for.
The finding implies that there are differences in the strengths of Kapangan
among physical resources as perceived by respondents. Thus, the hypothesis, that
there are significant differences in the strengths of Kapangan, Benguet under this
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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component, is accepted. The differences in strengths can be attributed to the
capabilities of the school personnel in acquiring facilities from different sources.
This means that the more skillful the school personnel in human relations, the
more funds and equipment they can obtain, which is a very much helpful in the
attainment of school improvement. Said result of this study agree with the
findings of Bernardo (1990) stipulating that the effective operation of the
institution of learning anchors on the physical status of the school facilities such
as the school ground.
Financial resources. The respondents perceived the DepEd MOOE Fund;
the municipal school board; the SK allocation fund; the donation from NGOs; and
the Congressional Development fund as the topmost strengths of Kapangan under
financial resources. These financial resources are of help in the acquisition of the
various facilities and equipments for the schools. This finding is supported by the
DECS (2000) provisions for operation stating that the principal sources of funds
for educational facilities in public schools are the national, provincial, city, and
municipal governments. Other sources of funds, which serve to help finance
public elementary and secondary educational facilities, are the Special Education
Fund, voluntary contributions and donations from philanthropies, and non-
government organizations. These funds shall be utilized properly in order to
address the priority needs for education in Kapangan. This finding is in
consonance with what was stipulated in the DECS Manual Service (2000) where
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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MOOE are provided to augment the traveling expenses, communication services,
repair, and maintenance of facilities, supplies and materials of the school.
Furthermore, the reports of Gonzalez (2000) confirmed the result of this
study bearing that it is from the MOOE where funds for the purchase of
educational inputs such as textbooks and supplies are taken. Thus, the MOOE has
a bearing on the quality of education being provided by the government learning
institutions. Likewise, the municipal board, which is known as the Special
Education Fund, is very much helpful in the district because it is being use to
finance the different annual district activities. To mention some, the purchase of
medicines for athletics and scouting come from this fund; purchase of materials
during district in-service trainings; fare of participants during Provincial Scout
Jamborette and Science - Mathematics Fair; purchase of District office supplies;
and travel expenses of the District personnel also come from the Special
Education Fund.
Another is the Sangguniang Kabataan Allocation Fund which also serves
as strength in every barangay. This is evident on the yearly allocation given to the
school by the Barangay in support to the athletes participating in the District
Athletic Meet. Some schools of Kapangan District are lucky enough to have
philanthropists who give supports to their school. To mention some, the Taba-ao
Elementary School undergone repair and painting through the Anton-Lagenia
Clan; likewise, Paykek Elementary School was also lucky enough to have a
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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million worth of open gymnasium which is being used by the school and the
community, which was donated by the Fedrick Sayeg Foundation. Some of the
schools within Kapangan are enjoying a school building constructed through the
CDF of the Congressmen of Benguet. This includes other minor repairs of school
buildings and structures.
Based on the result of the chi-square test, the computed value is higher
than the tabular value. Therefore, the hypothesis, that there are significant
differences in the strengths of Kapangan, Benguet among the financial resources
as perceived by the respondents, is accepted. The differences in the financial
resources are attributed to the enrolment and number of teachers in each school.
This implies that the higher the enrolment and number of teachers, the bigger their
budgetary allocation is for educational purposes. This study agrees with Naval
and Aquino (1967) saying that sufficient funds will mean more and better school
which produces better citizens who can provide more resources that can generate
more funds, while inadequate funds will provide poor schools, which produces
poor citizens who may not improve the financial condition of the country.
Information resources. The findings show that the DepEd Orders and
Memoranda serve as the leading strength for the district; followed by the Division
Orders and Memorandums; the Regional Orders and Memorandums; DepEd
Orders and Memorandums; DepEd handbook; and the DepEd Service Manuals.
The DepEd orders and memoranda whether from the National, Division, or
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Regional offices are very useful to DepEd personnel because these are the best
means to be informed on the new policies, guidelines, information, and
announcement that come from the higher offices as perceived by respondents.
This study corroborates with the provisions contained by DECS Service manual
(2000) stressing that DepEd Orders includes issuances of policies, guidelines, or
regulations which are generally permanent in nature and are in effect until
rescinded. Likewise, DepEd Memorandums are issuances that contain certain
instructions and informations which may include announcement of conferences,
seminars, examinations, surveys, competitions, and celebrations. On the other
hand, the handbooks are issued to provide handy references on DepEd policies on
educational issues, procedures, and implementing guidelines for any DepEd
programs and projects. Leaflets, foldouts and the like are some examples of this
that are being issued for information dissemination regarding programs or projects
being implemented by DepEd. The service manual contains the basic regulations,
instructions, and information, which guide DepEd Central Office and the field
personnel in carrying out tasks of the Department.
As a result of the chi-square test, there are significant differences in
strengths under the information resources of Kapangan, Benguet as perceived by
the respondents. Thus, the hypothesis is accepted. This implies that the
distributions of such resources in the district are not equal in the sense that other
schools have not received the DepEd orders and memoranda nor a handbook and
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service manual. Accordingly, a communication information network has been
established among DepEd offices where by each agency unit from the regional
director down to the schools division superintendent have designated one
information officer who shall take charge in disseminating informations of
activities to the respective areas of coverage. However, sometimes these
communications does not reach some of the schools. Therefore, the respondents
are correct in claiming that these various information resources seldom reach their
schools, which may caused them uninformed on the different programs and
activities of the DepEd. The speculation of McEliece (2000) confirmed the result
of this study stressing that information resources must focus on the problems
inherent in sending and receiving messages and information where
communication involves uncertain processes, both in the selection of the message
to be transmitted and in the transmission of the message itself.
Technological
resources. Out of the twelve identified items under
technological resources, the respondents perceived the cell phone; the radio; the
VCD players; and the televisions to be the leading strengths. Though most of the
cellular phones being used by the district personnel are their personal phones, still
they perceived it as strength because, accordingly, it is the easiest way of
communicating information to the far-flung schools that are not accessible to
transportation. This finding agrees with the theories of Frieden (2006) that
telecommunications such as telephone system and cellular phones are
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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technological devices and systems that transmit electronic or optical signals
across long distances. Telecommunications enable people around the world to
contact one another, to access to information instantly, and to communicate from
remote areas. It also enables people to send and receive personal messages across
town, between countries, and to and from outer space. It also provides the key
medium for delivering news, data, information, and entertainment. Wireless
communications allow people greater flexibility while communicating, because
they do not need to remain at a fixed location, such as a home or office, but
instead can communicate with other people while traveling in a car or walking
along a street. These technologies are also useful for communicating in remote
locations, such as mountains, jungles, or deserts, where wire-based telephone
service may not exist. On the other hand, the other technologies such as the radio
and television are primary means by which information and entertainment are
delivered or broadcasted to the public in virtually every nation around the world.
The VCD players are examples of technology that are very much useful in
classroom instructions to present lessons to pupils specially things or technologies
that they have not yet seen. This finding is supported by the study of Miller, et.
al. (2003) claiming that VCD players are primarily used in the entertainment
industry to store and play movies, however, it is more important in the education
field because it provides varied body of information such as in an encyclopedia.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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63
The chi-square test shows that there are significant differences in the
strengths of Kapangan, Benguet among the technological resources. Therefore,
the hypothesis is accepted. The differences entail that only few schools have these
forms of technological resources. This can be attributed to the problems on the
absence of electricity and the terrain of the municipality because most of the
schools in the far-flung areas lack electricity.
Weaknesses
Table 3 presents the human, physical, financial, information, and
technological resources of Kapangan perceived by the respondents as weaknesses.
Human resources. Based on the respondents’ perception, the leadership
and management style of the Regional Director came out as main weakness in the
district; followed by the SK officials; and the skills and performance of the
ALS/Non-Formal education teachers. The result implies that that there are
significant differences in the weaknesses of Kapangan, Benguet under human
resources as perceived by the respondents. Thus, the hypothesis is accepted. The
differences in the perceptions can be due to inadequate services rendered and
programs conducted by these individuals or groups that may contribute in the
progress of the community. This idea is supported by the results of interviews to
the district personnel and teachers where the leadership and management of the
Regional Director is not being felt in the District, furthermore, they have not
receive any program of the Director and most of all they have not seen the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
64
Regional Director. Likewise, remarks revealed that SK officials have no
established projects or program of activities aside from sports for the youth. The
skills and performance of the ALS/Non-Formal Education teachers ranked third
with 6.47%. on the other hand, some respondents remarked that the ALS/Non-
Table 3. Weaknesses of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
Leadership and management style of the Regional
*
Director 98
28.99
1
* SK
Officials
27 7.99
2
Skills & performance of the ALS/Non-Formal
*
Education teachers
22
6.51
3
Leadership & supervisory style of the Division
*
Supervisors 21
6.21
4.5
Leadership & Management practices of the
*
female school heads
21
6.21
4.5
*
Skills & performance of the master teachers
19
5.62
6
* Barangay
Officials
18 5.33
7
Leadership and management style of the Division
*
Superintendent 17
5.03
8
Leadership & Management practices of the male
*
school heads
16
4.73
9.5
Skills & performance of the District
*
Administrative Aides
16
4.73
9.5
*
Skills & performance of the male teachers
14
4.14
11
*
Municipal Vice Mayor
12
3.55
12.5
* PTCA
Officials
12 3.55
12.5
Leadership & supervisory style of the District
*
Supervisor 8
2.37
14
* Municipal
Councilors
7 2.07
15
*
Municipal Mayor
5
1.48
16.5
* Community
members
5 1.48
16.5
*
Skills & performance of the female teachers
0
0.00
18
339
100
X2 = 398.57
df = 17
X2 .05 = 27.59
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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65
Table 3. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* Science
Room
122
13.96
1
* Water
system
113
12.93
2
* Agricultural
areas
109
12.47
3
* Shop
Room
104
11.90
4
*
Teacher’s chair and table
97
11.10
5
* Electricity
supply
92
10.53
6
* Library
Room
73
8.35 7
*
Home Economics Building
71
8.12
8
* Comfort
Rooms
62
7.09 9
*
School site (acquired with documents)
12
1.37
10
* School
Ground
9 1.03 11
*
School building
7
0.80
12
*
Desks & Chairs
3
0.34
13
874
100
X2 = 356.39
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Other Income Generating Projects
128 11.23
1
* PTCA
Fund
121
10.61
2
*
Barangay Allocation Fund
119 10.44
3
*
Pupil Fund (pupil government)
105
9.21
4
*
Congressional Development Fund
104
9.12
5
* School
Canteen
103
9.04 6
*
Donations from NGOs
101
8.86
7
* TEEP-SBM
Fund
96
8.42 8
*
Provincial School Board
93
8.16
9.5
*
Teachers Fund (Penalties from unfilled Absences)
93
8.16
9.5
*
SK Allocation Fund
52
4.56
11
*
Municipal School Board
21
1.84
12
*
DepEd MOOE Fund
4
0.35
13
1140 100
X2 = 200.05
df =
12
X2 .05 = 21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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66
Table 3. Continued . .
RESOURCES F
%
RANK
D. Information Resources
* Internet
137
20.27
1
* DepEd
handbooks
101
14.94
2
* Bulletins
94
13.91
3
*
DepEd Service Manuals
93
13.76
4
*
Regional Orders and Memoranda
92
13.61
5
* Publications
/Education
News
81
11.98
6
*
DepEd Orders and Memoranda
54
7.99
7
*
Division Orders and Memoranda
24
3.55
8
676
100
X2 = 92.9
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
*
Liquid Crystal Display (LCD)
203 16.45
1
*
Over Head Projector
161 13.05
2
* Video
Camera
152
12.32
3
* Telephone
127
10.29
4
* DVD
Player
117
9.48 5
* Xerox
Machine
93
7.54 6
* Computer
84
6.81 7
* Television
81
6.56 8
* Cell
site
73
5.92 9.5
* VCD
Player
73
5.92 9.5
* Cell
phone
43
3.48 11
* Radio
27
2.19 12
1234 100
X2 = 278.69
df = 11
X2 .05 = 19.68
*Significant
Formal Education teachers have not yet organized a non-formal class in their
community. Truly, the ALS teachers have not yet organize a non-formal class in
some barangays because they prioritize communities where there are more out-of-
school youth to give them chance to be accelerated to higher level of education.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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One thing more, there are only two non-formal teachers in the district who tried to
cater to all the barangays in the municipality.
Physical resources. Majority of the respondent perceived the Science room
as a major weakness under physical resources; followed by water system; the
agricultural areas; the shop room; and the teacher’s chair and table. As shown on
the results, the value of the chi-square test is very much higher than the tabular
value. Thus, the hypothesis that there are significant differences in the weaknesses
of Kapangan, Benguet under physical resources as perceived by the respondents is
accepted. This implies that the perceptions of the respondents differ due the facts
that different schools have different needs, some have but it is inadequate that it
could not cater to the full development of the learners. This finding is supported
by the respondents’ remarks that their school lack or has inadequate science room
and water system. Others, especially the barrio school teachers of Kapangan
District remarked that all of the items mentioned above are insufficient in their
school such as the science room, water system, agricultural areas, shop room, and
the teacher’s chair and table. This corroborates with the study of Pumaat (1993) in
stating that lack of classrooms; laboratory facilities; multi-purpose; water system;
limited playground and agricultural area; poor classroom ventilation and lighting
facilities, which should help improve pupil acquisition of reading skills, were
observed to be poorly instituted. Furthermore, the connotations of Bernardo
(1990) confirmed the findings of the study that the effective operation of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
68
institution of learning anchors on the physical status of the school facilities. The
presence or absence of the components of the school plant affects the teaching
learning process.
Financial
resources. With all the identified sources of income that may
support the educational programs and projects of the Kapangan, it revealed that
the income-generating projects; PTCA fund; barangay allocation fund;
congressional development fund; and pupil fund are the topmost weaknesses.
Result shows that there are significant differences in the weaknesses of Kapangan,
Benguet under financial resources. Thus, the hypothesis is accepted. This entails
that schools have inadequate funds and were inadequately able to acquire
financial support from the identified sources. This finding shows that most of the
schools within the district have no income-generating project. Schools without
income-generating project really find difficulty in funding other school activities.
Likewise, the Parents Teachers and Community Association (PTCA) has
insufficient fund, which is true because most of the PTCA organizations in the
district have no projects where to generate funds. The findings also revealed that
the barangays in the district lack funds to operate their projects. This is one reason
why school buildings in the different barangays were not maintained. Some
respondents also remarked that their schools have no pupil fund. This is true in
most of the schools in the district, every time there is a district competition that
requires the presence of the pupils, teachers always find problem on where to get
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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69
funds for the pupils’ transportation and food to the point of trimming down the
number of participants. On the other hand, according to some respondents’
remark, their school has not received any project from the Congressional
Development Fund. Interviews conducted to the employees at the Congressman’s
Office, revealed that Congressional Development Fund is really limited to the
point that the Congressman even uses his personal savings to fund small projects
just to solve the community’s request.
Information resources. The respondents perceived the Internet, which is
one of the easiest systems to get first hand information, as the major weakness in
the community. This also includes the DepEd handbooks and bulletins. Based on
the gathered data, it was observed that there are significant differences in the
weaknesses of Kapangan, Benguet. Thus, the hypothesis is accepted. The finding
implies that the weaknesses differ in the different schools which may be attributed
to the distance and the financial constraints of the locality. Due to distance, some
of the communications are not being forwarded to the destination then later are
forgotten to be delivered. Likewise, due to distance, the information technologies
are hardly installed due to financial constraints.
In the rural areas like Kapangan, there is no Internet connection due to the
lack of technologies needed for installation. Lack of Internet connection in the
community is very disadvantageous because professionals, students and
researchers find a hard time going to the urban just to access information from the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Internet. On the other hand, the DepEd handbook and the bulletins that are being
issued in the field are not enough to the extent that only the district office is given.
In this regard, the information that the department would like then to disseminate
does not reach the grass root due to inadequate copies.
Technological resources. As shown on the table, a majority of the
respondents marked the liquid crystal display projector (LCD) as the leading item
associated to the weaknesses of the district. Likewise, over head projector; video
cameras; telephones; and DVD players were revealed as weaknesses. Though this
technology is much useful in any form of programs, lectures, demonstration
lessons, etc., none of the different agencies in the district was able to afford using
this technology due to its very expensive costs. This observation is the best proof
to support the respondents’ perception that it is really a leading weakness in the
district. On the other hand, not even one of the schools in the district is using an
overhead projector and a video camera; only the district office has one OHP that
is being used during in – service trainings and programs. Same as the LCD,
schools could not afford to buy one due to lack of funds. As per interview, only
six out of 27 schools in the district have a television set and only two schools have
a DVD player. This situation really proves that the above items mentioned are the
leading weaknesses of the district.
The findings accepted the hypothesis that there are significant differences
in the weaknesses of Kapangan under technological aspect. This implies that the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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71
differences in the weaknesses of Kapangan in terms of technological resources
can be attributed to the lack of school funds, which means lack of funds, will also
mean lack of materials that affects the education of the learners. The assumptions
of Clemente (1996) supported the finding of this study that the lack and
inadequacy of such technology contributes to the decline of quality education.
Opportunities
Table 4 shows the human, physical, financial, information, and
technological resources perceived by the respondents as opportunities that may
contribute to the development of Kapangan, Benguet.
Human resources. Accordingly, opportunity knocks once. Based on the
observed frequencies, most of the respondents perceived all the human resources
as opportunities but for ranking purposes, the skills and performances of the male
teachers; the municipal mayor and councilors; the PTCA officials; the municipal
vice mayor; and the barangay officials are the foremost opportunities that the
respondents believed to contribute much in the development of Kapangan.
The finding entails that the skills; performances; leadership, management
and supervisory styles; and support of these human resources were all the
opportunities that contribute in the progress of the community. With regard to
school concerns, based on observation, male teachers are often associated with
good performance along the areas of agricultural skills; practical arts and physical
education.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 4. Opportunities of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
*
Skills & performance of the male teachers
112
6.25
1
*
Municipal Mayor
111
6.19
2
* Municipal
Councilors
109
6.08 3
* PTCA
Officials
108
6.02 4
*
Municipal Vice Mayor
107
5.97
5.5
* Barangay
Officials
107
5.97 5.5
Skills & performance of the ALS/Non-Formal
*
Education teachers
106
5.91
7
* SK
Officials
104
5.80 8
* Community
members
103
5.74 9
Leadership & supervisory style of the District
*
Supervisor 102
5.69
10
Skills & performance of the District
*
Administrative Aides
101
5.63
11
Leadership and management style of the Division
*
Superintendent 98
5.47
13
Leadership & supervisory style of the Division
*
Supervisors 98
5.47
13
*
Skills & performance of the female teachers
98
5.47
13
Leadership & Management practices of the male
*
school heads
93
5.19
15
*
Skills & performance of the master teachers
92
5.13
16
Leadership & Management practices of the
*
female school heads
79
4.41
17
Leadership and management style of the Regional
*
Director 65
3.63
18
1793 100
X2 = 23.72
df = 17
X2 .05 = 27.559
*Not Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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73
Table 4. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* School
Ground
112
10.33 1
*
School building
104
9.59
2
*
Desks & Chairs
95
8.76
3
*
Teacher’s chair and table
88
8.12
4
* Library
Room
87
8.03 5
*
School site (acquired with documents)
86
7.93
6
* Comfort
Rooms
83
7.66 7
* Water
system
81
7.47 8.5
* Electricity
supply
81
7.47 8.5
* Agricultural
areas
73
6.73 10
* Shop
Room
71
6.55 11
*
Home Economics Building
62
5.72
12
* Science
Room
61
5.63 13
1084 100
X2 = 31.8
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Municipal School Board
127 10.92
1
*
SK Allocation Fund
115
9.89
2
*
DepEd MOOE Fund
114
9.80
3
* TEEP-SBM
Fund
102
8.77 4
*
Provincial School Board
95
8.17
5
* School
Canteen
90
7.74 6
*
Teachers Fund (Penalties from unfiled Absences)
88
7.57
7
*
Pupil Fund (pupil government)
87
7.48
8
*
Congressional Development Fund
76
6.53
9
*
Other Income Generating Projects
71
6.10
10
*
Donations from NGOs
69
5.93
11
* PTCA
Fund
68
5.85 12
*
Barangay Allocation Fund
61
5.25
13
1163 100
X2 = 56.69
df = 12
X2 .05 = 21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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74
Table 4. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
Division Orders and Memoranda
103 17.55
1
* Publications
/Education
News
97
16.52 2
* Bulletins
79
13.46 3
* Internet
68
11.58 4
*
DepEd Service Manuals
66
11.24
5
*
DepEd Orders and Memoranda
62
10.56
6
*
Regional Orders and Memoranda
61
10.39
7
* DepEd
handbooks
51
8.69 8
587
100
X2 = 31.81
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
* Computer
113
12.54 1
* Radio
101
11.21 2
* Cell
site
99
10.99 3
* Xerox
Machine
96
10.65 4
* VCD
Player
94
10.43 5
* Television
89
9.88 6
* DVD
Player
84
9.32 7
* Cell
phone
76
8.44 8
* Telephone
56
6.22 9
* Video
Camera
47
5.22 10
*
Over Head Projector
37
4.11
11
*
Liquid Crystal Display (LCD)
9
1.00
12
901
100
X2 = 142.79
df = 11
X2 .05 = 19.68
*Significant
Lucky are the schools with male teachers because their services and skills
are very much advantageous. Male teachers are the all around employee in school,
as mentioned by the district supervisor, because most of them are not classroom
advisers but they handle subjects from the different grades at the same time work
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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75
as janitor, clerk in the office, gardener, carpenter, electrician, etc. On the other
hand, respondents remarked that the municipal mayor is very supportive. With the
researcher’s follow up interview to the respondents, some defended that the
mayor, Hon. Rogelio P. Leon, is very supportive in the sense that he give
importance to the needs of the community, allocate funds for priority projects, and
district activities for the benefit of the school children, and most of all works hard
for the elimination of marijuana in the far flung areas to the point that he
sacrifices to go to Thailand to study their strategies in the elimination of opium.
Likewise, the municipal councilors, who are assigned to chair in the different
agency in the local government, are also active in the implementation of their
programs and projects. To mention one is the chairman on education who actively
supports all district activities and lobby funds for such district activities. This
finding agrees with Tabunda and Galang (1991) who stated that the Local
Government Unit (LGU) as partner of the DepEd serves primarily as a general
purpose government for the coordination and delivery of basic, regular and direct
services and effective governance of the inhabitants within its territorial
jurisdiction. Furthermore, the LGU, which composes of the politicians, are
responsible for such development in the community, so they have to make it their
primary concern. They will now have to set up their system of priorities while
they have to be politicians in a certain sense, they, at the very least, should also be
area mangers that will be responsible for making things happen. They must not
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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76
merely wait for things to happen; they must conceptualize, plan, fund and
implement local government projects. This result also revealed that the PTCA
officials, who are supportive and cooperative with regard to school activities and
projects as remarked by the respondents, are important partners in the school
improvement. This finding corroborates with the statement of Dawala (2004) that
the PTCA is a part of the school’s strengths in implementing school programs and
projects so that the school may become the center of community improvement.
Therefore, there is a need for the parents to be informed regarding the aims,
purposes, plans, and needs of the school. When the parents are kept abreast of
school information, they are more competent and willing to cooperate with the
school on its programs and projects. Good rapport within the school/district
organization is an essential factor in creating and stimulating a wholesome
environment for learning and development. Likewise, parents have the right and
responsibilities to take active participation in school activities where they are
involved. The result also revealed that the municipal vice mayor and the barangay
officials support in the school improvement, which is the foremost concern of the
schools. With regard to school resolutions, the barangay officials are very much
helpful in presenting and defending school resolutions during municipal council
meeting; likewise, the municipal vice mayor’s role is very important since he
helps in endorsing it to the mayor and to the higher level of officials. On the other
hand, the barangay officials also help a lot in the school security.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The chi-square test shows that the computed value is less than the tabular
value. This indicates a non-significant difference in the opportunities as perceived
by the respondents in terms of human resources. Thus the hypothesis, that there
are significant differences in the opportunities of Kapangan, Benguet, is therefore
rejected. This means that most of the human resources identified were very
supportive in the educational development of the community. This finding
collaborated with the DepEd national development plan that the government
needs to harness the participation of all strategic partners in service delivery such
as the private sectors, NGOs, civil society groups, LGUs and other concerned
sectors to meet the needs of the basic education.
Physical resources. As shown on the table, the leading opportunities of the
district along physical resources lay on school ground and buildings; the desks
and chairs; teachers’ chairs and tables; and the library rooms. The respondents
perceived these resources as opportunities because these are the materials that are
available in their community that make teaching-learning possible. The results
revealed that there are significant differences in the opportunities of Kapangan as
presented by the computed chi-square value vis-à-vis the tabular value. Thus, the
hypothesis, that there that there are significant differences in the opportunities of
Kapangan under physical resources, is therefore accepted.
This finding implies that the differences in the opportunities under
physical resources are attributed to the conditions of the schools because other
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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78
schools have more and better school resources as compared to other schools
especially in the far-flung areas. With such opportunities, schools with more and
better, performs well. The finding corroborates with the study of Ancheta (1993)
saying that adequate school ground and recreational areas are needed for the
improvement of instruction and a revitalized school organization. The
assumptions of Fernandez (1989) also agrees with the result of the study that
adequate school plant, which includes home economics, shop, laboratory
buildings, with sufficient ventilations and lighting facilities, are mostly wanting in
every school since it contribute much in pupil development.
Also, the desks and armchairs, which were mentioned as strengths of the
district, were likewise complemented as opportunities because comparing it to
other districts, schools within Kapangan have adequate supplies of it. Moreover,
though teachers don’t really have a good table and chair, it is still perceived as an
opportunity since PTCA officials and members constructed such for the teachers
to use through the recycled wood. With regards to library materials, most of the
school libraries in the district have insufficient supplies of reference books,
encyclopedias and other reading materials but it is still considered as an
opportunity because in a little way it provides basic knowledge to the learners on
their research work. As was stated in the previous discussions, all of these aspects
are very much important in the progress of the school. De la Cruz (1993) supports
the finding of this study that these items were the strengths and opportunities for a
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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developing school system, which includes the selection and location of school
site; well-planned, maintained and operated school building that provide total
setting for learning; and adequate supply of school facilities such as desks, tables,
shelves and chalkboards.
Financial resources. A great majority of the respondents distinguish
among others the Municipal school board; the SK allocation funds; the DepEd
MOOE fund; and the TEEP-SBM funds a major opportunity for the district. This
finding indicates that the finances that the district receives from the Municipal
School Board, known as the Special Education Fund, helps a lot in facilitating the
district activities. Likewise, the Sangguniang Kabataan (SK) Funds, as it was
discussed previously, is yearly given to the schools per barangay to augment
school expenses for the food and transportation during district athletic meets. The
DepEd MOOE fund, which is being given by the division office yearly, is very
much helpful in the attainment of the school needs such as office supplies,
instructional materials, minor repairs of facilities and electric bills. As per
interview to other teachers in the other division of the Cordillera Administrative
Region, it is only in Benguet Division where the Schools Division Superintendent
approves and releases MOOE for the elementary schools. The finding of the study
is in consonance with the specification of DECS Service Manual (2000) that
MOOE are provided for traveling expenses, communication services, repair and
maintenance of facilities, supplies and materials, etc.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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On the other hand, the Third Elementary Education Project – School
Based Management (TEEP-SBM) Fund was a great opportunity for the district to
have been a part of the project because most of the schools were given textbooks,
science facilities, school repairs, computers, teachers’ training etc., which is still
being enjoyed by the teachers at present. On the other hand, as per observation,
most of projects funded by the Provincial School Board are the construction and
repair of school buildings and the salaries of provincial paid teachers. This finding
corroborates with the study of Tabunda and Galang (1991) that upon the
implementation of the Local Government Code, the local government shall be
responsible for the construction, rehabilitation, repair and maintenance of public
school building for the elementary and secondary school, which shall come from
the fund under the General Appropriation Act.
The finding reveals that there are significant differences in the
opportunities of Kapangan under financial resources, thus the hypothesis is
accepted. This shows that the differences in opportunities can be attributed on the
determination of the schools in acquiring support from different funding agencies
wherein schools with active school and community officials have more
opportunity in acquiring financial support for the school.
Information
resources. The results reveal that the Division Orders and
Memorandums as the foremost opportunity for Kapangan; followed by the
publications or education news; bulletins; and Internet. The table shows that the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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computed value is a little bit higher than the tabular value. This means that there
are significant differences in the opportunities of Kapangan under the information
resources as perceived by the respondents. Therefore, the hypothesis is accepted.
The finding implies that opportunities vary in terms of information
resources as perceived by the respondents. Schools with updated information
resources rated the items equally as opportunities and strengths. Most of the
respondents perceived the Division Orders and Memorandums as the foremost
opportunity because these are the main source of information on the new policies,
guidelines, information and announcement coming from the higher offices that
reaches their station. These orders and memoranda include the announcement of
conferences, seminars, examinations, surveys, competitions and celebrations. The
Herald is an example of publications or education news that is being circulated in
the field, which is the only opportunity to read issues prevailing in the Department
of Education. Teachers are informed on new programs and projects especially the
far flung areas that do not have technologies to view and listen to. Another are
the bulletins which inform the field on the educational statistics, curricular
materials, professional papers on academic, industrial, health concerns, etc. As it
was discussed earlier, Kapangan District has no Internet connections but it was
perceived to be an opportunity since it is one way how teachers access new
information. This finding validates the study of Comer (2006)
that Internet has brought new opportunities to government, business, and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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education. Governments use the Internet for internal communication, distribution
of information, and automated tax processing.
Technological resources. A lot of advanced technologies are being used
nowadays in various departments of the government and private firms. In the
Department of Education alone, many technologies are being introduced to
enhance teaching – learning process. Basically, the computer is one of the
technologies, which was perceived by the respondents as the leading opportunity
with in the district, obtaining the most number of responses. Other technologies
that were perceived by the respondents as opportunities include the radio, cell site,
Xerox machines and VCD players. Looking at the results, the respondents
perceptions with regard to opportunities vary as to technological resources are
concern. This entails that the differences in perceptions can be due to the presence
of such technology in their locality. The presence of such technology gives
opportunities to the users to do better jobs. With the observed results, the
hypothesis that there are significant differences in the opportunities of Kapangan,
Benguet under technological resources is therefore accepted. Truly, it is an
opportunity to have a computer in the school and district. Lucky are those who
were given computers from the CDF of Congressman Samuel M. Dangwa
because it helps in the preparation of school reports, test questions, instructional
materials, and the like.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Snyder (2006) proved the finding of the study that computer programs, or
applications, exist to aid every level of education, from programs that teach
simple addition or sentence construction to programs that teach advanced
calculus. Educators use computers to track grades and communicate with
students; with computer-controlled projection units, they can add graphics, sound,
and animation to their communications. This is further supported in the study of
Arnold (2006) claiming that Computer-Aided Instruction
(CAI) is
a diverse and rapidly expanding spectrum of computer technologies that assist the
teaching and learning process. Many students benefit from the immediate
responsiveness of computer interactions and appreciate the self-paced and private
learning environment. Moreover, computer-learning experiences often engage the
interest of students, motivating them to learn and increasing independence and
personal responsibility for education. The radio, as was discussed previously, is
one of strengths under technological resources since it is the cheapest and fastest
technology to get information especially in the far-flung areas of Kapangan. The
cell site, which is also known as cell phone tower, is very beneficial because
without it all wireless communications will not be functional. This study is
supported by the assumption of Frieden (2006) stressing that cell phone towers
are part of the wireless communication network that makes cellular
radiotelephone calls possible. The Xerox machine and the VCD player were
likewise advantageous in the community. Truly, the Xerox machine is very
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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beneficial in the reproduction of school reports, teachers’ forms, pupils’ work
sheets and the like while VCD players are useful in the classroom aided
instructions that may enhance the teaching – learning activities.
Threats
Table 5 presents the human, physical, financial, information, and
technological resources perceived by the respondents as threats that may affect
the progress of Kapangan, Benguet.
Human
Resources. Researches proved that in many organizations, human
relationship plays a major role in determining success. As a school manager, it is
highly imperative to establish among his/her members an atmosphere with
respect, obedience and unity in all aspects of school improvements and activities.
This foregoing statement contradicts the findings in this study because, based on
the tabulated results, the leadership and management practices of the female
school heads obtained the most number of responses as the leading threats in the
district. Some respondents remarked that female school heads lack transparency
on money matters such as on the utilization and disbursement of fund, very
meticulous on teachers’ work and are fault-finder. This may not be true to all
female school heads but to some only. This finding contradicts the statement of
Cabarteja (1994) pointing that school heads exemplify good rapport with her
teachers, and avoid fault-finding but rather should look into the tangible
accomplishments of her teachers, both inside and outside the school premises.
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Table 5. Threats of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
Leadership & Management practices of the
*
female school heads
19
21.59
1
Leadership & supervisory style of the Division
*
Supervisors 13
14.77
2
*
Municipal Vice Mayor
11
12.50
3
Leadership & supervisory style of the District
*
Supervisor 10
11.36
4
* Community
members
9
10.23 5
* SK
Officials
8 9.09 6
Leadership and management style of the Regional
*
Director 6
6.82
7
* Barangay
Officials
4 4.55 8
* Municipal
Councilors
3 3.41 9.5
* PTCA
Officials
3 3.41 9.5
*
Skills & performance of the master teachers
2
2.27
11
Leadership and management style of the Division
*
Superintendent 0
0.00
15
Leadership & Management practices of the male
*
school heads
0
0.00
15
*
Skills & performance of the male teachers
0
0.00
15
*
Skills & performance of the female teachers
0
0.00
15
Skills & performance of the District
*
Administrative Aides
0
0.00
15
Skills & performance of the ALS/Non-Formal
*
Education teachers
0
0.00
15
*
Municipal Mayor
0
0.00
15
88
100
X2 = 8.30
df = 17
X2 .05 = 27.59
*Not Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 5. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* Comfort
Rooms
34
29.31 1
*
School building
26
22.41
2
* Electricity
supply
21
18.10 3
* Water
system
11
9.48 4
* Library
Room
7 6.03 5
* Science
Room
6 5.17 6
*
School site (acquired with documents)
4
3.45
7
* School
Ground
3 2.59 8
* Agricultural
areas
2 1.72 9.5
*
Desks & Chairs
2
1.72
9.5
*
Home Economics Building
0
0.00
12
* Shop
Room
0 0.00 12
*
Teacher’s chair and table
0
0.00
12
116
100
X2 = 167.57
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Teachers Fund (Penalties from unfilled Absences)
18
21.69
1
*
Pupil Fund (pupil government)
13
15.66
2
*
Donations from NGOs
9
10.84
3
*
SK Allocation Fund
8
9.64
4
*
Congressional Development Fund
7
8.43
5.5
*
Barangay Allocation Fund
7
8.43
5.5
* PTCA
Fund
6 7.23 7
* TEEP-SBM
Fund
5 6.02 8
*
Provincial School Board
3
3.61
9.5
*
Other Income Generating Projects
3
3.61
9.5
*
Municipal School Board
2
2.41
11.5
* School
Canteen
2 2.41 11.5
*
DepEd MOOE Fund
0
0.00
13
83
100
X2 = 45.94
df = 12
X2 .05 = 21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 5. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
DepEd Service Manuals
16
24.24
1
* Publications
/Education
News
13
19.70 2
* DepEd
handbooks
11
16.67 3
* Internet
7
10.61 4.5
*
Regional Orders and Memoranda
7
10.61
4.5
* Bulletins
5 7.58 6
*
DepEd Orders and Memoranda
4
6.06
7
*
Division Orders and Memoranda
3
4.55
8
66
100
X2 = 18.12
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
* Cell
site
18
28.57 1
* Television
12
19.05 2
*
Over Head Projector
7
11.11
3
* Telephone
6 9.52 4.5
* Computer
6 9.52 4.5
* DVD
Player
5 7.94 6
* Video
Camera
4 6.35 7
* Cell
phone
3 4.76 8
* VCD
Player
2 3.17 9
*
Liquid Crystal Display (LCD)
0
0.00
11
* Radio
0 0.00 11
* Xerox
Machine
0 0.00 11
63
100
X2 = 59.48
df = 11
X2 .05 = 19.68
*Significant
The leadership and supervisory styles of the Division Supervisors were perceived
to be threats due to respondents’ comments that some comes only once a year or
once in two years without even giving good suggestions but rather criticize and
find faults or errors of teachers. So instead of motivating the teachers to strive
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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more, they become the root cause of teachers’ discouragement. The municipal
vice mayor came out to be a threat as perceived by respondents. Remarks and
comments show that his way of human interaction affects others such as his way
of teasing people and giving speeches. This means that his approaches are not
effective.
As per results of the chi-square test, the computed value is lesser than the
tabular value. This means that there are no significant differences in the threats of
Kapangan under human resources as perceived by the respondents. Thus, the
hypothesis is therefore rejected. This implies that the threats among the human
resources have similarities. This is evident on the table where most items obtained
zero frequency, which means they were not considered as threats.
Physical resources. The aspects of the school, which includes its physical
structures, contribute much in the school plant but the condition of such may
serve as threat if it does not function well. The finding indicates that there are
significant differences in the threats of Kapangan District as perceived by the
respondents under physical resources as shown by the computed value of 167.57
which is very much higher than the tabular value of 21.03. The differences in
threats can be attributed in conditions of the physical resources of the schools
where some were already worn out, dilapidated or inadequate which may cause
danger or harm to anyone.
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In the finding, it shows that the comfort rooms are the foremost threat in
the school due to their conditions. Remarks from respondents indicated that
constructions are not well planned, which usually creates pollution and are not
functional. Some respondents also remarked that their school buildings are very
old. Old school buildings that were not repaired may threaten everyone using
them due to the worn out, dilapidated, and termite infected parts. This will
endanger the teachers and pupils because of its tendency to collapse during
calamities. Moreover, there is no electricity in other schools especially in the far-
flung communities. Electricity is a commodity that can hasten the development of
a place. Based on the researcher’s study on the SWOT of Baguionas Barrio
School in 2001, it was mentioned that the presence of electricity in a school can
help a lot in improving instructions. Also, it provide lighting in the classroom to
prevent eye defects.
The water system was also perceived by the respondents as one of the
threats of Kapangan. In the preceding table, the water system was observed to be
a weakness due to inadequate supply of it in the schools. That finding will then
support that lack of water system will be a threat in the schools within the district
because water is the most important material in observing and maintaining the
beautification of the school in order to be considered as a clean and conducive
environment for teaching and learning purposes. The library room, which serves
as a learning resource, ranked fifth as shown on the table. As per result of an
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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interview among school heads, of the 27 schools within the district, only 12
schools has their own library but with insufficient supply of reading materials.
Other schools are the barrio schools who do not have extra rooms for library use.
These problems regarding insufficiency of reading materials and lack of rooms
for library use are really a threat in terms of pupils’ performance because pupils
will not be motivated to read books are just found in the corner of the room.
Financial
resources. The result indicates that there are significant
differences in the threats of Kapangan under financial resources as shown by the
computed chi-square value that is higher the tabular value. Thus, the hypothesis is
accepted. This means that the differences in threats can be attributed to the
differences in financial allocations of the schools. Thus, it may be inferred that the
more varied the financial allocations are the more differences the threats are
whereby schools with more source of funds, will be more stable.
Schools within the district, really don’t have any source of teachers’ fund.
As categorized, funds that come from school canteens is called school fund; and
contributions from pupils are distributed as PTCA fund to finance their projects
and activities, and pupil fund to support the pupils participating in higher level
competitions. Due to unavailability of source for teachers’ fund, schools agreed to
impose penalties to teachers who failed to file their Form 6 (leave of absence).
With this unavailability of teachers’ fund, it was perceived by the respondents to
be the foremost threat for Kapangan District. Teachers got a lot of offers to attend
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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national seminars, trainings, and other professional development but unluckily
they are hampered due to the problem on budget. Others grabbed the opportunity
through their personal expense. Other sources of pupil fund come from their
meager pupil government collections from the violators’ penalties on school rules
and regulations and fund raisings activities. Remarks of respondents revealed that
meager pupil fund can be a threat because it hinders the opportunity of the pupils
to participate in higher level activities that may improve their capabilities.
Furthermore, due to insufficient pupil fund, other pupils are being deprived in
participating to higher-level activities. Previously, many non-government
organizations, foundations, and business owners extend help to the schools in
cash and in kind. They even sponsor pupils participating in higher level
competitions but due to the crisis that is taking place nowadays, seldom could the
schools receive help from them anymore. Currently, schools find difficulty in
catering to the needs of the school physically; some pupils also missed
opportunity of going to higher level activities due to the limited support from the
schools benefactors. The result also revealed that the congressional development
fund and barangay allocation fund were given equal rate. Same with the foregoing
items, these sources also lack funds to support the schools. The finding of the
study confirms the theory of Gregorio (1978) stressing that lack of financial
assistance is a recurrent factor, which tremendously affects the supervision and
inspection of public and private institutions or school. Likewise, this finding is
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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supported by the study of Casareno (1979) who says that lack of funds needed for
the proper care and maintenance of school properties is a threat in developing a
school.
Information
resources. With the tabulated results, it is observed that there
are significant differences in the threats of Kapangan District under information
resources as perceived by the respondents. Therefore, the hypothesis is accepted.
This implies that the differences in threats can be attributed to the condition of the
material wherein respondents stated that contents of the guidelines were already
rescinded. Another is the scheme of distribution where other schools are not given
copies due to inadequate copies.
There are only few printed materials that teachers could access with
information taking place in the Department of Education and still these are limited
in copies. The respondents perceived the DepEd service manual, which should
serve as guide for school heads and teachers as the foremost threats because this is
the 2000 issue yet, still unupdated. By context, this service manual can be
considered a threat because some of the guidelines and policies are already
amended which may mislead readers and implementers. The publications or
Education news get the second rank, followed by DepEd handbooks that ranked
third. Based on the previous discussions, the foregoing items were perceived as
weaknesses due to limited copies to give information to the field. Relatively, it
was also considered as threats in the district because DepEd employees will not
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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be informed of the DepEd programs and projects if these DepEd publications and
handbooks will not reach the field. It was also observed that if ever there are
publications and handbooks, it only reaches the field after couple of months.
Both the Internet, and the regional orders and memorandums got equal
level of approval. The lack of Internet connection in the district, which was
regarded as the foremost weaknesses, was considered as threats because without it
DepEd employees will not be informed of the latest information and innovations
that may help them grow professionally. Likewise, failure of forwarding regional
orders and memorandums will also leave teachers in the field uninformed.
Technological
resources. The respondents perceived the cell site, the
television and the over head projector as the topmost threats in Kapangan. This
finding substantiates the theory of Simonson (2005) stressing that
many technological innovations of the 20th century have promised breakthroughs
in the methods and effectiveness of teaching. Some of the most promising
innovations included filmstrips and motion pictures; teaching machines through
mechanical devices that present systematic instruction to students; and
programmed instruction through instruction delivered in a graded sequence of
steps, usually by means of a computer or other device. But with all of these
technological advancement, it also endangers the daily users. His finding confirms
the result of this study that the cell site endangers the health of users. Truly,
respondents’ remarks revealed that cell site affects the health of the people where
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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it stands due to radiation. Likewise, the televisions and the overhead projectors
are perceived by the respondents as threats of the district due to the bad effects on
the health of the school children and teachers. Radiation is also one of the
unfavorable effects because it destroys the vision of the viewers. Both the
telephone and the computer obtained equal level of approval. Truly, these are very
much important in every institution because they facilitate communication flow.
However, this could not be possible because they are the weaknesses in the
district as it was discussed previously. Schools without telephone lines and
computers could not be able to access immediate information and accurate report
due to the absence of such technologies. This agrees with the theory of Simonson
(2005) pointing out that the revolution in computer and communications
technology holds out hope that all students will be abreast with more information
and be tied up to ever before, thus making learning process more individualized.
Innovations in these fields suggest that certain barriers to learning, such as short
attention spans or faulty memories, might one day be reduced by means other than
the traditional reliance on sheer effort alone.
Based on the gathered data, the hypothesis that there are significant
differences in the threats of Kapangan, Benguet as perceived by the respondents
under technological resources is therefore accepted. This entails that the
differences in the perceptions of the respondents are attributed to bad effects of
such technology on the users health, especially so that most of these technologies
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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give off radiation. This study verifies the article from the Encarta 2005 that
radiation strikes living tissue and damages the molecules of cellular matter.
Cellular function may be temporarily or permanently impaired from the radiation,
or the cell may be destroyed.
Factors Associated with the Strengths, Weaknesses, Opportunities,
and Threats of Kapangan, Benguet
Strengths
Table 6 presents the social, political, economic, and ecological factors
perceived by the respondents as strengths that may contribute to the progress of
Kapangan, Benguet.
Social factors. Under this factor, the population of men was perceived by
the respondents as the foremost strengths of the District; followed by the
population of women; the skilled workers in the community; the lifestyles of
people; and the educational attainment of parents. This finding confirmed the
report on Kapangan Socio-economic Profile (2005) that Kapangan population was
composed more of men than women with 53.27%. Observations proved that men
are the most demanding workforces in physical improvements of the school and
the community.
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Table 6. Strengths of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
* Population
of
men
121
20.13
1
*
Population of women
116 19.30
2
*
Skilled workers in the community
97
16.14
3
*
Lifestyle of the people in the locality
51
8.49
4
*
Educational attainment of parents
45
7.49
5
*
Professionals in the community
34
5.66
6
* Ethnic
diversity
31
5.16 7
* Cases
of
morbidity
24
3.99 8
Family preservation of pagan traditions and
*
customs
23
3.83
9
*
Mass Media
19
3.16
10
*
Family income of the community
16
2.66
11.5
* Filipino
mentality
16
2.66 11.5
*
Criminal cases in the locality
8
1.33
13
601
100
X2 = 400.31
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
* Teachers
128
10.94
1
* School
Heads
123
10.51
2
* Farmers
113
9.66 3
*
Community Elders (old folks)
99
8.46
4
*
Community religious leaders
94
8.03
5
*
Business minded people
87
7.44
6
* Policemen
86
7.35 7
*
Municipal Political leadership
84
7.18
8
*
Community Health Workers
83
7.09
9
*
Provincial Political leadership
82
7.01
10
*
Barangay Political leadership
77
6.58
11
* Military
37
3.16 12
* Community
Engineers
27
2.31 13
* National
Political
leadership
26
2.22 14
* Community
Lawyers
21
1.79 15
*
Insurgences in the locality
3
0.26
16
1170 100
X2 = 302.88
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 6. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
*
Income through government employment
152 18.56
1
*
Income through private employment
133 16.24
2
*
Wages from occasional work /labor
91
11.11
3
*
Employment abroad or to more urbanized centers
87
10.62
4
* Community
Cooperatives
86
10.50
5
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
63
7.69
6
*
Income from agricultural products or farming
42
5.13
7
* Sericulture
36
4.40 8
* Livelihood
projects
32
3.91 9
* Apiculture
27
3.30 10.5
*
Logging (felling and transporting trees)
27
3.30
10.5
* Gold
panning
24
2.93 12
Business establishments (stores, videoke bars,
*
billiards, etc.)
19
2.32
13
819
100
X2 = 363.33
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Water
quality
107
14.23
1
* Soil
quality
104
13.83
2
* Air
quality
102
13.56
3
* Agricultural
lands
88
11.70
4.5
*
Climate in the locality
88
11.70
4.5
* Forests
and
mountains
74
9.84 6
* Geographical
location
55
7.31 7
* Beauty
spots
48
6.38 8
* Landmarks
37
4.92 9
*
Flora and fauna (plants and animals)
31
4.12
10
* Roads
18
2.39 11
752
100
X2 = 149.31
df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The result confirms the testimony of Goetz (1987) that with respect to personality
traits, men are characterized by greater importance, aggressiveness, dominance
and achievement motivation and they contribute a lot in the labor force; women
by greater dependency, a stronger social orientation, and the tendency to be more
easily discouraged by failure than men. Nevertheless, as was mentioned in the
preceding discussions, women excel in speed and accuracy of perception and in
memory, numerical computation, verbal fluency, and linguistic abilities generally.
Furthermore, some women have also good leadership and management like men.
The skilled workers in the community obtained third in rank. During the early
1970s and 1980s, people believed that finishing a four-year course is the only
means by which they could be able to find a good employment locally and
abroad. But consequently, skilled workers are more demanding because of the
fact that most went to a four-year curriculum. Furthermore, skilled workers are
needed in our present generation due to the effects of globalization. The lifestyles
of the people in the locality, which refer to the manner of living of a particular
group of people, came out as one of the strengths of Kapangan. This finding is
supported by the Kapangan Socio-economic Profile (2005) that even if inhabitants
of Kapangan Municipality belong to two linguistic groups – the Kankana-ey and
Ibaloi – they significantly share common customs and traditions. Though they
belong to two linguistic groups, still there is unity and understanding because they
have the same beliefs and cultures. This finding confirms the article from the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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99
Encarta Encyclopedia (2006) that Igorots share beliefs relating to sacred trees and
mountains, and animal to sacrifice for reading omens. Government activities and
urban influences are bringing about assimilation of the Igorot into the general life
of the Philippines. The educational attainment of parents is also strength in the
municipality. Educators state that older people are better in speaking English than
youth nowadays. This comment shows that even though older people have less
education, they can still be of help to their children. The finding is supported by
the assumption of Goetz (1987) that older people have less formal education than
younger people. Comparatively, few older people are well educated; few of them
posses those characteristics that are associated with high education. Likewise, the
Kapangan Socio-economic Profile (2005) confirmed that the educational
background of Kapangan populace shows that 87% were literate and 13% were
illiterate. This shows that the literacy in Kapangan is higher compared to the
result of the DepEd national development plan which is 83.79%.
The findings revealed that the social factors associated with the strengths
of Kapangan, Benguet as perceived by the respondents differ significantly. Thus,
the hypothesis, that there are significant differences in the strengths under social
factors, is accepted. This implies that the differences on strengths lie on the help
extended by the various items and their effects on the community. This means that
the groups of people identified in the study and the other factors can be a strength
if they useful enough in the progress of the community.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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100
Political factors. Based on the respondents’ perceptions, the teachers are
the leading strengths of the district, followed by the school heads, the farmers, the
community elders, and religious leaders. The computed chi-square value is very
much higher than the tabular value, which means that there are significant
differences in the strengths of Kapangan under political factors as perceived by
respondents. Thus the hypothesis, that the political factors associated with the
strengths of Kapangan differ significantly, is therefore accepted. This implies that
the differences in strengths, based respondents’ perceptions, are attributed on the
commitment and dedications of these governing bodies in the progress of the
community. The power structures and forces which include the existing
government power elite and their opposition, religious sects, anarchists, business
tycoons, activists, reactionaries, the military, revolutionaries, landlords, peasants,
management, labor unions, the voting masses, etc. influences an environment’s
internal governance and its external linkages. The committed and dedicated these
governing bodies are, the progressive the community would be.
In support to the findings, the DepEd employees serve as strengths in the
district because the educational development of the populace hinges on them. The
finding corroborates with Doctor (1998) that committed and dedicated teachers
are the key to quality education, and so students under their care have a greater
chance of survival in the world of close competition and have the advantage of
improvement and development in their own way of life. Likewise, the finding of
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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101
the study proved the theory of Segumpan (1997) that teachers play a vital role in
the development of educational organization. They collaborate with the school
leaders in the pursuit of productivity-quality education, excellence,
competitiveness coz without them, nothing much can be achieved in the system. It
is important then to identify the factors that relate to teachers’ productivity. The
farmers who are known to be the backbone of the land were perceived as
strengths because they contribute much in the production of agricultural products
in the municipality that improves its economic status.
Furthermore, the community elders or the old folks and the community
religious leaders were contributory strengths for the community. Observations
revealed that in most of the community disputes such as husband and wife
conflicts, land boundaries, and the like the presence of the community elders is
important. It is believed that with regard to such conflicts, they are more
knowledgeable and their decisions are respected. On the other hand, the
community religious leaders are considered strengths too because they are the
ones strengthening the faith of the people in order to develop the good Christian
values that may contribute to the peace and order of the community.
Economic factors. Based on the respondents’ perceptions, the income
through government employment was the foremost strengths in the district;
followed by the income through private employment. Remarks revealed that
having been employed in a government agency provides employees an income
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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102
and other benefits to maintain their family. Furthermore, government employment
offers at least a good foundation for the future through the benefits after
retirement. Likewise, income through private employment offers also additional
income for the family. Some benefits of people employed in private firms, are
their overtime pay. Unlike in the government agencies that employees working
overtime are not being paid. These sources of income are very beneficial in the
district because people will at least be able to sustain the needs of their family,
including the education of their children. It can also support in the community
income through trades with businessmen and farmers within the locality. Wages
from occasional work or labor is considered strengths in the community. Most of
the town’s people earn their living through farming but after planting season they
find other means to earn more such as working on others farm for daily wages.
This source of income helps the individual to sustain their family needs. Likewise,
employment abroad or to more urbanized centers was strength too. This finding
confirms the result of the survey on the Socio-economic Profile of Kapangan
(2005) stating that the town’s people seek employment abroad or to a more
urbanized centers due to the very low annual income of the family as compared to
the National threshold. It is observed that most, if not all, of the barangays of
Kapangan have their own community cooperative. These come in various forms,
others cater only on credit cooperatives, others are consumer cooperatives, and
others are both. Most of these are progressing due to the good management of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
103
board of directors, which extend help to the members who are in need. Likewise,
teachers of the district organized their cooperative. Through this cooperative,
members are given opportunity to loan for the educational assistance of their
children, and for other important purposes. This corroborates with Aguirre, et. al.
(2006) claiming that cooperative help to foster self-sufficiency, teamwork and
ultimately, economic growth and social justice at the grassroots level.
The finding shows that the economic factors associated with the strengths
of Kapangan as perceived by the respondents differ significantly. Therefore, the
hypothesis is accepted. This means that the differences in strengths can be
attributed from the various sources of income of the community. The financial
factors identified can be strength if it adds the economic condition of the
community. The finding of the study confirms the stipulation of the SBM (2004)
that all productive forces generated by capital, land and labor from both the
formal and informal sectors of the economy; and investments in various forms of
assets with their corresponding financial sources are the foundations of economic
wealth generation and distribution.
Ecological
factors. Healthy ecosystem is vital to life. With the collated
results, the chi-square value revealed that the computed value is higher than the
tabular value, which shows that the ecological factors associated with the
strengths of Kapangan differ significantly. Thus, the hypothesis that the
ecological factors associated with the strengths as perceived by the respondents
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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104
differ significantly is therefore accepted. This implies that the differences in
strengths among these factors can be attributed on the idea that the different parts
of the ecosystem or ecological environment affect each another. The healthier the
environment would be, the positive the effects on the community.
As shown on the results, the water; soil; air quality; agricultural lands; and
the climate in the locality are perceived as the topmost strengths of Kapangan.
The water quality of Kapangan district is considered strength because it is
observed that these bodies of water are not polluted. Some evidences of these
observations are the abundance of aquatic animals found on the rivers and creeks
within the municipality. Others proved that water of Amburayan River is safe to
drink, which was confirmed by some researchers from Manila based on their
analysis. The soil quality is also considered strengths because many agricultural
crops are productive in the municipality. Likewise, the air quality is good because
there are no observed signs of air pollution. Air quality, is still good due to the
presence of forests in the locality. Eldredge (2003) confirmed the findings of the
study that forests regulate the amount of carbon dioxide in the air and produce
oxygen as a byproduct of photosynthesis. It regulates many of the chemical and
climatic systems that make available clean air and water and plentiful oxygen.
Both the agricultural lands and the climate in the locality were perceived by the
respondents as strengths too. Agricultural lands can be a good learning resource in
the school. Lucky are the pupils studying in this kind of environment because,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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105
aside from being a source of living, it also present a concrete structure for
learning as compared to the pupils in the urban areas that they only view it on
illustrations or moving pictures. The climate in the locality, which is also
considered strength in the district, is beneficial to the point that it is good for the
different agricultural products. Though the climate in the different barangays of
the municipality differs, it is much better because other areas will produce other
agricultural products to trade in to the other barangays.
Weaknesses
Table 7 presents the social, political, economic, and ecological factors
perceived by the respondents as weaknesses that may affect the progress of
Kapangan, Benguet.
Social
factors. As per results of the study, the hypothesis, that the social
factors associated with the weaknesses of Kapangan differ significantly, is
therefore accepted. This implies that the differences in the weaknesses as
perceived by the respondents can be attributed in the inadequacy of facilities,
education, trainings and income of the populace that may contribute for the
development of the community. The findings revealed that the family income of
the community was apparently the leading weaknesses in the municipality.
Respondents remarked that many families have insufficient income to support the
basic needs of their family, who may be categorized under relative poverty.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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106
Table 7. Weaknesses of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Family income of the community
108 19.25
1
*
Mass Media
93
16.58
2
*
Criminal cases in the locality
87
15.51
3
*
Professionals in the community
83
14.80
4
*
Educational attainment of parents
80
14.26
5
* Cases
of
morbidity
23
4.10 6.5
*
Lifestyle of the people in the locality
23
4.10
6.5
*
Skilled workers in the community
21
3.74
7
* Ethnic
diversity
16
2.85 8
* Filipino
mentality
12
2.14 9
Family preservation of pagan traditions and
*
customs
7
1.25
10
*
Population of women
5
0.89
11
* Population
of
men
3 0.53 12
561
100
X2 = 408.81
df = 11
X2 .05 = 19.68
*Significant
B. Political Factors
* Community
Lawyers
118
18.88
1
* Community
Engineers
107
17.12
2
* Military
101
16.16
3
*
Insurgences in the locality
57
9.12
4
*
Provincial Political leadership
49
7.84
5
*
Business minded people
31
4.96
6
*
Barangay Political leadership
24
3.84
7
* Policemen
24
3.84 8
*
Community religious leaders
23
3.68
9
* School
Heads
22
3.52 10
*
Community Health Workers
21
3.36
11
*
Municipal Political leadership
16
2.56
12
* National
Political
leadership
12
1.92 13
* Farmers
9 1.44 14
*
Community Elders (old folks)
8
1.28
15
* Teachers
3 0.48 16
625
100
X2 = 535.87
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
107
Table 7. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
* Apiculture
113
19.15
1
* Sericulture
109
18.47
2
*
Income from agricultural products or farming
97
16.44
3
* Livelihood
projects
70
11.86
4
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
47
7.97
5
* Gold
panning
26
4.41 6.5
*
Logging (felling and transporting trees)
26
4.41
6.5
*
Income through private employment
24
4.07
8.5
* Community
Cooperatives
24
4.07 8.5
*
Wages from occasional work /labor
23
3.90
10
Business establishments (stores, videoke bars,
*
billiards, etc.)
22
3.73
11
*
Employment abroad or to more urbanized centers
9
1.53
12
*
Income through government employment
0
0.00
13
590
100
X2 = 396.41
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Roads
93
24.80
1
* Landmarks
72
19.20
2
* Beauty
spots
59
15.73
3
*
Flora and fauna (plants and animals)
32
8.53
4.5
*
Climate in the locality
32
8.53
4.5
* Agricultural
lands
23
6.13 6.5
* Geographical
location
23
6.13 6.5
* Soil
quality
16
4.27 8
* Air
quality
11
2.93 9
* Forests
and
mountains
7 1.87 10.5
* Water
quality
7 1.87 10.5
375
100
X2 = 237.93
df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
108
This study is supported by the theory of Corbett (2000) that relative poverty is the
condition of having fewer resources or less income than others within a society or
country, or compared to worldwide averages, which are necessary for the well
being or survival of the world’s people.
Furthermore, due to a low income many suffers from poverty, which
affects every aspects of human life. This corroborates the findings of Reyes
(2000) stipulating that poverty is the most powerful negative force that invaded
the country and still in good position to create continuous havoc and abuse on
every breathing creature. He made mentioned too that it is the root causes of
many pains and failures of mankind. It causes black nutrition, poor health and
sanitation, disturbed peace and order, low productivity, prevalence of many
crimes, and deceit. Additionally, Abiar (1998) supports the finding of the study
where poverty hinders the attainment of quality education in the country and that
the government is also crawling due to the crippling problems. The mass media
was also perceived by the respondents as weaknesses in the community. Mass
media comes in various forms. This includes radio and television broadcasting,
Internet access, cable connections, publications, and the like. Based on the
preceding discussions under technological resources, most of the new
technologies needed for such communication were the weaknesses in the district.
This supports the findings that mass media is inadequately installed in the
community, which supposedly be the best and easiest way to access new
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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109
information. Findings revealed that there are no serious incidences of criminal
cases in the locality, which is a very desirous image for any community. Though
it belongs under weaknesses, it still shows a positive outcome because it indicates
that there were no serious cases that affect the community. Professionals in the
community, who were the individuals that were able to finish a four-year degree
in the college or universities, were perceived as weaknesses. Respondents
remarked that there are only few professionals in their community as compared to
the number of populace. As a matter of fact, professionals who are practicing their
profession help a lot in the progress of the community in terms of income due to
their taxes; skills; and ideas. So if communities lack these kinds of professionals,
opportunities to progress will not be attained. The educational attainment of
parents was considered weaknesses too. Goetz (1987) confirms the finding of this
study that older people have less formal education than younger people.
Comparatively, few older people are well educated; few of them posses those
characteristics that are associated with high education. Truly, the educational
attainment of parents can be considered weaknesses because it is insufficient
especially nowadays that there are many alterations in the curriculum and the
coming in of advanced technologies.
Political
factors. Based on the findings, the community lawyers are the
foremost weaknesses in the district; followed by the community engineers; and
the military. The results revealed that the political factors associated with the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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110
weaknesses of Kapangan as perceived by the respondents differ significantly.
Therefore, the hypothesis is accepted. This implies that the differences in the
weaknesses of Kapangan under political factors can be attributed on the
inadequacy of needed professionals who could help build up a better society.
The finding indicated that the community has less number of professionals
like, lawyers, engineers, and military men. Community lawyers, engineers, and
military men are very much needed in order to help, enlighten, and protect the
rights of people in the community. This finding of study confirmed the article
from the Encarta Encyclopedia that attorneys are helpful in settling an action.
Furthermore, it is their duties to act with diligence and fidelity to one's client and
to show average prudence, knowledge, and skill in professional dealings. On the
other hand, the finding corroborates with the assumption of Stark (2002) proving
that engineering aimed at meeting national needs, encourages new research, and is
concerned with the relationship of engineering to society. Like wise, the finding
of the study validates the study of Weiss (2002) that military professional and
technical skill are increasingly used in meeting civilian needs for disaster relief,
civic action in war-torn nations, and nation-building projects.
Economic
factors. As per result of the study, the chi-square test revealed
that the value is very much higher than the tabular value. Therefore, the
hypothesis, that the economic factors associated with the weaknesses of
Kapangan, Benguet as perceived by the respondents differ significantly, is
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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111
accepted. This implies that the differences in economic factors as perceived by
the respondents lie on the various livelihood projects and sources of income that
the members of the community attend to in order to sustain their family. The
implication shows that the more sources of income results to a better way of life.
The result revealed that apiculture or beekeeping is the leading
weaknesses in the district; followed by sericulture that ranked second. These are
the projects funded by the Municipal Government but it was observed that there
are only few who are lucky to have such livelihood project. With this few raisers,
the raisers will not be productive. The finding of the study corroborates with the
assumption of Morse (2005) that beekeepers worldwide earn their living from
the sale of the honey and beeswax their hives produce. Likewise, sericulture or
silkworm raising was a weakness. Silkworms are also raised in the municipality
but with limited raisers. This is one of the projects of the municipal government,
which is believed to contribute to the economic progress of the municipality but
due to its limited supply there is a tendency that targets will not be attained.
It is observed that due to its limited supply, others buy some products
outside the municipality. The income from agricultural products or farming is also
a weakness as perceived by the respondents.. Looking at the yield of farmers from
their agricultural products, it is really less that it cannot even defray the expenses
of the farmers. This finding is supported by the Profile of Kapangan (2005) that
the average annual income of farmers in the municipality is very far behind the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
112
national threshold. Many households tried to engage in livelihood projects but,
due to lack of funds to start and support it, some of them didn’t materialize.
Likewise, the small-scale industries such as the rice mill, furniture shops,
blacksmiths, vulcanizing shops and iron works were considered weaknesses too.
Remarks revealed that it is inadequate because there are instances that the
functionality of these small – scale industries fail. So if this happens costumers
need to wait for a couple of days just to be done.
Ecological
factors. As shown on the collated respondents’ perceptions, it
is revealed that the roads within the municipality were the foremost weaknesses.
Remarks support the findings stating that most of the roads going to the different
barangays were underdeveloped. Truly, some of these roads are not passable
during rainy seasons; they are only functional on dry seasons. Urbanik (2005)
confirms the finding of study that rural roads are found in areas of the country
outside cities, towns, and suburbs. Rural roads are also classified as local,
collector, or arterial roads. Because of the light traffic and extensive mileage on
these roads, design standards are relatively low. In many areas, local roads are
unpaved gravel roads. Rural roads may or may not have shoulders. There are
many landmarks and beauty spots in the municipality that may serve as tourism
destination in the municipality but some of them are not being maintained because
of the problem on road accessibility. Some of these are very difficult to reach like
the Tawang Mummies, Camp Utopia and Dakiwagan Mountain. With these
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
113
identified problems they turned out to be weaknesses because they could not
contribute to the tourism projects of the municipality due to its far location. The
flora and fauna, and the climate in the locality were also considered weaknesses.
The flora and fauna refers to the indigenous plants and animals found in the
locality, which usually lives on the wild. Respondents remarked that these species
were considered weaknesses because different varieties of it are becoming extinct.
Truly, these varieties of wild animals and plants that our grandparents are
referring to could no longer be located in the environment. On the other hand, the
climate in the locality also turned out to be one of the weaknesses. As was
discussed previously, the climate in the different parts of the municipality differs.
Other respondents considered the climate in their locality as weaknesses because
it changes from time to time which affects the health of the people especially
children.
As shown on the collated result, the computed chi-square test shows that
the value is much higher than the tabular value. Thus, the hypothesis, that the
ecological factors associated with the weaknesses of the Kapangan as perceived
by the respondents differ significantly, is accepted. The differences entail that the
weaknesses under ecological factors differ due to the conditions of the
environment. It is presumed that an underdeveloped environment may result to
slow progress.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
114
Opportunities
Table 8 shows the social, political, economic, and ecological factors
perceived by the respondents as opportunities that may contribute to the progress
of Kapangan, Benguet.
Social
factors. Looking back at the previous discussions, the professionals
in the community were one of the weaknesses perceived by the respondents.
Though it was said that there are few of them in the community, it is still
manifested as the foremost opportunity in the district. These include the
community engineers, teachers, lawyers, policemen, etc. Remarks revealed that
their services are very much needed in the community because they provide
assistance in the education and welfare of the people. The skilled workers are the
opportunities also of Kapangan. Skilled worker possesses a recognized craft skill,
such as an electrician, plumber, or carpenter. Their acquired skills through
education and trainings contribute much in the improvement of structures and
handicrafts produced in the locality. Work done by skilled workers cannot be
done by just anyone, unlike those tasks performed by unskilled workers. Mass
media, as was discussed, comes in many forms such as the newspaper; radio and
television broadcasting; Internet; and many others. Despite the fact that they were
considered weaknesses in the locality, some are still lucky enough to have the
skills in Internet access, which may help in downloading latest information taking
place in the society.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
115
Table 8. Opportunities of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Professionals in the community
107
9.35
1
*
Skilled workers in the community
105
9.18
2
*
Mass Media
103
9.00
3
* Ethnic
diversity
102
8.92 4
*
Population of women
100
8.74
5
* Population
of
men
95
8.30 6.5
*
Lifestyle of the people in the locality
95
8.30
6.5
*
Educational attainment of parents
93
8.13
8
* Filipino
mentality
89
7.78 9
*
Family income of the community
84
7.34
10.5
Family preservation of pagan traditions and
*
customs
84
7.34
10.5
* Cases
of
morbidity
73
6.38 12
*
Criminal cases in the locality
14
1.22
13
1144 100
X2 = 80.36
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
*
Municipal Political leadership
123
8.38
1
*
Barangay Political leadership
119
8.11
2
*
Community Health Workers
118
8.04
3
* Policemen
111
7.56 4
*
Community Elders (old folks)
105
7.15
5
*
Business minded people
103
7.02
6
* Farmers
101
6.88 7
*
Community religious leaders
97
6.61
8
*
Provincial Political leadership
93
6.34
9
* Teachers
91
6.20 10
* Community
Engineers
86
5.86 11
* Community
Lawyers
85
5.79 12
* Military
82
5.59 13
* School
Heads
78
5.31 14
* National
Political
leadership
67
4.56 15
*
Insurgences in the locality
9
0.61
16
1468 100
X2 = 120.1
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
116
Table 8. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
* Livelihood
projects
121
10.72
1
*
Employment abroad or to more urbanized centers
113 10.01
2
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
112
9.92
3
* Community
Cooperatives
110
9.74 4
*
Wages from occasional work /labor
107
9.48
5
* Apiculture
86
7.62 6
*
Income from agricultural products or farming
83
7.35
7
* Sericulture
79
7.00 8
*
Income through government employment
74
6.55
9
*
Income through private employment
69
6.11
10
Business establishments (stores, videoke bars,
*
billiards, etc.)
67
5.93
11.5
* Gold
panning
67
5.93 11.5
*
Logging (felling and transporting trees)
41
3.63
13
1129 100
X2 = 79.17
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Beauty
spots
116
10.04
1
* Agricultural
lands
112
9.70 2
* Landmarks
109
9.44 3.5
* Air
quality
109
9.44 3.5
* Forests
and
mountains
107
9.26 5.5
* Water
quality
107
9.26 5.5
* Roads
103
8.92 7.5
*
Climate in the locality
103
8.92
7.5
* Soil
quality
101
8.74 9.5
* Geographical
location
101
8.74 9.5
*
Flora and fauna (plants and animals)
87
7.53
11
1155 100
X2 = 5.47
df = 10
X2 .05 = 18.31
*Not Significant
Likewise, the ethnic diversity is also perceived by the respondents as
opportunities in Kapangan. Even though Kapangan municipality cuddles to two
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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117
linguistic groups – the Kankana-eys and Ibalois, they are united and they share
common traditions and beliefs. This finding is supported and elaborated in the
Profile of Kapangan (2006) that a Mambunong (Pagan Priest) may perform in the
ritual in an Ibaloi or Kankana-ey hosted cañao. It was also mentioned earlier that
the women are one the strengths due to their skills and capabilities. Furthermore,
they are the opportunities because nowadays women can also work out things as
men do. Many of them performed better in manual work and in community
activities.
The finding implies that the social factors associated with the
opportunities of Kapangan as perceived by the respondents differ significantly.
Thus, the hypothesis is accepted. The differences can be attributed on the services
rendered by the identified groups of individuals and the contributory effects of the
other factors on the progress of the community. It shows that the more services
rendered and positive effect these factors offer, the more they become
opportunities.
Political
factors. Based on the tabulated results, the municipal and
barangay political leadership; the community health workers; and the policemen
were the leading opportunities in the locality. The tabulated results too indicate
that the chi-square value is higher than the tabular, which means that the political
factors associated with the opportunities of Kapangan as perceived by the
respondents differ significantly. Therefore, the hypothesis is accepted. The
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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finding implies that the differences can be attributed on the manner of leadership
and services these identified factors offer to the community. This also entails that
the good quality services one offers in the community, the more he becomes an
opportunity.
Based on respondents remarks, the municipal as well as the barangay
political leadership are the opportunities of the district because they contribute
much in the development of the municipality. Some evidences are their unending
support to the improvements of the school structures especially to schools that
will be recommended for the Clean and Green contests.
Furthermore, proofs of a good political leadership of these local
government units is shown on the financial supports to the school children
participating in the different activities like sports, academic contests and scouting
in the higher levels. Likewise, the different programs and projects of these local
government units like the Mass Health Screening for the school and community;
and the livelihood projects for the indigents are confirmations of a good
leadership. The community health workers are also perceived as opportunities in
Kapangan. Community health workers refer to the sanitary inspectors, doctors,
nurses, midwives, dentists, barangay nutrition scholars and barangay health
workers. Observations during the conduct of the community mass health-
screening project of the local government in cooperation with DOH and DepEd
show that these groups of people harmoniously work together to assist and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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monitor the health of the community. As a result, many were consulted and given
medical treatment. Most of all, many indigent children availed of the free medical
assistance for the improvement of their health. To add, the policemen are also the
opportunities in the municipality because they help in maintaining the peace and
order in the community. This finding of the study is in consonance with the theory
stipulated in the Encarta Encyclopedia (2006) that the police force is an
agency of a community or government who is responsible for maintaining public
order and preventing and detecting crime. Truly, their basic mission is to preserve
order by enforcing rules of conduct or laws. With their help some forms of crimes
are prevented. Peace and order in the community is maintained. Furthermore,
homes and business establishments are secured and protected. The community
elders or old folks were also perceived as opportunities. In the early days, elders
are respected and considered the wisest in the community. Nowadays, they are
still being carried as strengths or opportunities in the community due to the belief
that they could cite good experiences that may contribute in resolving conflicts. In
most cases, they are taken as members of the Barangay Lupon to act or settle
community issues.
Economic
factors. As revealed on the respondents’ perceptions, the
livelihood projects, employment abroad or to more urbanized canters, small-scale
industries, community cooperatives and wages from occasional work or labor are
the topmost opportunities in the municipality. The result of the study confirms the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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findings in the Profile of Kapangan (2005) that in order to augment family
income, many households are engaged in livelihood activities such as piggery,
sericulture, apiculture and others through the assistance of the municipal
government. Likewise, being employed overseas or to the cities is an opportunity
to everyone especially if the individual has a good employer. With such
opportunity, many families will be eased from economic problems. This finding
corroborates with the study of Northup (2005) that many people wishes to migrate
to other countries for employment despite the tragedies and hardships. Their
motivation is to find better jobs and new homes; and to escape from poverty and
oppression, and make a better life. The small-scale industries, which include the
rice mills, vulcanizing and iron works, furniture, etc. were opportunities too. This
supports the findings on the Profile of Kapangan (2005) that other sources of
income in the municipality come from agricultural products; business
establishments like stores, billiards, videoke, restaurants and catering services
etc.; Boarding houses; transportation operation; small – scale industries like rice
mill, vulcanizing shops, furniture shops, blacksmith, etc. Truly, families who are
operating small-scale industries mentioned above have at least a better family
income that may support their needs.
As it was discussed previously, cooperatives help in the economic growth.
Furthermore, Aguirre, et. al. (2006) proved the finding of the study that
cooperatives help improve the quality of life of its members, especially the poor
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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and the marginalized, by increasing their productivity, income and purchasing
power. Remarks also revealed that some town’s people obtained their income
through wages from occasional work or labor. Still many are fortunate to be
invited by their neighbors to help them in weeding in the backyard or agricultural
farms, harvesting rice or vegetables, carpentry works, and the like and earn a daily
wage.
Based on the respondents’ perceptions, the computed value is higher that
the tabular value. This means that the economic factors associated with the
opportunities of Kapangan differ significantly. Thus, the hypothesis is accepted.
The differences in opportunities under economic factors can be attributed in the
employment status and sources of income that may support the needs of the
family as well as the community. It is inferred that a stable employment or
sources of income among members of the community provides better life for the
family.
Ecological
factors. Based on the findings, the leading opportunities
perceived by the respondents are the beauty spots, the agricultural lands,
landmarks, air quality, and forests and mountains. Most of these factors of the
ecology were perceived to be contributory to the municipality in the sense that
they provide learning experiences to the children. This finding corroborates with
the study of Morphet (1959) stipulating that every community has a great variety
of environmental materials. The fauna and flora, industries, government agencies,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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historical landmarks, farms, bodies of water, mountains and other elements of the
environment presents rich learning experiences for children. For Kapangan alone,
Balanggoy and Salve (1982) confirms that its ecology presents a rich learning
experiences for children especially its, landmarks and beauty spots like the
famous Camp Utopia, which served as the headquarters of the gallant guerilla
forces during the World War II; the Panoramic Amburayan River View; the
Amionget Greenland Catampan Rice Terraces; the Santa Claus Face at
Dakiwagan Mountain; Sangrilla Forest, which served as the camp of the 66th
Infantry; and the Bolinsac and Ampasit Caves. Other new discovered spots are the
Shomenay Burial Caves with more or less a hundred skulls and human skeleton;
the Tawang Mummies; Salat Mountain Ranges where the Smart cell site is
located and many undiscovered beauty spots. Likewise, Repanshek (2003)
supports the finding of the study that unique public lands and bodies of water
within a country, set aside by the government to protect ecosystems, plant and
animal species, scenic landscapes, geologic formations, historical or archeological
sites are managed primarily for public recreation, providing exceptional locations
for educational purposes. Some of these commemorate significant historical
events.
As shown in the table, the computed value of chi-square test, which is
5.46%, is higher compared to the tabular value that is 18.31%. This means that the
ecological factors associated to the opportunities of Kapangan do not differ.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Therefore, the hypothesis, that there are significant differences in the
opportunities under ecological factors as perceived by the respondents, is rejected.
The finding entails that the respondents’ perceptions as to opportunities under
ecological factors are closely related due to the idea that all of these parts of the
ecology contribute much in the learning experiences of the learners. Likewise, it
also gives comfort and benefits to the community as well.
Threats
Table 9 shows the social, political, economic, and ecological factors
perceived by the respondents as threats that may affect the progress of Kapangan,
Benguet.
Social factors. Based on the respondents’ perceptions the criminal cases in
the locality is the foremost threat in the development of the municipality.
Although there are not much severe cases of crimes in the municipality, news
being viewed in the television still affects the minds of the young people. This
finding confirms the statements of Abiar (1998) that some factors that barricade
our quest for quality education is the high crime rate in the country. Details of
these are exposed by the media and are even used as entertainment. Overexposure
to these crimes like kidnapping, robberies, drug pushing, car napping, and others
would lessen children’s love and interest for knowledge particularly those who
come from poor families.
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Table 9. Threats of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Criminal cases in the locality
117 18.51
1
Family preservation of pagan traditions and
*
customs
112 17.72
2
* Filipino
mentality
109
17.25
3
* Cases
of
morbidity
106
16.77
4
* Ethnic
diversity
77
12.18
5
*
Lifestyle of the people in the locality
57
9.02
6
*
Family income of the community
18
2.85
7
*
Mass Media
11
1.74
8
*
Educational attainment of parents
8
1.27
9
* Population
of
men
7 1.11 10
*
Population of women
5
0.79
11
*
Skilled workers in the community
3
0.47
12
*
Professionals in the community
2
0.32
13
632
100
X2 = 584.1
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
*
Insurgences in the locality
157 44.48
1
* National
Political
leadership
121
34.28
2
*
Community Elders (old folks)
14
3.97
3
*
Community religious leaders
12
3.40
4
*
Barangay Political leadership
6
1.70
6
* Community
Engineers
6 1.70 6
* Military
6 1.70 6
*
Business minded people
5
1.42
8.5
* Policemen
5 1.42 8.5
*
Community Health Workers
4
1.13
10.5
* Teachers
4 1.13 10.5
*
Municipal Political leadership
3
0.85
13
* Farmers
3 0.85 13
* School
Heads
3 0.85 13
*
Provincial Political leadership
2
0.57
15
* Community
Lawyers
2 0.57 16
353
100
X2 = 1453.6
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 9. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
*
Logging (felling and transporting trees)
132 33.00
1
Business establishments (stores, videoke bars,
*
billiards, etc.)
118 29.50
2
* Gold
panning
109
27.25
3
*
Employment abroad or to more urbanized centers
17
4.25
4
* Community
Cooperatives
6 1.50 5
*
Wages from occasional work /labor
5
1.25
6
*
Income from agricultural products or farming
4
1.00
7.5
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
4
1.00
7.5
* Livelihood
projects
3 0.75 9
* Sericulture
2 0.50 10
*
Income through government employment
0
0.00
12
*
Income through private employment
0
0.00
12
* Apiculture
0 0.00 12
400
100
X2 = 1017.8
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
*
Flora and fauna (plants and animals)
76
37.25
1
* Geographical
location
47
23.04
2
* Forests
and
mountains
38
18.63
3
* Roads
12
5.88 4
* Landmarks
8 3.92 5
* Water
quality
5 2.45 6.5
* Soil
quality
5 2.45 6.5
* Air
quality
4 1.96 8
* Beauty
spots
3 1.47 10
* Agricultural
lands
3 1.47 10
*
Climate in the locality
3
1.47
10
204
100
18.55
X2 = 320.58
Df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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126
The finding is likewise supported by assumptions of Andres (1994) that a child in
a great measure is affected by the society where he lives. The clothes he wear, the
language he speaks, the ideas and ideals he subscribes to, the books he reads and
movies he watches, even the illness to which he is prone, play a heavy role in the
development of his personality. Family preservation of pagan traditions and
customs were also perceived as threats. Though many families are Christianized,
still many of them subscribe to pagan practices, which affect the progress of their
family. This finding of study confirmed the study of Fagella & Cawagas (1988)
that family tradition, customs and celebrations have been preserved in many
Filipino homes, whether religious, historical or socio-cultural in origin and nature,
which affects the key decisions that a person makes. This is also supported by
Bonoan (1997) that in spite of the modern influences, the Filipinos still look at the
world and nature as people by supernatural beings and governed by forces above
him. His approach to truth is intuitive rather than rational or scientific. Likewise,
there are many positive Filipino mentalities but there are also many negative traits
that pull them down.
This finding corroborates with the statement of Naus (1993) that one of
the negative factors that hinders the development of a community or nation is the
subscription to traditional culture. People should do away from negative traits,
which affects not only their family but also the society such negative traits
includes kami syndrome, great love of social acceptance, padrino system, utang
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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na loob, crab mentality, too much hospitality and pakikisama. With regard to the
cases of morbidity, remarks from respondents revealed that illnesses or diseases
are the foremost reasons that affect pupils’ performance. This finding
corroborates with the connotation of Corbett (2002) that children have
underdeveloped immune systems, and they easily acquire diseases especially in
unsanitary living conditions. Thus the poorest countries have high rates of child
morbidity (disease) and mortality. Truly, this is one of the threats in the
attainment of children’s educational aims. Pupils’ absenteeism, failure, and
dropping out from school are due to illnesses especially children of poor families.
Based on the results of the study, it was observed that there are differences
in the factors associated to the threats of Kapangan. Therefore, the hypothesis,
that the social factors associated to the threats of Kapangan differ significantly as
perceived by the respondents, is accepted. This implies that the differences in the
threats are attributed on the effects brought about by the identified factors on the
life of the people in the community as well as in the progress of the municipality.
Political factors. As per results of the study, the insurgences in the locality
served as the leading threats in the municipality. Respondents’ remarks revealed
that these insurgences threaten the life of the people in the community including
the education of the children due to the bad examples and practices they see and
observe. It was also reported that these insurgences roam around in the far-flung
communities to collect revolutionary tax and food from the households. Colton
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(2003) supports the finding of this study that in the Philippines, Communist-led
New People’s Army (NPA) that grew steadily in strength in over half of the
Philippine provinces affects the life of the local residents due to the problems
arising between them and the government. Likewise, the finding of the study is
supported by the report of Beñas (2006) on the Baguio Midland Courier, dated
June 25, 2006 that groups of CCP-NPA were sighted in the far – flung
communities in the Cordillera Region to recruit youths.
The national political leadership is considered as threats due to the form of
politics in the country that are being bared in all media type. It is obvious on the
daily news that politicians in the national level are not organized, which shows
that there is no unity and cooperation. With these conditions, all aspects of
development will be threatened including the innocent people. With regard to the
educational system, these politicians often times enter into the picture and
introduced a lot of programs that makes the life of the teachers more miserable.
This finding corroborates with the presumption of Guerero (1993) pointing out
that some factors contributing to the deterioration of quality education is due to
too much politicians’ intervention in the educational system to the point that
educational policies are no longer based on rational and professional
considerations but on political expediency. Additionally, Ajos (1998) supported
the finding of the study that the increasing interference of politicians in the
administration of the schools such as transfer, promotion, and employment and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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other school affairs causes serious problems in the institution. Some respondents
remarked that community elders are traditional, in the sense that they always
abide with the traditional practices of long ago. It is commonly observed that
many elders still believed on superstitions, which may hinder the progress of the
community. Due to some beliefs and practices, even the judicial trials in the
community that they took part in are also based on traditional laws. Likewise, the
community religious leaders were perceived as threats too. This was supported by
the respondents’ remarks that these religious leaders mislead people. Due to the
coming in of many religious sects in the community, people are being misled. It is
observed that each religious leader from the different sects gave another version
of the bible to the point that they criticize and give bad comments to the other
sect. From this point, many people transfer from one sect to the other.
The results of the study revealed that the value of the chi-square test is
higher that tabular value. This shows that the political factors associated to the
threats of Kapangan differ significantly as perceived by the respondents.
Therefore, the hypothesis is accepted. The finding implies that there are
differences in the threats under political factors, which are attributed on the
effects of such factors on the life of the people. It is inferred that these factors
were perceived by the respondents as threats because they affect negatively all
aspects of life especially the education of the young and the development of the
municipality.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Economic
factors. The findings revealed that the foremost threats in the
municipality include the logging or felling and transporting of trees, the business
establishments, and the gold panning. This was perceived to be a threat due to the
bad effects to the environment as mentioned by some respondents. In the
municipality, especially in the far flung communities, some families sourced out
their income from illegal logging which causes the denudation of the forests and
the reduction of water in streams, rivers, springs, etc. The business establishments
such as stores, videoke bars, billiards, and the likes were also perceived as threats
in the locality. For the owners, this is a good source of income but sometimes
there are some disadvantages in the community especially to the students. Based
on observations and concerns from parents, some of these business establishments
have a negative effects to their children because instead of studying their lessons
they (children) are their playing billiards, video games, and sitting at videoke bars
then later learn to drink liquor. Truly, many students fail and quit from school due
to these vices. Likewise, gold panning is an income generating activities of
families living near the riversides. It helps particularly in sourcing income to
support the family’s needs but the problem is its bad effects on the environment as
revealed by some respondents that due to quarrying for gold on the riversides, its
(river) banks are eroding which causes erosions of some rice paddies and houses
near it.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The finding shows that the computed value is higher than the tabular value
on the chi-square test. This means that the economic factors associated to the
threats of Kapangan differ significantly as perceived by the respondents.
Therefore, the hypothesis is accepted. This entails that there are differences in the
threats as perceived by the respondents due to the idea that these factors add to the
income of the family but it also creates havoc to the environment that may also
threaten the life of people.
Ecological
factors. As shown on the respondents’ perceptions, the flora
and fauna or the plants and animals were identified as the leading threats in the
municipality. Remarks from respondents revealed that these items are being
endangered to the point that they are becoming extinct. As it was mentioned on
the previous discussions, these contribute very much in the learning experiences
of a child but due to its extinction teachers and parents will find difficulty in
giving concrete example of such to their children. In the country alone, animals
such as dinosaurs, which live million years ago, seem to be unbelievable due to
lack of concrete evidences of existence. The respondents also revealed that due to
the geographical location of the community, some places are difficult to reach
which is a big factor that hinders community development. Many children in this
community acquire inadequate education due to the difficulty in transporting
educational facilities and materials that may enhance teaching – learning
experiences. The forests and mountains were also perceived by the respondents as
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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threats. This has a connection with the flora and fauna because if the forests and
mountains will be denuded surely these flora and fauna will be gone too. Forests
and mountains are being denuded due to illegal logging, forest fires and erosions,
which affect all aspects of life of the populace. The finding of the study
corroborated with the study of Eldredge (2003) that the conversion of forests,
grasslands, and wetlands for agricultural purposes, coupled with the
multiplication and growth of urban centers and the building of dams and canals,
highways, and railways, have physically altered ecosystems to the point that
extinction of species has reached its current alarming pace. In relation, due to the
geographical location of the municipality, road constructions are very difficult
and dangerous. Some respondents remarked that the poor road condition in their
community is one of the factors that hamper progress. This is true, because
communities in the municipality that has a poor road condition have a less chance
of having their agricultural products be sold in the urban areas. This means, the
poor road conditions, the expensive the transportation.
The finding indicates that the chi-square test is higher than the tabular
value. Therefore, the hypothesis, that the ecological factors associated to the
threats of Kapangan differ significantly as perceived by the respondents, is
accepted. This implies that the threats under these factors as perceived by the
respondents differ, which can be attributed on the conditions of the environment.
As these become extinct and endangered, they become threat in the community.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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School Indicators Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
Strengths Among the School Indicators
Table 10 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as strengths that may
contribute to the progress of Kapangan, Benguet.
Pupil development. Based on the findings, the pupil participation rate,
completion rate, size of class, sports and scouting activities are the foremost
strengths of Kapangan as perceived by the respondents. The chi-square test result
shows that there are differences in the strengths of Kapangan under pupil
development based on respondents’ perceptions. Thus, the hypothesis, that there
are significant differences in the strengths of Kapangan under pupil development,
is therefore accepted. The differences in perceptions can be attributed on the
performances of the each school wherein schools whose pupils excel on a
particular area vary in strengths. So it implies that the strengths of the schools lie
on the good performances of the learners. The finding of the study shows
consonance with the stipulated theory of DECS Service Manual (2000) that the
physical, intellectual, social, and emotional changes that a pupil acquired from
school adds to their full development.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 10. Strengths of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
* Participation
Rate
112
12.07
1
* Completion
Rate
109
11.75
2
*
Size of class
99
10.67
3
* Sports
activities
97
10.45
4
* Scouting
activities
93
10.02
5
*
Numerical skills and competencies
91
9.81
6
*
Achievement Level in District Test
87
9.38
7
*
Reading skills and competencies
73
7.87
8
*
Health & Nutritional Status
68
7.33
9
*
Achievement Level in Division Test
27
2.91
10
*
Cohort Survival Rate
23
2.48
11
*
Drop out Rate
19
2.05
12
*
Achievement Level in Regional Test
18
1.94
13
*
Achievement Level in National Test
12
1.29
14
928
100
X2 = 281.5
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
Teachers’ competence on the different learning
*
areas 126
20.97
1
School conferences / Learning Action Cells (LAC)
*
Sessions 121
20.13
2
* PPSTA
110
18.30
3
*
Teachers’ morale (discipline, self-confidence, etc.)
83
13.81
4
* Graduate
studies
55
9.15 5
* Teachers’
pre-service
training
49
8.15 6
*
Subscription to educational magazines
29
4.83
7
Study leave (RA 4670 – Magna carta for
*
Teachers)
28
4.66
8
601
100
X2 = 151.83
df = 7
X2 .05 = 14.07
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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135
Table 10. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Lesson planning daily
101 31.96
1
* Indigenous
Instructional Materials (IMs)
63
19.94
2
*
Computer aided instruction
34
10.76
3
* Instructional
Materials
22
6.96 4
*
Industrial arts/garden tools
21
6.65
5
* Prototyped
lesson
plans
19
6.01 6
* Textbooks
18
5.70 7
*
Home economic facilities
17
5.38
8
*
Science facilities (TEEP supplies)
15
4.75
9
*
Library books and reading materials
6
1.90
10
316
100
X2 = 237.35
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* School
Building
122
22.26
1
* Classroom
structuring
118
21.53
2
*
Size of classrooms
101 18.43
3
*
Sanitation and safety
96
17.52
4
*
Maintenance of school equipment and furniture
32
5.84
5
*
School equipments and furniture
31
5.66
6
* Playground
facilities
25
4.56 7
* Acquisition
of
Facilities
16
2.92 8
*
Maintenance of school building
7
1.28
9
548
100
X2 = 291.89
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* PTCA
Officials
107
25.54
1
* Community
People
101
24.11
2
* Barangay
Officials
78
18.62
3
* Municipal
officials
73
17.42
4
* Sangguniang
Kabataan
32
7.64 5
*
Other Government Agencies
21
5.01
6
Other stakeholders (Foundations, businessmen,
*
etc.) 7
1.67
7
419
100
X2 = 158.65
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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136
Table 10. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Income Generating Projects
68
16.23
1
*
Donation from civic minded people and NGOs
53
12.65
2
* Liquidation
procedures
48
11.46
3
*
Disbursement of funds
47
11.22
4
* Raffle
Draws
46
10.98
5
* School
Canteen
41
9.79 6
*
Prioritization of school needs
37
8.83
7
*
Special Education Fund (Municipal School Board)
36
8.59
8
* Popularity
Contest
31
7.40 9
*
Utilization of school fund
12
2.86
10
419
100
X2 = 46.7
df = 9
X2 .05 = 16.92
*Significant
Thus, they must receive, primarily through competent instruction, relevant quality
education in line with national goals and conducive to their full development as
persons with human dignity.
Based on the finding, the records of the district office with regards to the
pupil participation rate is 99.57% in school year 2006 – 2007. This means that in
Kapangan most of the children who are age 6 – 12 years old were enrolled in
school as compared with Ten – Year Development Plan of DepEd (2001 – 2010)
where 90.05%. The finding confirms the study of Thompson (2006) that
it is no accident that throughout most of the world, children begin formal
education at age six or seven. The intellectual skills of middle childhood are well
suited for school. Children become capable of reasoning logically and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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137
systematically, and their thinking is flexible. A grasp of logical principles helps
older children readily understand science, math, and many other subjects. They
can concentrate better, and longer, than before. Likewise, the completion rate,
which is considered strength, is computed based on the number of grade I
enrollment six years back that were able graduate in grade VI. Based on
respondents’ perception, many of their children completed the elementary grades
within six years. This finding support the records of the district office that
completion rate with 77.42% in school year 2005 – 2006 is still a good indicator
of pupil progress. This shows that despite all the factors in the education of a
child, still 76% completed the elementary grades as compared to the Ten – Year
Development Plan of the DepEd (2001 – 2010) only 66.85% completed
elementary in school year 2002 – 2003. The class size was perceived by the
respondents as strengths too. Class size is computed based on the total number of
enrollees divided by the number of teachers. In support to the findings, this
current school year 2006 – 2007 shows that the class size of Kapangan District is
23% as revealed in the district reports. This means that teacher – pupil ratio is low
wherein most of the teachers handle a class of less than 30 pupils. With this kind
of class size, it is expected that pupils must obtain a good performance level.
Sports activities are part of the elementary curriculum related to physical
education, which is purposely to promote the physical development and well
being of the individual. This study corroborates with the connotation of Ulrich
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(2005) stating that games, which foster competition and stimulate play behavior,
are often used as a means of enabling students to understand and practice specific
physical skills so that a high level of fitness can be maintained. On the other hand,
scouting is one of the yearly activities that the boys and girls enjoyed most due to
its funs and adventures. This confirms the theory of Escudero (1995) who says
that scouting emphasis has been in doing things in a way that will attract the boys
and girls and hold his attention through fun, and adventure and fellowship. But
underneath it all, is the ever-important element of learning and serving through
fun and games, through adventure and challenges, through fellowship and doing
things together. Furthermore, Seton (2006) supported the finding of study that
scouting is an international movement dedicated to developing the character of
boys and youths and training them for the responsibilities of adult life. Camping is
a regular part of the scout program, which also includes conservation, forestry,
farm work, and aid in community services. The program also stresses the
development of skill in woodcraft, swimming, first aid, signaling, and other
activities.
Staff
development. As per results of the findings, the teachers’
competence on the different learning areas is the foremost strengths of the district
as shown on the table. Truly, one of the factors that contribute to quality
education is the teachers’ competence in the different learning areas. This finding
corroborates with the assumption of Guskey (1985) that the improvement of
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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teacher practices result in improved student performance. While there are few
careful studies examining the important connection between staff development
programs an improved student performance, a small group of studies do indicate
that staff development programs can have positive effect on students
performance. Macarayan (1995) supported the finding of this study that quality of
education or teachers predetermines the kind or quality of life in the society.
Through staff development, teaching will be professionalize and will
successfully foster and adapt new approaches in the teaching – learning situations.
In addition, this finding corroborates with speculation in DECS Service Manual
(2000) that the DepEd shall establish a continuing program for career and
personnel development for all personnel at all levels, and shall create an
environment or work climate conducive to the development of personal skills,
talents and values for better public service. In support, school conferences and
LAC sessions help much in improving ones teaching capabilities because through
these conferences and sessions, problems and school issues are being discussed
and given interventions. It also enhances teachers’ competences on the different
learning areas. The Philippine Public School Teachers Association (PPSTA) was
perceived by the respondents as strengths too. Accordingly, the PPSTA was
strength in Kapangan because it is the only teacher organization that relays the
queries of teachers to the higher offices with regards to their problems on salary
increase, programs, policies, and the like.
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As per results of the findings, the computed value is very much higher
than the tabular value. Thus, the hypothesis, that there are significant differences
in the strengths of Kapangan under staff development as perceived by the
respondents, is accepted. This implies that the differences in strengths are
attributed in the skills and competences acquired by the school personnel in the
delivery of their work. This assumption was discussed in the previous paragraph.
So, the more trainings they acquired, the more they become strengths in the
delivery of quality education. This study is confirmed by the guidelines in DECS
(2000) that the trainings are the privileges given or acquired by the officials or
employees of the DepEd for professional growth in the delivery of basic services
to their clients. Likewise, Smith (1983) supported the study that staff development
is forms of remediation for teacher’s deficiencies in certain skills or attributes.
More appropriately, staff development should be based on expressed needs of
teachers revealed as part of the process of collaborative planning and collegial
relationships.
Curriculum development. The study revealed that lesson planning is the
leading strengths in the district as perceived by the respondents. Lesson planning
is a useful tool to teachers because it serves as their guide in the delivery of their
subject matter. Without the said lesson plan, teachers may not be able to attain
their objectives for the particular lesson. This finding confirms the statements of
Lardizabal (1977) saying that a lesson plan is an indispensable tool to a teacher
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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and that an engineer would not dare build a bridge without a plan, an architect
makes a plan for every house he construct, neither can a teacher afford to teach
without a lesson plan. Indigenous instructional materials are concrete objects that
contribute to the improvement of teaching learning. Since Kapangan is considered
a rural community, there are many indigenous materials available that could be
use in the delivery of lesson. Likewise, the department of education through the
Third Elementary Education Project provided some instructional materials
especially in Science and Mathematics to improve teachers teaching performance.
Through such instructional materials, pupils were able to understand the lessons
presented. It also motivates the pupils to participate actively in class discussions
and activities. Computer aided instruction is also very much helpful in the
teaching-learning process because teachers will only serve as facilitator of
learning and that pupils will be learning through hands-on activities, discovery
method, and technology assisted programs. This corroborates with the study of
Clemente (1996) stipulating that the “School of the Future”, which is the vision of
the DepEd to achieve quality education, shall consists of an amphitheater for
frontal and video-aided instruction, a space for group work, and an area from
computer-aided instruction, all housed in the same classroom. It is a multi-media
intensive classroom with an access to Internet that would relate to information and
technology. On the other hand, the industrial arts and garden tools are part of the
basic education curriculum, which gives relevant experiences and knowledge to
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the young children about livelihood activities. In connection, with this materials
or tools needed to give relevant experiences to the pupils should be in good
condition so that basic skills and knowledge will be acquired.
The findings revealed that there are differences in the strengths of
Kapangan under curriculum development, which is shown by the chi-square value
that is higher than the tabular value. Therefore, the hypothesis, that there are
significant differences in the strengths of Kapangan under curriculum
development as perceived by the respondents, is accepted. The result implies that
the differences in strengths are attributed on the availability of the different
materials that may improve the performances of the learners. It also means that
the availability of these curriculum materials in each school make differences.
This study is supported by the theory of Andres, et. al. (1989) postulating that the
process of selecting, organizing, executing, and evaluating learning experiences
on the basis of the needs, abilities, and interests of learners and the nature of the
society or community provides a good school curriculum.
Physical facilities management. The respondents’ perceptions revealed
that the school building; classroom structuring; size of classroom; and sanitation
and safety are the foremost strength under physical facilities management. The
chi-square test shows that the result is higher than the tabular value. Therefore,
the hypothesis, that there are significant differences in the strengths of Kapangan
under physical facilities management as perceived by the respondents, is
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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accepted. The differences in strengths as to the respondents’ perceptions can be
attributed on the functionality and sufficiency of the physical facilities. This
implies that the more sufficient and functional these facilities would be the better
services they offer in the community. This assumption is supported by the theory
of SBM (2005) that the maintenance of the school buildings, school grounds,
equipment, desks, chairs and other furniture may provide an environment
conducive to learning.
Based on the findings, the school buildings were the strengths and
opportunities of the district under physical resources, which also corroborates the
findings under this component. This confirms the study of de la Cruz (1993)
stressing that the strengths for a developing school system lie in its adequate
school plants, which may include the selection and location of school sites, well-
planned, maintained and operated school building to provide total setting for
learning; and adequate supply of school equipments such as desks, tables,
chalkboards, bulletin boards, shelves and visual aids. Classroom structuring is
considered as strength because it adds in creating an environment that is
conducive to teaching and learning. The size of classrooms is also perceived as
strengths of Kapangan. Classrooms, whether standard or substandard, are very
important in the delivery of quality basic education. Some of the classroom sizes
in the district are substandard but they are still considered strength because it
houses all the teaching facilities and the learners. The sanitation and safety, with
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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regards to school building, was also perceived as strengths. Truly, the school
building should be clean and orderly to avoid untoward incidents that may harm
the learners. This corroborates the study of Hicks (1956) that school building
requires proper care and management, support, selection, orientation, and
planning because these may affect the curriculum, school organization, service,
safety, mental health, and public relations.
School-community partnership. Based on the findings, the PTCA officials,
community people, and the local government officials were perceived as the
leading strengths in the district. The finding revealed that the computed value is
higher than the tabular value. This means that the hypothesis, that there are
significant differences in the strengths of Kapangan under school – community
partnership as perceived by the respondents, is therefore accepted. This entails
that the differences in the strengths can be attributed on the support rendered by
the different stakeholders in the improvement of the school. This study is
supported by the theory in SBM (2005) the active support and participation of
Local Government Unit, PTCA, stakeholders and other interested groups within
and outside the community creates a stronger school – community relations. The
stronger the school-community partnership, the more support will be offered,
which may be in terms of services or financial aspects. The succeeding paragraph
elaborates this idea.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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It is a fact that these groups of stakeholders are the partners of the school
in the improvement and development of its physical aspects and children’s
welfare. The finding confirms the study of Paloma (1996) that school needs the
help and full support and cooperation of parents because involving parents and
community in the school programs and projects has been the practice of most
schools of all levels and was proven very effective for the development and
improvement of the physical structure and environment of the school. The result
also corroborates with the findings of Esumadia (2004) claiming that the active
participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities, and the district as a whole. The higher
the level of participation, the better is the improvement and development. These
local officials, who are the members of the Local Government Unit (LGU), are
the strategic partners in service delivery to meet the needs of the basic education.
Casiano (2005) confirming the finding of the study that the “Brigada Eskwela
Program” of the Department of Education, which focuses on repairs, cleanliness
and orderliness program done for the school in full cooperation and awareness of
parents, teachers, volunteers, and local government unit and non-government
organization was a success in the improvement of the school due to active
participation of these stakeholders.
Resource generation and fund management. Based on the results of the
study the income generating projects; donations from civic minded people and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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NGOs; liquidation procedures; disbursement of funds; and raffle draws were the
foremost strengths of Kapangan. As was previously discussed, the income
generating projects of the school such as tiger grass plantations, fruit trees and the
like are some source of income that supports the school needs especially in the
purchase of instructional materials and transportation of pupils participating in
district activities. Based on observations and school reports, the civic-minded
people and non-government organizations usually provide support financially and
materially to pupils participating in higher activities. These activities include
camporees and jamborettes; athletic meets; and Math and Science fairs. Others
provide their vehicles to transport participants; some donate vegetables and food
products; and some also provide uniforms for the participants and other materials
or props to be used in such activities. Liquidation procedure and disbursement of
funds, as one of the strengths, is very much important in the utilization of fund. In
school, the proper liquidation procedure in liquidating funds is that teachers
should affix their signature on the liquidation report to show transparency and all
purchased materials and receipts shall be presented. This procedure is very much
appreciated by the school personnel, which develop their trust and confidence to
their school heads. Before spending the school fund, school heads conduct a
PTCA conference to prioritize the needs of the school and to ask suggestions from
them. Furthermore, school heads assign teachers or PTCA to purchase the needed
materials for the school and report their expenditure. Raffle draws are some of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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147
initiatives of schools to source out funds. This is done during school programs
such as nutrition programs, school intramurals, Christmas programs, and other
occasions. Through this fund raising activity, pupils raise additional funds to
augment their expenses in any district activities.
Based on respondents’ perceptions, the computed chi-square value is
higher than the tabular value. This means that there are differences in the
strengths of Kapangan under resource generation and fund management. This
shows that the hypothesis, that there are significant differences in the strengths of
Kapangan under resource generation and fund management as perceived by the
respondents, is therefore accepted. The differences in strengths can be due to the
proper management and utilization of funds. Schools with well-managed income-
generating projects and school funds will be more productive in terms of income
and materials. This finding is supported by the theory in SBM (2005) that the
proper utilization of the financial support from local governments, barangay,
Special Education Fund, PTCA, donations, DepEd Division MOOE, and other
DepEd project funds will contribute in the development of the municipality in
terms of education.
Weaknesses Among the School Indicators
Table 11 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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148
management which were perceived by the respondents as weaknesses that may
affect the growth of Kapangan District towards development.
Table 11. Weaknesses of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Achievement Level in National Test
114 17.98
1
*
Achievement Level in Regional Test
106 16.72
2
*
Cohort Survival Rate
98
15.46
3
*
Achievement Level in Division Test
93
14.67
4
*
Drop out Rate
78
12.30
5
*
Achievement Level in District Test
24
3.79
6
*
Numerical skills and competencies
22
3.47
7
*
Health & Nutritional Status
21
3.31
8.5
* Sports
activities
21
3.31 8.5
* Scouting
activities
19
3.00 10
*
Reading skills and competencies
18
2.84
11
* Completion
Rate
11
1.74 12
*
Size of class
5
0.79
13
* Participation
Rate
4 0.63 14
634
100
X2 = 500.04
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
Study leave (RA 4670 – Magna carta for
*
Teachers)
101 30.61
1
* Teachers’
pre-service
training
97
29.39
2
*
Subscription to educational magazines
56
16.97
3
*
Teachers’ morale (discipline, self-confidence, etc.)
27
8.18
4
* Graduate
studies
24
7.27 5
Teachers’ competence on the different learning
*
areas 9
2.73
6.5
School conferences / Learning Action Cells (LAC)
*
Sessions 9
2.73
6.5
* PPSTA
7 2.12 8
330
100
X2 = 258.17
df = 7
X2 .05 = 14.7
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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149
Table 11. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Computer aided instruction
124 14.07
1
*
Library books and reading materials
117 13.28
2
*
Home economic facilities
113 12.83
3
*
Industrial arts/garden tools
111 12.60
4
* Prototyped
lesson
plans
109
12.37
5
* Instructional
Materials
91
10.33
6
* Textbooks
89
10.10
7
*
Science facilities (TEEP supplies)
78
8.85
8
* Indigenous
Instructional Materials (IMs)
42
4.77
9
*
Lesson planning daily
7
0.79
10
881
100
X2 = 142.1
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* Playground
facilities
117
18.69
1
*
Maintenance of school building
114 18.21
2
*
Maintenance of school equipment and furniture
109 17.41
3
*
School equipments and furniture
104 16.61
4
* Acquisition
of
Facilities
87
13.90
5
* Classroom
structuring
54
8.63 6
* School
Building
17
2.72 7
*
Size of classrooms
13
2.08
8
*
Sanitation and safety
11
1.76
9
626
100
X2 = 243.02
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
Other stakeholders (Foundations, businessmen,
*
etc.) 115
29.56
1
*
Other Government Agencies
101 25.96
2
* Sangguniang
Kabataan
97
24.94
3
* Community
People
23
5.91 4
* Barangay
Officials
21
5.40 5
* Municipal
officials
18
4.63 6
* PTCA
Officials
14
3.60 7
389
100
X2 = 228.68
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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150
Table 11. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Utilization of school fund
84
13.00
1
* School
Canteen
82
12.69
2
*
Prioritization of school needs
76
11.76
3
* Popularity
Contest
73
11.30
4
*
Special Education Fund (Municipal School Board)
69
10.68
5
* Liquidation
procedures
63
9.75 6
* Raffle
Draws
61
9.44 7
*
Income Generating Projects
54
8.36
8
*
Donation from civic minded people and NGOs
49
7.59
9
*
Disbursement of funds
35
5.42
10
646
100
X2 = 33.23
df = 9
X2 .05 = 16.92
*Significant
Pupil development. Based on respondents’ perceptions, the achievement
level of pupils in the national, regional and division tests; and the cohort survival
rate obtained the foremost weaknesses. The findings revealed that the chi-square
value is higher than the tabular value. This means that there are differences in the
weaknesses of Kapangan under pupil development. Therefore, the hypothesis, that
there are significant differences in the weaknesses of Kapangan under pupil
development as perceived by the respondents, is accepted. This also implies that
the differences in weaknesses as perceived by the respondents vary due to the
differences in the performance level of each school. It is inferred that the low
performance level under each item will mean an indication of weaknesses.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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National Achievement Test (NAT) is given to all Grade VI pupils yearly
to evaluate pupil performances in the different learning areas while regional
achievement test is given at randomly to selected schools or pilot schools. Most of
the respondents remarked that such tests are considered weaknesses in the district
due to the low results, which are only classified under nearing mastery level as
shown on the previous results. This finding is supported by the SY 2005-2006
National Achievement Test results where Kapangan District obtained 58.87%
MPS which is at least higher than the Division MPS that is 57.55% and the
Philippine MPS that is 54.66%. Results from the DepEd national development
plan showed that students in the basic education had very poor competences in
math, science, and English, which falls under below mastery as compared with
Kapangan that is at least nearing mastery. Although it is just nearing mastery
level, at least there is a little improvement on the performance of the pupils
yearly. This finding is supported by the report of Gonzalez (2000) that the results
of the National Elementary Achievement Test reveal some improvement in test
performance yearly, but still the progress toward target attainment has been rather
unsatisfactory due to decreased in other learning areas. This is also true with the
results of the Regional Achievement Test conducted to pilot schools where the
MPS is under nearing mastery level. Likewise, the division achievement test is
also conducted at randomly to selected schools. Based on the results in SY 2003 –
2004, the schools also obtained nearing mastery level. The cohort survival rate
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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152
was also perceived weaknesses of Kapangan. The cohort survival rate is
computed based on the number of Grade I enrollees six years back compared to
the number of Grade VI enrollees at present. Based on the district records,
Kapangan District has a cohort survival of 77.42% as of SY 2005 – 2006. This
shows that around 23% of the school children repeated or dropped on the other
grades.
Staff development. As revealed on the respondents’ observations, the
study leave (RA 4670 – The Magna Carta for Teachers); the teachers’ pre-service
trainings; and the subscription to educational magazines were the leading
weaknesses in the district under staff development. In order to avail of the study
leave with pay not exceeding a year, a teacher needs to earn at least seven years of
continuous service subject to approval of the head of office. Many teachers would
like to avail of these privileges but only one slot is given an opportunity yearly. In
this case, most of the teachers going for professional development support their
studies financially. Based on respondents’ remarks, teachers’ pre-service trainings
are inadequate to the point that some lack communicative skills and teaching
competences. The result of this study is inconsonance with the DepEd national
development plan that the teacher qualifications remain to be an issue, especially
at the secondary level.
This is one reason for considering it as a weakness. So in order to assess
the qualifications of teachers who will be employed, they have to undergo
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selection processes. This study collaborate with guidelines in DepEd Order No. 4,
s. 2007 wherein in the selection and employment of new teacher applicants, each
is evaluated based on educational qualifications where everyone must be a
PBET/LET passer, teaching experience is preferred; shall undergo interview, and
demonstration teaching; and must take the written English Proficiency Test.
Teacher-applicants who belong to Registry A shall first fill-up vacant positions.
Priority is given to qualified local applicants as stipulated in R.A. 8170, The
Localization Law. Subscription to educational magazines helps in upgrading the
teachers’ professional development but due to the financial constraints, many
teachers stopped subscribing to such magazines. It is observed that these
educational magazines provide varied ideas in teaching. It also presents lesson
exemplars that may guide teachers.
As revealed in the findings, the computed chi-square value is higher that
the tabular value. So, the hypothesis, that there are significant differences in the
weaknesses of Kapangan under staff development as perceived by the
respondents, is therefore accepted. This implies that the differences in the
strengths under staff development based on respondents’ perceptions can be due
to inadequate income to support the teachers’ professional development. The
weaknesses vary because respondents’ educational needs differ.
Curriculum development. The respondents’ perception shows that
computer-aided instruction; library books and reading materials; H. E. facilities;
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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industrial arts and garden tools; and the prototyped lesson plans are the leading
weaknesses of the district under curriculum development.
Nowadays, we are living in an information and technology intensive world
where most of the gadgets and equipments are being used for teaching and
learning. But, since Kapangan District lacks most of these facilities such as the
computer-aided instruction, it really falls under the weaknesses. Based on district
reports, only 11 elementary schools out of the 27 schools have their own mini
library but according to inquiries most of these mini libraries have inadequate
supply of books, reading materials and references that should improve the reading
abilities of pupils. The finding of the study is congruent with the findings of
Romulo (1966) that inadequate supply of instructional materials; textbooks,
supplementary reading materials and classroom facilities are the problems
affecting the performance of the children in school. The home economic facilities,
the industrial arts, and garden tools are also lacking in schools. The home
economics facilities, industrial arts, and garden tools play an important role in the
operation of such projects. Schools within the district reported that said facilities
are so meager. The home economics facilities such as kitchen utensils, beddings,
furniture, etc. are vital in the preparation of pupils’ understanding of the basic
home chores. The finding of the study is related to the assumption of Eligio and
Ricamonte (1980) pointing out that the presence of the agricultural and industrial
tools makes work easier and faster. Each tool is made to perform a specific job,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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others are important in making farm structures and in repairing damaged or
destroyed tools. Prototyped lesson plans are the ready – made lesson plans
prepared by the national or division offices to be distributed to the teachers for
use. But this was perceived to be weaknesses because the prototyped lesson plans
expected by the teachers for use so as not to be preparing daily lesson plans was
not yet issued or distributed.
The study shows differences in the weaknesses under curriculum
development, based on the chi-square test. Therefore, the hypothesis, that there
are significant differences in the weaknesses of Kapangan, Benguet under
curriculum development as perceived by the respondents, is accepted. The
differences in strengths can be attributed on the absence of the curriculum
materials needed to enhance the teaching – learning instructions. It is inferred that
the absences of school facilities, the higher frequency of weaknesses.
Physical facilities management. The respondents perceived that the
playground facilities; the maintenance of the school building; and school
equipment and furniture were the foremost weaknesses under physical facilities
management. Playground facilities include the area for sports activities such as
volleyball court, basketball court, baseball diamond, etc. Based on observations,
most of the schools in the district lack these playground facilities. The result of
this study collaborates with the study of Ancheta (1993) stipulating that the
problems encountered by schools include the inadequacy of playground,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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recreational, and physical fitness facilities needed for the improvement of
instruction and a revitalized school organization. School buildings and facilities,
which lack proper care and maintenance, affect the teaching and learning
situation. The finding corroborates with the theory of Sutaria (1985) that the
designs of the various school facilities pose a serious interrelated problem in
regard to functionality, appropriateness, comfort, and the like. And that, under this
kind of learning environment, even the most skillful teacher will find it difficult to
gain and maintain the interest of pupils. Likewise, there is an inadequate supply of
these equipments and furniture for educational purposes especially the far-flung
schools. With all the identified weaknesses of the district, the presumptions of
Gloria (1997) supported the finding of the study that the school must be equipped
with delivery learning systems, laboratories, cupboards, computer laboratories,
language laboratories together with the basic minimum equipments – such
facilities are the strengths of a school needed to achieve its goals and objectives.
As per results of the study, it was observed that the chi-square value is
higher than the tabular value. Thus, the hypothesis, that there are significant
differences in the weaknesses of Kapangan under physical facilities management
as perceived by the respondents, is accepted. This entails that the differences in
weaknesses under physical facilities can be attributed on the inadequacy of funds
for the maintenance and improvement of these school facilities. This finding is
supported by the speculation in DECS (2000) that the presence or absence of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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components of the school plant affects the teaching learning process, therefore the
physical resources should be planned in relation to the instructional program but
the plan shall be flexible to anticipate educational as well as social and
technological changes and innovations.
School-community
partnership. Based on observed data, the stakeholders
such as the foundations and businessmen were the leading weaknesses of
Kapangan District. Though there are schools that were able to acquire valuable
assistance from stakeholders such as the Fedrick Sayeg Foundation and Good Fire
Company, still most of the schools within Kapangan are unlucky because there
are no stakeholders who can give support to their schools. The other government
agencies were also perceived by the respondents as weaknesses. With regards to
pupil development and physical improvement of the school, there are many
government agencies, which can be approached, but sometimes they can not find
time to assist in school. The lack of assistance from these various government
agencies may also depreciate the quality of education. It was observed also that
only few Sangguniang Kabataan officials are active in school activities. Based on
reports, these youth organizations have not established a youth development
activities for the school children. This is one reason for considering them as
weaknesses in the community.
Based on the chi-square test, it shows that there are differences in the
weaknesses of Kapangan under school – community partnership. So, the
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hypothesis, that there are significant differences in the weaknesses of Kapangan
under school – community partnership as perceived by the respondents, is
therefore accepted. This implies that the differences in the weaknesses can be due
to the lack of support in terms of finance and services. This shows that inadequate
support from these stakeholders will mean a weak school – community linkages.
Resource generation and fund management. As revealed on gathered data,
the utilization of school fund; the school canteen; prioritization of school needs;
and popularity contest are perceived to be the foremost weaknesses in the
municipality. Based on the findings, respondents remarked that their school has
insufficient fund to be utilized for the delivery of quality education. Most school
heads find difficulty in stretching the budget just to purchase the needed supplies
for the school. The school canteens are some sources of income for a school. But
at this point, it is considered as a weakness because most of the schools have no
school canteen, others may have but their gain is insufficient to support their
school needs. The prioritization of school needs serve as guide in the
disbursement of funds. However, most of the schools have an inadequate fund
that is why its prioritized needs are not being met or addressed. Looking at the
prioritized school needs in their organizational work plan, most of it were not
attained basing from their five – year implementation plan due to insufficient
budget. On the other hand, popularity contest, that are conducted, needs the
permit and approval of the Municipal Social Welfare and Development Office
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(MSWD) and the Mayor’s permit before conducting it because this is a form of
solicitation. Respondents remarked that this form of fund raising is a weakness
because their schools were not able to avail of such opportunity due to the limited
permit given to those who wanted to avail of it. The MSWD only allows three
schools in a year to conduct said activity and that processing of permit shall be
done in October of a year and to be implemented within three-month period only.
Based on the gathered data, the chi-square value is higher than the tabular
value. This means that there are differences in the weaknesses of Kapangan under
resource generation and fund management. Thus, the hypothesis, that there are
significant differences in the weaknesses of Kapangan under resource generation
and fund management as perceived by the respondents, is accepted. This indicates
that the differences can be attributed to the inadequate funds and resources to
augment said school needs. Problems on these identified matters may result as
weaknesses.
Opportunities Among the School Indicators
Table 12 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as opportunities that may
contribute to the development of Kapangan, Benguet.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 12. Opportunities of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Health & Nutritional Status
124
9.00
1
*
Achievement Level in District Test
112
8.13
2
* Scouting
activities
110
7.98 3
* Sports
activities
106
7.69 4
*
Size of class
105
7.62
5
*
Achievement Level in Division Test
104
7.55
6.5
*
Numerical skills and competencies
104
7.55
6.5
* Participation
Rate
102
7.40 8
*
Achievement Level in Regional Test
101
7.33
10
*
Reading skills and competencies
101
7.33
10
* Completion
Rate
101
7.33 10
*
Achievement Level in National Test
97
7.04
12
*
Cohort Survival Rate
86
6.24
13
*
Drop out Rate
25
1.81
14
1378 100
X2 = 68.23
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
* Graduate
studies
147
17.71
1
*
Subscription to educational magazines
139 16.75
2
* PPSTA
104
12.53
3
Study leave (RA 4670 – Magna carta for
*
Teachers)
97
11.69
4
School conferences / Learning Action Cells (LAC)
*
Sessions 93
11.20
5.5
*
Teachers’ morale (discipline, self-confidence, etc.)
93
11.20
5.5
Teachers’ competence on the different learning
*
areas 86
10.36
7
* Teachers’
pre-service
training
71
8.55 8
830
100
X2 = 46.05
df = 7
X2 .05 = 14.07
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 12. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Science facilities (TEEP supplies)
125 12.82
1
* Textbooks
119
12.21
2
* Indigenous
Instructional Materials (IMs)
116 11.90
3
* Instructional
Materials
102
10.46
4
*
Library books and reading materials
101 10.36
5
* Prototyped
lesson
plans
95
9.74 6
*
Lesson planning daily
87
8.92
7.5
*
Home economic facilities
87
8.92
7.5
*
Industrial arts/garden tools
82
8.41
9
*
Computer aided instruction
61
6.26
10
975
100
X2 = 34.79
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* Acquisition
of
Facilities
116
15.30
1
*
Sanitation and safety
113 14.91
2
*
Size of classrooms
109 14.38
3
*
School equipments and furniture
83
10.95
4
* School
Building
82
10.82
5
* Playground
facilities
81
10.69
6
*
Maintenance of school building
68
8.97
7
*
Maintenance of school equipment and furniture
57
7.52
8
* Classroom
structuring
49
6.46 9
758
100
X2 = 55.97
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* Municipal
officials
132
17.93
1
* Barangay
Officials
121
16.44
2
* PTCA
Officials
103
13.99
3
Other stakeholders (Foundations, businessmen,
*
etc.) 99
13.45
4
*
Other Government Agencies
97
13.18
5
* Sangguniang
Kabataan
93
12.64
6
* Community
People
91
12.36
7
736
100
X2 = 13.59
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 12. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Disbursement of funds
123 11.26
1
*
Special Education Fund (Municipal School Board) 119 10.90
2
*
Donation from civic minded people and NGOs
117 10.71
3
* Raffle
Draws
114
10.44
4
* Popularity
Contest
112
10.26
5
* Liquidation
procedures
106
9.71 6
*
Utilization of school fund
104
9.52
7
*
Prioritization of school needs
102
9.34
8
* School
Canteen
98
8.97 9
*
Income Generating Projects
97
8.88
10
1092 100
X2 = 6.79
df = 9
X2 .05 = 16.92
*Not Significant
Pupil development. The foremost opportunities of Kapangan in this
component as perceived by the respondents are the health and nutritional status of
the children; the achievement level in the district; scouting and sports activities
and size of class. As per results of the gathered data, the computed value is higher
than the tabular value. So, the hypothesis, that there are significant differences in
the opportunities of Kapangan under pupil development as perceived by the
respondents, is therefore accepted. This implies that the differences in the
opportunities of Kapangan under pupil development lie on the fact that schools
vary in performance level as to pupils are concern. The foregoing paragraph
supports this connotation.
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Based on the school – based health and nutrition program implemented
through the initiative of the DepEd – Kapangan District with support from the
LGU of Kapangan and Kapangan rural health unit, reported that there are no
severe health problem cases among school children that may deteriorate their
performance in school. This shows that the school children’s health and nutrition
status is one of the opportunities that may invigorate their performances in school.
This finding is collaborated with the assumptions of Laruan (2004) that good
health is an essential factor in the learning process of every child leading to good
school performance. Proper health supervision for school children must ideally
include systematic screening of their health status at their vulnerable stage. The
achievement level of pupils in the district test serves as their opportunity because
this is one way to evaluate the weaknesses of the pupils and to determine their
unmastered skills in preparation to the division or national achievement tests to be
conducted at the end of the school year. Likewise, to find out appropriate learning
styles, interventions, methods and strategies suited in the delivery of the lesson.
This corroborate the connotations of Reyes (2001) that appropriate learning styles
to suit pupils’ needs and interests, exposure to competitions and activities that
stimulates the creative mind, utilization of multi-media, field trips, group
interactions, leadership training, and involvement in decision making may
develop creative productivity or productive thinking skills among learners. The
scouting and sports activities are the motivating factors for pupils to study well
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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because pupils with failing grades are not allowed to participate in sports
competitions and scout camping. Furthermore, scouting and sports improve
pupils’ discipline and values development. As was mentioned earlier, the size of
class in the district is manageable which shows that most of the pupils can be
given time to be assisted.
Staff development. Based on the respondents’ perceptions, the graduate
studies; subscription to educational magazines; PPSTA; and the study leave (RA
4670 – Magna carta for teachers) were the leading opportunities in the district
under this component. As per results of the gathered data, the chi-square test
indicates that the computed value is higher than the tabular value, which means
that there are differences in opportunities under staff development. Thus, the
hypothesis, that there are significant differences in the opportunities of Kapangan
under staff development as perceived by the respondents, is accepted. The finding
implies that the differences can be attributed on the opportunities availed by the
respondents along professional development.
In support to the preceding paragraph, the graduate study gives
opportunities to teachers acquire new innovations in teaching coupled with new
teaching techniques and strategies to improve pupil performance in the different
learning areas. Likewise, it is one of the opportunities that qualify teachers to be
promoted to higher positions. Subscription to educational magazines also gives
opportunities to teachers to acquire new teaching techniques and knowledge on
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the new information taking place in the department. The PPSTA that rank third is
also an organization that concerns on the welfare of teachers at the same time
fights for the benefits and privileges of teachers for staff development. It has also
a publication concerning issues and development in the department. The study
leave for teachers also obtained fourth rank. This is a privilege given to qualified
and lucky teachers to undergo professional studies. Through this privilege, a
teacher is given the opportunity to upgrade his/her professional competences
coupled with additional qualifications for promotions.
Curriculum development. A majority of the respondents perceived that the
Science facilities provided by the TEEP; the textbooks; the indigenous
instructional materials including the instructional materials purchased through
personal and school funds; and the library books and reading materials were the
leading opportunities in the district. Based on the gathered data, the computed
value is higher than the tabular value. Thus, the hypothesis, that there are
significant differences in the opportunities of Kapangan under curriculum
development as perceived by the respondents, is therefore accepted. This implies
that the differences can be attributed on the adequacy of facilities issued on the
different schools.
The foregoing discussion supports the findings of the study. Based on
results, respondents remarked that these facilities in Science give them comforts
in delivering their lesson because they were not hard up in preparing instructional
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materials to motivate their pupils and to enhance learning. Likewise, the
textbooks were also on time because most of the textbooks they are using were
already torn out. So the coming of the TEEP supplies was really a good
opportunity for the attainment of quality education. The indigenous instructional
materials prepared by the teachers and the ready – made instructional materials
purchased by teachers were opportunities by which it contribute in enhancing
teaching – learning. It was mentioned previously that the kind of locality we are
in is an opportunity to everyone because it presents a good learning environment.
In relation, there are many indigenous materials found in the locality that could be
made into instructional materials to enhance learning. Likewise, the ready – made
instructional materials purchased by teachers also enhance learning situation.
Usually, these instructional materials being purchased by the teachers are the
illustrations or photos of objects that are not found in the community just to give
ideas to the school children. The library books and reading materials, based on
respondents’ perceptions are opportunities too. Truly, reference books and
reading materials are very vital in a school library in order to develop pupils’
interest in reading. This corroborates what was stipulated in the School-Based
Management primer (2004), that the school should provide adequate facilities like
library or learning resource center, science center, conference hall and others for
increasing personnel and pupil productivity. The school should also ensure the
effective utilization of these facilities to expand access to learning.
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Physical facilities management. Most of the respondents perceived the
acquisition of facilities; sanitation and safety; and size of classrooms as the
foremost opportunities in Kapangan. Respondents remarked that through
acquisition of school materials or facilities, there will be an effective and efficient
transfer of learning. Materials that are acquired through school funds and from
other agencies contribute in the delivery of learning. The sanitation and safety
also pose an important role in the attainment of basic quality education. The
findings of the study shows consonance with what is stipulated in DECS (2000)
where school buildings must be stable and safe from typhoon, earthquakes, fire
and secured against thieves, stray animals, and other intruders. Furthermore, the
study shows observance of the provisions of R.A. 9155 or the Governance of
Basic Education specifies that the school shall create an environment that
conducive to teaching and learning. The size of classrooms is also an opportunity
for the district. Though it is substandard, it is still adequate for teaching and
learning purposes. The school equipments and furniture are also considered
opportunities of the district.
Based on the results of the study, the hypothesis, that there are significant
differences in the opportunities of Kapangan under physical facilities
management as perceived by the respondents, is therefore accepted. This finding
is based on the computed chi-square value that is higher than the tabular value.
This implies that the differences in the opportunities of Kapangan under this
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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indicator can be attributed on the sufficiency of facilities present on the different
schools. The preceding paragraph supports this implication.
School-community partnership. Majority of the respondents perceived the
local officials such as the municipal and barangay officials including the PTCA
officials; other big time stakeholders; and government agencies as the foremost
opportunities of the municipality. The result of the study indicates that there are
differences in the opportunities of Kapangan under this indicator as shown by the
chi-square value that is higher that tabular value. Thus, the hypothesis, that there
are significant differences in the opportunities of Kapangan under school –
community partnership as perceived by the respondents, is accepted. The finding
entails that the differences under this indicator are due to the opportunities
acquired by the schools from the various sources, which contributed in the
improvement of their school and community.
In support to the findings, the Local Government Units such as the
Municipal and Barangay officials play a vital role in the improvement and
development of the school plant as a whole. Through their effort and assistance in
processing the needed documents for the school, the schools’ structures and
landscapes will at least be look into for some renovations. The PTCA officials and
members, that were perceived third rank, are the foremost partner of the school
personnel in the improvement of the school’s physical aspects. This finding
corroborates with the findings of Esumadia (2004) stating that the active
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities and the district as a whole. The higher
the level of participation, the better is the improvement and development.
Furthermore, the observations of Casiano (2005) supported the findings where the
“Brigada Eskwela Program” of the Department of Education, which focuses on
repairs, cleanliness and orderliness program done for the school in full
cooperation and awareness of parents, teachers, volunteers, and government and
non-government organization was a success in the improvement of the school.
The other stakeholders such as the foundations and businessmen are also the
important partners of the school towards progress. They are considered
opportunities in the district due to the school improvement that they did like the
construction of school – community gymnasium, the school repairs and paintings,
provisions of school facilities and scholarship grants to deserving pupils, and
many more. Other government agencies that served as partners of the school are
the Philippine National Police, Municipal Social Welfare and Development,
Municipal Health Office, etc. These are the agencies that are usually invited in
schools to lecture on pupils’ discipline, children’s rights, and good health habits.
Other agencies also are invited for the improvement of the school landscapes and
structures.
Resource generation and fund management. The findings revealed that the
disbursement of funds pose as the leading opportunities in the district.
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Respondents remarked that the disbursement of MOOE fund give them a little
empowerment because they are given an allotment and lay way to disburse an
amount for their classroom needs provided they should submit an official receipt
of their purchases. The special education fund from the municipal school board
was also perceived as opportunities because these funds support the programs of
the district. This finding is supported with the guidelines of DECS (2000) that the
Special Education Fund was created to provide additional financial support
exclusively for public schools. The fund comes from the proceeds of an additional
tax of one percent on the assessed value of real property in addition to the real
property tax levied thereon under existing laws. The local school boards shall
administer the fund for each province, city and municipality. The donation from
civic minded people and non-government organizations, which were discussed
earlier to have been supporting the school children in higher-level endeavors, is
also an opportunity. There are really group of people and NGOs who are
supportive in school programs to the extent of donating cash or materials. the
findings of the study is correlated with the provisions of R.A 9155 that should
accept such donations, gifts, bequests and grants for the purpose of upgrading
teachers or learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipment. But such donations
or grants must be reported to the appropriate district supervisors and division
superintendents for records purposes and acknowledgment. The raffle draws and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the popularity contests that are conducted to raise funds for the school projects are
opportunities too. The respondents perceived this as an opportunity because it
helps a lot to augment school expenses on projects and activities.
The chi-square test reveals that the computed value is lower than the
tabulated value. This means that there is no difference on the opportunities of
Kapangan under resource generation and fund management as perceived by
respondents. So, the hypothesis, that there are significant differences in the
opportunities of Kapangan under resource generation and fund management as
perceived by the respondents, is therefore rejected. The finding implies that the
respondents believed that these items were the opportunities that may help in the
development of the schools in the community.
Threats Among the School Indicators
Table 13 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as threats that may
deteriorate the quest of Kapangan, Benguet for quality education.
Pupil development. Majority of the respondents perceived the dropout
rate as the foremost threats in the district. There are many factors of pupils’
dropout, some of these are laziness of pupils to attend classes, health problems
and teachers factors.
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Table 13. Threats of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Drop out Rate
104 46.43
1
*
Reading skills and competencies
34
15.18
2
*
Cohort Survival Rate
19
8.48
3
*
Size of class
17
7.59
4
*
Health & Nutritional Status
13
5.80
5
*
Numerical skills and competencies
9
4.02
6
* Participation
Rate
8 3.57 7
* Completion
Rate
5 2.23 8
* Scouting
activities
4 1.79 9
*
Achievement Level in National Test
3
1.34
10.5
*
Achievement Level in District Test
3
1.34
10.5
*
Achievement Level in Division Test
2
0.89
12.5
* Sports
activities
2 0.89 12.5
*
Achievement Level in Regional Test
1
0.45
14
224
100
X2 = 588.75
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
*
Teachers’ morale (discipline, self-confidence, etc.)
23
48.94
1
* Teachers’
pre-service
training
9
19.15
2
Teachers’ competence on the different learning
*
areas 5
10.64
3.5
* PPSTA
5
10.64
3.5
School conferences / Learning Action Cells (LAC)
*
Sessions 3
6.38
5
*
Subscription to educational magazines
2
4.26
6
Study leave (RA 4670 – Magna carta for
*
Teachers)
0
0.00
7.5
* Graduate
studies
0 0.00 7.5
47
100
X2 = 67.5
df = 7
X2 .05 = 14.07
*Significant
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Table 13. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Lesson planning daily
31
35.23
1
*
Industrial arts/garden tools
12
13.64
2
* Instructional
Materials
11
12.50
3
*
Home economic facilities
9
10.23
4
*
Science facilities (TEEP supplies)
8
9.09
5
*
Computer aided instruction
7
7.95
6
* Indigenous
Instructional Materials (IMs)
5
5.68
7
* Prototyped
lesson
plans
3 3.41 8
*
Library books and reading materials
2
2.27
9
* Textbooks
0 0.00 10
88
100
X2 = 77.68
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
*
Maintenance of school building
37
36.27
1
*
Maintenance of school equipment and furniture
28
27.45
2
*
School equipments and furniture
8
7.84
3
* Acquisition
of
Facilities
7 6.86 4
*
Sanitation and safety
6
5.88
5
* School
Building
5 4.90 6.5
* Classroom
structuring
5 4.90 6.5
*
Size of classrooms
3
2.94
8.5
* Playground
facilities
3 2.94 8.5
102
100
X2 = 107.15
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* Community
People
11
28.95
1
*
Other Government Agencies
7
18.42
2
* Barangay
Officials
6
15.79
3
Other stakeholders (Foundations, businessmen,
*
etc.) 5
13.16
4
* Sangguniang
Kabataan
4
10.53
5
* Municipal
officials
3 7.89 6
* PTCA
Officials
2 5.26 7
38
100
X2 = 9.89
df = 6
X2 .05 = 12.59
*Significant
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Table 13. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Utilization of school fund
26
25.24
1
*
Disbursement of funds
21
20.39
2
*
Prioritization of school needs
11
10.68
3
* Popularity
Contest
10
9.71 4
* Liquidation
procedures
9 8.74 5
*
Income Generating Projects
7
6.80
6.5
*
Donation from civic minded people and NGOs
7
6.80
6.5
* School
Canteen
5 4.85 8.5
* Raffle
Draws
5 4.85 8.5
*
Special Education Fund (Municipal School Board)
2
1.94
10
103
100
X2 = 49.52
df = 9
X2 .05 = 16.92
*Significant
Dropout cases affect greatly the result of the cohort survival rate and completion
rate. Kapangan District has a dropout rate of 2.18% for SY 2005 – 2006 compared
with the DepEd national result that is 7.34%, which is not a good indicator of
pupil development. The finding of the study is supported by the report of
Gonzalez (2000) explaining that the desired reduced level of dropout cases has
not been realized. Although dropout rate decreased slightly, the absolute level was
still of such magnitude it represents significant wastage in the system. Reading
skills and competencies of pupils is alarming nowadays because pupils lack
reading skills and comprehensions. Based on observation of teachers, pupils are
hard up in pronouncing words properly and understanding even just a simple
passage. The results of the study corroborates with the theory of Lardizabal, et. al.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(1977) that methods must be suited to the pupil since they are considered the
center of educative processes. So, their age, grade maturity, ability, interests,
needs, experience, health and growth must be considered. On the other hand, the
cohort survival rate is low represented by 64.73% in SY 2005 – 2006 as shown on
the district records. This shows that many pupils failed or dropped in the lower
grades, this is one reason of not being able to reach Grade VI in a span of six
years.
The result of the study shows that the hypothesis, that there are significant
differences in the threats of Kapangan under pupil development as perceived by
the respondents, is therefore accepted as compared with the observed value of the
chi-square test. This implies that there are differences in the threats under pupil
development as perceived by the respondents. The differences indicate that the
threats among schools vary based on the seriousness of problems affecting the
educational system.
Staff development. Based on tabulated data, the teachers’ morale was
perceived as the foremost threats; followed by the teachers’ pre-service trainings;
and competencies on the different learning areas. The finding supports the
hypothesis that there are significant differences in the threats of Kapangan under
staff development as perceived by the respondents as shown on the computed chi-
square test. Thus, the hypothesis is accepted. This implies that the differences on
the threats can be attributed on the observations regarding teachers’ behaviors and
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performances in the delivery of their work. The foregoing paragraph supports this
observation.
Teachers’ morale includes teachers’ professional ethics such as discipline,
and confidence. There are other teachers who are going against the code of
professional ethics for teachers to the point that they become irresponsible with
regards to pupil development. Learners under their care are being affected
because of their attitudes and behaviors that sometimes cause pupils to drop or
transfer out. The teachers’ pre – service trainings was perceived to have been
inadequate. The members of the district ranking committee confirm that some of
the teacher applicants who were interviewed have insufficient pre-service
teachers’ training as was observed in their demonstration lessons. Teachers who
have inadequate pre – service trainings will also provide inadequate knowledge to
pupils. In this case, there are tendency that quality of education will decline.
Teachers’ competence on the different learning areas is one of the threats
perceived by the respondents. Truly, some teachers have inadequate teaching
competence in the different learning areas not only the new teachers who are still
adjusting on the actual classroom situation but also some of the old teachers that
are considered traditionally oriented who sometimes resist change. It is therefore
important that teachers shall undergo graduate studies and educational trainings to
improve their teaching competences.
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Curriculum development. Based on the results of the study, lesson
planning daily was perceived as the foremost threats in the district. Respondents
revealed that preparation of a daily lesson plan hamper teachers in the preparation
of instructional materials to make learning more effective. Instead of preparing
instructional materials for an effective and efficient delivery of the lesson,
teachers used most of their time making their daily lesson plan. It just seems to be
redundant; because there is a lesson guide based from the Philippine Education
Learning Competences (PELC); and a teacher’s manual that is use as guide,
which is more detailed than the lesson plan but still the higher offices are
requiring teachers to prepare daily lesson plans. The industrial arts and garden
tools were also perceived as threats that may affect the education of a child. Based
on respondents’ remarks, most of these tools and supplies issued in school were
dull and of poor quality to the extent that it is easily damaged. Additionally, it will
just create accident to the pupils using it. Some of these instructional materials
issued are of poor quality too, which are easily damaged.
The finding revealed that the chi-square test has a higher value that the
tabular value. This means that there are differences in the threats of Kapangan
under curriculum development. Thus, the hypothesis, that there are significant
differences in the threats of Kapangan under curriculum development as
perceived by the respondents, is accepted. This implies that the differences anchor
on the poor quality and functionality of the materials used in enhancing the
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curriculum. This findings corroborated with the study of Sutaria (1985)
stipulating that the designs of the various instructional facilities pose serious
interrelated problems with regards to functionality, appropriateness, comfort and
the like. Under this kind of learning environment, even the most skillful teacher
will find it difficult to gain and maintain the interest of pupils.
Physical facilities management. As revealed on the data, the maintenance
of the school building is the most prevailing threats in the district due to their
conditions. According to teachers’ reports, most of their school buildings are
deteriorating due to dilapidated and termite infected parts. These conditions may
harm the teachers and pupils incase of calamities. The maintenance of school
equipment and furniture were perceived by the respondents as threats too. Due to
lack of funds for the maintenance of these school equipment and furniture, most
were already damaged. Furthermore, these are already old and dilapidated. Some
problems encountered by teachers on the equipment and furniture supplied by the
DepEd are of the poor quality and durability where most are easily destroyed and
others are not functional.
The finding shows that the computed chi-square value is higher that the
tabular value. Therefore, the hypothesis, that there are significant differences in
the threats of Kapangan under physical facilities management as perceived by the
respondents, is accepted. This entails that the differences can be attributed to lack
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of funds to maintain the conditions of the school physical facilities. This finding is
supported by the preceding paragraph.
School-community partnership. Based on the findings, some respondents
perceived the community people as the foremost threats in Kapangan. Some
community members are not supportive in schools causing delay of school
projects. Sometimes, other members create baseless information that destroyed
the good relationship among teachers and hamper some proposed projects for the
improvement of the school. The other government agencies are also blamed by
some respondents as threats due to their lack of support in the implementation and
improvement of the school and the community. Furthermore, some of these
government agencies even disapprove and delay school projects, others also
approved substandard and incomplete projects that are not suppose to be accepted
by schools. A few respondents also indicated that some barangay officials lack
support in school. Accordingly, some barangay officials have no support in the
deliberation of school resolutions. The findings of the study is supported with the
assumptions of Casareno (1979) claiming that threats in school management arise
due to lack of cooperation and coordination among school administrators,
barangay, municipal and provincial officials in allocation of funds needed for the
survey, registration and acquisition of school site and facilities.
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The computed chi-square value shows that there are differences in the
threats of Kapangan under school-community partnership. Therefore, the
hypothesis that, there are significant differences in the threat of Kapangan under
school – community partnership as perceived by the respondents, is accepted. It is
inferred that the differences in the threats among this indicator lie on the support
provided by the different members of the society in the improvement of the
community as well as the school. This connotation is supported by the preceding
paragraph.
Resource generation and fund management. As per result of the findings,
the utilization of school fund was revealed as the leading threats under this
component, followed by the disbursement of fund, and the prioritization of school
needs. Some teachers moan on the utilization and disbursement of school funds
because their school heads used the funds without consulting the needs of the
teachers. Other teachers complained due to lack of transparency on funds used.
Due to this situation, the priority needs of the school were not attained. The
popularity contest conducted by schools is a means of fund raising activity.
Accordingly, due to the crisis that the country is facing contemporarily, there are
feedbacks that others are getting this opportunity to solicit without submitting the
collected funds. This situation destroys the trust of people on fund raising
activities of the community. So instead of giving financial support, doubts come
in to whether this will be used productively.
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Based on the findings, the hypothesis that there are significant differences
in the threats of Kapangan under resource generation and fund management as
perceived by the respondents is therefore accepted as based on the computed
value of the chi-square test that is higher than the tabular value. The finding
indicates that the differences in threats are due to the proper utilization of the
funds. Many claim that school and community funds are not well reported, which
means that there is lack of transparency. This is discussed on the preceding
paragraph.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research concerns on the analysis of the strengths, weaknesses,
opportunities, and threats of the educational scenario of Kapangan District,
Benguet Division.
Specifically, this aims to identify the strengths, weaknesses, opportunities,
and threats relative to the identified resources of Kapangan District; the factors
associated to its strengths, weaknesses, opportunities, and threats; and the
complementation and gaps between the results of the SWOT in Kapangan District
with the National Development Plan for Education.
This study was conducted at Kapangan District, Benguet Division in
School Year 2006 – 2007. A structured survey questionnaire was used in
gathering the data needed in the study. The data were analyzed with the use of
frequency count, percentage, and rank. The chi – square test was also use to test
the hypothesis.
The salient findings of the study are as follows:
1. The foremost strengths of the district as to human, physical, financial,
information and technological resources based on respondents’ perceptions
include the skills and performances of the female teachers; the desks and chairs;
the DepEd MOOE fund; the DepEd Orders and Memoranda; and the cell phone.
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2. The leading weaknesses of the district as to human, physical, financial,
information and technological resources which identified by the respondents are
the leadership and management style of the Regional Director; the Science room;
income generating projects; Internet; and Liquid Crystal Display Projector (LCD).
3. A majority of the respondents point out the following as the
opportunities of the district as to human, physical, financial, information, and
technological resources. These include the skills and performances of the male
teachers; the school ground; the municipal school board; the division orders and
memoranda; and the school computers.
4. Among the human, physical, financial, information, and technological
resources, the respondents perceived the subsequent items as the leading threats.
These are the leadership and management practices of the female school heads;
the school toilets or comfort rooms; the teachers fund; the DepEd Service Manual;
and the cell site.
5. The foremost strengths identified by the respondents among the social,
political, economic and ecological factors associated with the progress Kapangan
District includes the population of men; the teachers; income through government
employment; and water quality.
6. The leading weaknesses as perceived by the respondents among the
social, political, economic, and ecological factors that may affect the progress of
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Kapangan District includes the family income of the community; the community
lawyers; apiculture; and the roads.
7. As to the opportunities, based on the respondents’ perceptions, among
the social, political, economic, and ecological factors that may contribute to the
progress of Kapangan District includes the professionals in the community; the
municipal political leadership; the livelihood projects; and the beauty spots.
8. The leading threats considered by the majority among the social,
political, economic, and ecological factors that may deteriorate the quest for
development of Kapangan District includes the criminal cases in the locality; the
insurgences in the locality; the logging activities; and the extinction of flora and
fauna.
9. Among the school indicators such as the pupil development, staff
development, curriculum development, physical facilities management, school –
community partnership, and the resource generation and fund management, the
respondents perceived the following as the leading strengths of Kapangan District
which includes the pupil participation rate; the teachers’ competence on the
different learning areas; the lesson planning daily; the school building; the PTCA
officials; and the income generating projects.
10. The respondents perceived the following as the foremost weaknesses
of Kapangan District under the school indicators such as the pupil development,
staff development, curriculum development, physical facilities management,
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school – community partnership, and the resource generation and fund
management. This includes the achievement level in national test; the study leave
– RA 4670; the computer aided instruction; the school physical facilities; the
other stakeholders such as the foundations and businessmen; and the utilization of
funds.
11. The leading opportunities under the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school – community partnership, and the resource generation and
fund management as perceived by the respondents includes the pupils health and
nutritional status; the graduate studies; the Science facilities from the TEEP; the
acquisition of facilities; the municipal officials; and the disbursement of funds.
12. The foremost threats under the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school – community partnership, and the resource generation and
fund management as perceived by the respondents includes the dropout rate; the
teachers’ morale; the lesson planning daily; the maintenance of school building;
the community people; and the utilization of school funds.
Conclusions
Based on the findings the following conclusions are drawn:
1. There are significant differences on the strengths, weaknesses,
opportunities, and threats among the human, physical, financial, information, and
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technological resources of Kapangan, Benguet in terms of their extent of
contribution in the development of the municipality.
2. the social, political, economic and ecological factors associated with
the strengths, weaknesses, opportunities, and threats of Kapangan, Benguet differ
significantly in terms of sufficiency and availability of services rendered for the
progress of the community.
3. There are significant differences in the strengths, weaknesses,
opportunities, and threats among the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school-community partnership and resource generation and fund
management with regards to their effectiveness and efficiency in the development
of the educational goals of Kapangan, Benguet.
4. The complementation between the results of the strengths, weaknesses,
opportunities, and threats of Kapangan with the National Development Plan for
Education includes the human resources, ecological factors and school –
community partnership while the gaps include the financial resources,
technological resources, curriculum development, and resource generation and
fund management.
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Recommendations
Based on the findings and conclusions the following are recommended:
1. In improving the areas of pupil development, school personnel shall
adopt and implement the best practices of other schools such as giving cash
incentives to pupil accomplishments, provide feeding programs and conduct field
trips to encourage pupils to actively participate in school and improve their
performances.
2. With the absence or insufficiency of the various facilities such as the
curriculum and physical facilities that may enhance the teaching and learning, the
DepEd personnel in collaboration with the Local Government Unit (LGU) and
Parents Teachers and Community Association (PTCA) shall work together in the
acquisition of such facilities. They should plan together for the provision of the
needed facilities like electricity for the far-flung communities, LCD/OHP,
computers, library books, Internet connections and school buildings and
maintenance.
3. With regards to the financial constraints in the various schools in
Kapangan, the PTCA shall organize a school income generating projects or other
forms of fund raisings to address economic problems in school. Likewise, the
LGU and the municipal school board shall increase the allotment for the different
district activities in the municipality to give more opportunities for the school
children and teachers to enhance their skills and competences.
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4. The LGU shall coordinate with the other agencies like the DPWH for
the improvement of the physical condition of the roads and school structures in
the municipality; the DENR for the environmental problems; and other agencies
to address the community problems.
5. With the identified weaknesses and threats in the municipality, the
DepEd personnel have to implement the suggested strategic plan in collaboration
with the various stakeholders to address the objectives and gaps of education in
the municipality. Please refer to the attached matrix of the strategic plan (Table
14).
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STRATEGIC PLAN
I. Rationale
The municipality of Kapangan is approximately located at 16° 33min to
16° 41min latitude and 120° 2.29min to 120° 40min longitude at the western
portion of the province of Benguet. The municipality of Kibungan bound
Kapangan on the north, of Atok on the east, La Union on the west and the
municipality of Tublay and Sablan on the south. Kapangan is 35 kilometers from
the city of Baguio and 29 kilometers from the Provincial Capitol of Benguet. The
municipality is accessible via land transportation. The common means of
transportation are jeeps and buses.
The total land area of Kapangan is 17,327 hectares or 6.68 percent of the
total land area of Benguet. About 70% of which is suited for agricultural
development. It has fifteen (15) barangays namely: Balakbak, Beleng-Belis,
Boklaoan, Cayapes, Cuba, Datakan, Gadang, Gaswiling, Kapangan Central,
Labueg, Paykek, Pongayan, Pudong, Sagubo and Taba-ao (Kapangan Socio-
economic Profile, 2005).
The highest elevation in the municipality is 1,200 meters above sea level
located within the boundary of the municipality of Kibungan. On the other hand,
the lowest is 200 meters above sea level located along the rivers near its boundary
with the province of La Union. Generally, Kapangan has more rolling terrain
compared with the other municipalities of Benguet. The flat areas could be found
at the barangays; Paykek, Cayapes, Balakbak, Datakan, Pongayan and Sagubo.
Likewise the municipality has irregular rugged terrain and towering Rocky
Mountains.
Kapangan District has eleven (11) complete elementary schools and
sixteen (16) barrio schools with a total population of 3,022 pupils, manned by a
Public Schools District Supervisor (PSDS), six (6) Principals, four (4) Head
Teachers and 140 active teachers.
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II. Statement of Vision and Mission
VISION:
Kapangan District envisions every individual imbued with a culture of
excellence through the development of their potentials; to become productive,
globally competitive and respected members of the society.
MISSION:
Specifically, its mission is to provide quality education to all individuals to
lay the foundation for lifelong and holistic learning, as well as critical and creative
thinking. Likewise, it shall provide effective instruction that contributes to the
development of individuals who are functionally literate, economically secure,
socially and morally responsible, makatao, makabayan, makakalikasan and maka-
Diyos.
III. Objectives
The objectives of this plan are as follows:
1. To establish schools as facilities where learners are able to learn a
range of core competencies prescribed for elementary education programs;
2. To define the roles and responsibilities of the various resources which
shall implement educational programs, projects and services in community they
serve;
3. To ensure that schools receive the kind of focused attention they
deserve and that educational programs, projects and services take into account the
interest of all members of the community;
4. To make schools an important vehicle and an environment conducive
for the teaching and learning;
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5. To encourage local initiatives for the improvement of schools and to
provide the means by which these improvements may be achieved and sustained;
6. To provide the framework for the governance of basic education
which shall set a general direction for education in Kapangan and establish
authority, accountability and responsibility for achieving learning outcomes;
IV. Implementation Plan
In the implementation of the strategic plan, the weaknesses and threats of
the municipality are the main focus or target for development. The DepEd
personnel have to implement the suggested strategies in collaboration with the
various stakeholders to address the objectives and gaps of education in the
municipality. Please see attached matrix of the strategic plan (Table 14).
V. Monitoring and Evaluation
A. Monitoring:
The monitoring process shall be done through the following:
1. Checklist shall be prepared for the procured and acquired curriculum
and physical facilities and equipments.
2. Interviews and conferences shall be conducted on the qualities and
functionality of the procured materials and its impact to education
B. Evaluation:
The evaluation tools that will be utilized are the assessment of teachers
and pupils performances based on acquired skills, facilities, materials and
equipments.
VI. Documentation
Pictorials and narrative reports shall be presented.
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Table 14. Strategic plan
PROGRAMS / PROJECTS
REMARKS
/ ACTIVITIES
STRATEGIES
AGENCIES
1. Pupil Development
a.Achievement Level
- Increase the achievement
- Closer supervision of
level of pupils in the
teachers and pupils
PSDS
National Achievement Test
activities.
School Heads
by at least 2% yearly
- Encourage teachers to
Teachers
construct / use appropriate
PTCA
indigenous/audio-visual
LGU
instructional materials
- Conduct supervised study
period and remedial reading
to address the non-
readers/non-numerates and
slow learners.
- Motivate pupils’ to actively
participate in academic
contests.
b.Cohort Survival Rate
- Raise the Cohort Survival
- Motivate pupils’ to actively
Rate by 2% yearly
participate in school and
PSDS
community activities such as School Heads
scouting and school
Teachers
intramurals
PTCA
- Conduct a regular parent’s
LGU
orientation to address pupil
problems.
c. Dropout Rate
- Decrease the dropout rate
- Conduct regular home
by 2% yearly
visitations
PSDS
- Orient teachers and parents
School Heads
on the various dropout
Teachers
interventions
PTCA
- Encourage pupils to join in
LGU
school clubs and activities
such as Math and Science
clubs, scouting activities and
sports activities
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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2. Staff Development
a.Professional Growth (RA
4670)
- Improve teachers
- Motivate teachers to enroll
PSDS
professional proficiency
in graduate studies to avail of School Heads
the study leave under magna-
Teachers
carta if qualifies the
PTCA
requirements
LGU
- Encourage teachers to
apply on the national
summer schooling
b.Teachers’ Morale
- Improve qualities and
- Conduct conferences with
PSDS
teaching behaviors of
teachers on classroom
School Heads
teachers
management and behaviors
Teachers
- Encourage teachers to
PTCA
attend professional trainings
LGU
c. Pre-Service Training
- Update teachers’ skills and - Organize and conduct
PSDS
competencies on new modes INSETs based on teachers
School Heads
of instruction
weaknesses and training
Teachers
needs
LGU
- Encourage teachers to
Stakeholders
attend higher level trainings
to acquire more skills
3. Curriculum
Development
a.Computer-aided
instructions
- Adopt appropriate
- Request/Acquire computer
PSDS
alternative modes of
–aided instructions from
School Heads
delivering instructions for
DepEd supply officers if any
Teachers
pupils
or borrow from other schools
NGO/LGU
with such materials
Stakeholders
- Coordinate with other
PTCA
NGAs for assistance
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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194
b.Liquid Crystal Display
and Overhead Projectors
- Promote quality education - Request/Acquire such
PSDS
through technology assisted technology from other NGAs School Heads
instructions
or from stakeholders
Teachers
- Coordinate with the local
NGA/LGU
school boards to at least
Stakeholders
purchase one for the
PTCA
municipality
c. Library Books and
References
- Improve pupils research
- Coordinate with NGA/Os
PSDS
skills and reading
in the acquisition of library
School Heads
comprehensions
books and reading materials
Teachers
- Request from the division
NGO/LGU
property custodian for some
Stakeholders
library books and other
PTCA
references
d.Internet
- Promote self-learning
- Coordinate with the LGU
PSDS
through ICT programs
and NGOs for the installation School Heads
of Internet connection in
Teachers
community
NGO/LGU
4. Physical Facilities
a.Science Rooms
- Improve pupils’
- Prepare resolutions/request
PSDS
performance in Science
for the completion or
School Heads
through appropriate
construction of Science room
Teachers
facilities
and installation of functional
NGO/LGU
facilities for the convenience
Stakeholders
- Conduct field trips with
PTCA
learners to nearby schools
with Science facilities for
pupils to gain ideas
b.Play Ground Facilities
- Improve pupils skills and
- Prepare resolutions/request
PSDS
talents in sports activities
for the procurement of
School Heads
playground facilities for
Teachers
school children
NGO/LGU
- Share with the playground
Stakeholders
facilities of the municipal
PTCA
area or the nearby schools
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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195
just to enhance pupils skills.
c. Comfort Rooms / Toilets
- Promote community
- Prepare resolution fro the
PSDS
cleanliness and sanitation
construction of a comfort
School Heads
room or toilets.
Teachers
- Encourage community to
NGO/LGU
observe community
Stakeholders
cleanliness and orderliness to
PTCA
minimize pollution.
d.Cell Site / Cell Tower
- Promote the importance of - Coordinate with the LGU
PSDS
ICT in the community
and Cell site owners to
School Heads
enlighten the community on
Teachers
the benefits and advantages
NGO/LGU
of the tower.
Stakeholders
- Disseminate the importance
PTCA
of this on Information and
Communication Technology
in education.
5. Budget and Finance
a. Income Generating
Projects
- Raise funds for various
- Organize at least an income
PSDS
District activities
generating such as canteen or School Heads
agricultural plantation to
Teachers
augment expenses in district
NGO/LGU
activities, which may be
Stakeholders
manage by the PTCA or
PTCA
teachers.
b. Utilization of Funds
- Address priority needs of
- Conduct conferences
PSDS
the District
among concern personnel on
School Heads
the utilization of funds to
Teachers
prioritize school/district
NGO/LGU
needs and for proper
Stakeholders
reporting and auditing of
PTCA
funds.
c. Teachers Fund
- Raise funds to support
- Coordinate with the LGU
PSDS
teachers’ training needs
to allocate funds from the
School Heads
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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196
special education fund to
Teachers
augment teachers’ expenses
NGO/LGU
on higher level trainings
Stakeholders
- Coordinate with the
PTCA
chairman on teachers
cooperative to allocate at
least an amount to support
teachers training
d. Family/Community
Income
- Increase income of the
- Coordinate with the LGU
PSDS
community through
and NGOs to supply
School Heads
livelihood projects
communities who have
Teachers
available resources for
NGO/LGU
livelihood projects to at least
PTCA
increase their income
6. Data Management
a.DepEd Service Manual
- Update personnel on new
- Request from the national
RD
guidelines and policies in
office updated DepEd
SDS
DepEd
service manual to serve as
PSDS
guides to DepEd personnel in School Heads
the municipality
Teachers
b.DepEd Handbooks
- Inform personnel on
- Request DepEd handbooks
issues, development and
from higher offices to at least
innovations in DepEd.
update personnel on issues
and development in
education.
7. Conflict Management
a.School Heads and
Teachers
- Minimize conflicts
- Organize a district
PSDS
between the teachers and the grievance committee to act
School Heads
school head’s leadership and on concerns and issues to
Teachers
management practices
arrive at a settlement.
PTCA
- School heads shall be
transparent in all school
matters especially money
matters to avoid conflicts
- School heads especially
females shall not require too
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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197
many bulk of reports from
teachers and shall minimize
being a fault-finder
b.Other Community
Members and School
Personnel
- Neutralize the conflicts
- Coordinate with DepEd
PSDS
between DepEd personnel
personnel, PTCA, Municipal School Heads
and other community
and barangay officials to
Teachers
members
include in the barangay
LGU
assemblies matters on
PTCA
community problems toward
schools to enlighten
everyone
c. Insurgences and
Government
- Neutralize the conflicts
- Establish a good rapport
Community
between the insurgences and with the insurgents to be of
Teachers
government in the
help in the community.
Insurgents
community
- Encourage them to
introduce livelihood projects
in the community and vice
versa
8. School – Community
Partnership
a.DepEd Officials
- Update teachers and
- Coordinate or invite DepEd
PSDS
employees on the current
officials to enlighten teachers School Heads
issues and information in
and employees on DepEd
Teachers
DepEd
programs
NGO/LGU
- Strengthen good rapport
Stakeholders
with the DepEd higher
PTCA
b.Stakeholders
officials
(Foundations and
Businessmen)
- Improve school plant
- Invite stakeholders as guest
PSDS
through the support of the
on programs to see the
School Heads
stakeholders
condition of the district
Teachers
- Prepare request from
NGO/LGU
stakeholders to finance or
Stakeholders
donate materials for
PTCA
improvement.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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198
c. Other Community
Professionals
- Address teachers,
- Seek assistance from the
PSDS
employees and community
other community
School Heads
on legalities through other
professionals
Teachers
community professionals
- Utilize their skills and
NGO/LGU
specialization voluntarily
Stakeholders
PTCA
d.Environmental Concerns
- Promote an environment
- Encourage the community
LGU
conducive to teaching
and concern agencies in
DPWH
learning situations
maintaining the natural
DENR
resources in order to present
DepEd
a rich learning resource for
learners
9. Research
a. Action Researches
- Promote the importance
- Encourage teachers and
DepEd
researches related to the
pupils to conduct studies or
Officials
development of all aspects of researches for school or
LGU
education
district improvement
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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199
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205
APPENDICES
Appendix A. Communication
Kapangan, Benguet
October 2006
The School Principal
DepEd – Kapangan District
Kapangan, Benguet
Sir / Madam:
The undersigned is a student of the Benguet State University conducting a
study entitled “SWOT Analysis of the Educational Scenario of Kapangan
District, Benguet Division SY 2006 – 2007”. In relation, I am seeking your
favorable approval to gather the needed data for my study. Rest assured that the
data collected would be treated with utmost confidentiality.
I will be profoundly grateful for the help extended in the pursuit of this
study. Thank you very much.
Very
truly
yours,
(sgd)
ALADIN
M.
DOBINTO
Student
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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206
Appendix B. Survey questionnaire
Name: ___________________________ Age: ________ Sex: __________
Civil Status: _____ single _____ married _____widow/er _____ separated
Educational Attainment:
___ Elementary ___
Secondary
___ College
____ Vocational
Occupation: _________________ School/Agency: ___________________
Legend:
Strengths (S) – refers to the resources or factors that the school or district has or
can do to sustain its development.
Weaknesses (W) – refers to the resources or factors that the school or district
doesn’t have or cannot do to sustain its development
Opportunities (O) – refers to the potential favorable conditions that contribute to
the development of the school or district.
Threats (T) – refers to the potential unfavorable conditions that hinder the
development of the school or district.
Remarks – Kindly indicate why you mark the factors or resources as Strength,
Weakness, Opportunity or Threat.
I.
The following are the resources associated with the development of Kapangan,
Benguet. Kindly check whether these identified resources are considered strengths,
weaknesses, opportunities or threats this current School Year 2006 -2007
I. A. Human Resources
S
W O
T
Remarks
Leadership and management style of the Regional
1 Director
Leadership and management style of the Division
2 Superintendent
Leadership & supervisory style of the Division
3 Supervisors
Leadership & supervisory style of the District
4 Supervisor
5 Leadership & Management practices of the male
school
heads
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6 Leadership & Management practices of the female
school
heads
7 Skills & performance of the master teachers
8 Skills & performance of the male teachers
9 Skills & performance of the female teachers
Skills & performance of the District Administrative
10 Aides
Skills & performance of the ALS/Non-Formal
11 Education
teachers
12 Municipal Mayor
13 Municipal Vice Mayor
14
Municipal
Councilors
15
Barangay
Officials
16
SK
Officials
17
PTCA
Officials
18
Community
members
B. Physical Resources
S
W O
T
Remarks
1 School site (acquired with documents)
2
School
Ground
3
Agricultural
areas
4 School building
5 Home Economics Building
6
Shop
Room
7
Science
Room
8
Library
Room
9 Desks & Chairs
10 Teacher’s chair and table
11
Water
system
12
Electricity
supply
13
Comfort
Rooms
C. Financial Resources
S
W O
T
Remarks
1 DepEd MOOE Fund
2
TEEP-SBM
Fund
3 Congressional Development Fund
4 Provincial School Board
5 Municipal School Board
6 Barangay Allocation Fund
7 SK Allocation Fund
8
PTCA
Fund
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9 Donations from NGOs
10
School
Canteen
11 Teachers Fund (Penalties from unfiled Absences)
12 Pupil Fund (pupil government)
13 Other Income Generating Projects
D. Information Resources
S
W O
T
Remarks
1
Internet
2 DepEd Orders and Memoranda
3 Regional Orders and Memoranda
4 Division Orders and Memoranda
5
Publications
/Education
News
6
Bulletins
7 DepEd Service Manuals
8
DepEd
handbooks
E. Technology Resources
S
W O
T
Remarks
1
Cell
site
2
Cell
phone
3
Telephone
4 Over Head Projector
5 Liquid Crystal Display (LCD)
6
Television
7
Radio
8
Xerox
Machine
9
Computer
10
Video
Camera
11
VCD
Player
12
DVD
Player
II.
The following are factors that can be associated with the development of
Kapangan, Benguet. Kindly check whether these identified sub-factors are
considered strengths, weaknesses, opportunities or threats this current School Year
2006 - 2007.
II. A. Social Factors
S
W O
T
Remarks
1 Educational attainment of parents
2 Professionals in the community
3 Skilled workers in the community
4
Population
of
men
5 Population of women
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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209
6 Family income of the community
7
Cases
of
morbidity
Family preservation of pagan traditions and
8 customs
9
Ethnic
diversity
10
Filipino
mentality
11 Criminal cases in the locality
12 Mass Media
13 Lifestyle of the people in the locality
B. Political Factors
S
W O
T
Remarks
1
National
Political
leadership
2 Provincial Political leadership
3 Municipal Political leadership
4 Barangay Political leadership
5 Community Health Workers
6
Community
Lawyers
7
Community
Engineers
8 Insurgences in the locality
9 Community religious leaders
10
Farmers
11 Business minded people
12
Military
13
Policemen
14
School
Heads
15
Teachers
16 Community Elders (old folks)
C. Economic Factors
S
W O
T
Remarks
1 Income from agricultural products or farming
2
Livelihood
projects
Business establishments (stores, videoke bars,
3 billiards,
etc.)
Small-scale industries (rice mill, vulcanizing/iron
4 works,
furniture)
5 Employment abroad or to more urbanized centers
6 Wages from occasional work /labor
7 Income through government employment
8 Income through private employment
9
Sericulture
10
Apiculture
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210
11
Community
Cooperatives
12
Gold
panning
13 Logging (felling and transporting
trees)
D. Ecological Factors
S
W O
T
Remarks
1
Landmarks
2
Beauty
spots
3 Flora and fauna (plants and animals)
4
Forests
and
mountains
5
Agricultural
lands
6
Roads
7
Water
quality
8
Air
quality
9
Soil
quality
10 Climate in the locality
11
Geographical
location
III.
The following are the school indicators that can be associated with the
development of Kapangan, Benguet. Kindly check whether these sub-components
are considered strength, weakness, opportunity or threat this current School Year
2006 – 2007.
III. A. Pupil Development
S
W O
T
Remarks
1 Achievement Level in National Test
2 Achievement Level in Regional Test
3 Achievement Level in Division Test
4 Achievement Level in District Test
5 Reading skills and competencies
6 Numerical skills and competencies
7 Size of class
8
Participation
Rate
9 Drop out Rate
10
Completion
Rate
11 Cohort Survival Rate
12 Health & Nutritional Status
13
Sports
activities
14
Scouting
activities
B. Staff Development
S
W O
T
Remarks
1
Teachers’
pre-service
training
2 Teachers’ competence on the different learning
areas
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
211
3 School conferences / Learning Action Cells (LAC)
Sessions
4 Study leave (RA 4670 – Magna carta for Teachers)
5
Graduate
studies
6 Subscription to educational magazines
7 Teachers’ morale (discipline, self-confidence, etc.)
8
PPSTA
C. Curriculum Development
S
W O
T
Remarks
1 Indigenous
Instructional
Materials
(IMs)
2
Instructional
Materials
3 Science facilities (TEEP supplies)
4
Prototyped
lesson
plans
5 Lesson planning daily
6 Computer aided instruction
7 Home economic facilities
8 Industrial arts/garden tools
9 Library books and reading
materials
10
Textbooks
D. Physical Facilities Management
S
W O
T
Remarks
1
Acquisition
of
Facilities
2
School
Building
3 Maintenance of school building
4
Classroom
structuring
5 Size of classrooms
6 Sanitation and safety
7 School equipments and furniture
8 Maintenance of school equipment and furniture
9
Playground
facilities
E. School - Community Partnership S
W
O
T
Remarks
1
Municipal
officials
2
Barangay
Officials
3
Sangguniang
Kabataan
4
PTCA
Officials
5
Community
People
6 Other Government Agencies
Other stakeholders (Foundations, businessmen,
7 etc.)
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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212
F. Resource Generation And Fund Management
S
W O
T
Remarks
1 Disbursement of funds
2 Prioritization of school needs
3 Utilization of school fund
4
Liquidation
procedures
5
School
Canteen
6 Income Generating Projects
7 Special Education Fund (Municipal
School
Board)
8 Donation from civic minded people and NGOs
9
Popularity
Contest
10
Raffle
Draws
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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213
BIOGRAPHICAL SKETCH
The researcher was born on January 25, 1976 at Datakan, Kapangan,
Benguet. He was the seventh siblings of Danny B. Dobinto and Derina L. Menzi,
both natives of Kapangan, Benguet. The researcher finished his elementary
education at Longboy Elementary School, Labueg, Kapangan, Benguet in 1989.
He graduated from St. Theresita’s High School, Labueg, Kapangan, Benguet in
1993. He continued his college education at the Benguet State University, La
Trinidad, Benguet as a Sangguniang Kabataan scholar and through the assistance
of his parents, brothers and sisters. Finally, he completed the Bachelor of
Elementary Education in a span of three years through his patience and
perseverance in March 1996. Luckily, in December of the same year the result of
the Licensure Examination for Teachers was released.
In January 1997, he was immediately taken as substitute teacher at Paykek
Elementary School, Paykek, Kapangan, Benguet for seven months from January
to March and June to November. After his term, he was advice to process his
supporting papers for a permanent position. So, in June 1998, he was assigned at
Baguionas Barrio School, Gaswiling, Kapangan, Benguet at the same time the
Teacher In – Charge where he conducted his thesis entitled “SWOT Analysis of
Baguionas Barrio School”. As a classroom teacher, he was involved in various
activities related to educational development of the children such as scouting,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
214
athletics and others. In November 1999, he was requested to transfer at Paykek
Elementary School due to the absence of a Shop Teacher.
Within three years he was luckily promoted from Teacher I to Teacher II
and finally Teacher III. In June 2003, he was encouraged to head at Pongayan
Barrio School as Teacher In – Charge to gain more experience. After a year, he
was promoted to Head Teacher III and was transferred back at Paykek Elementary
School up to the present.
Due to his perseverance and desires for professional development, he
pursued his Doctor of Philosophy, major in Educational Management with the
guidance and encouragement of his adviser and the members of the Advisory
Committee.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
ALADIN M. DOBINTO, April 2007. Strengths, Weaknesses, Opportunities and
Threats (SWOT) Analysis of the Educational Scenario of Kapangan, Benguet. Benguet
State University, La Trinidad, Benguet, Philippines.
Adviser: Carlos P. Luma-ang, Ed. D.
ABSTRACT
This study aimed to determine the strengths, weaknesses, opportunities and
threats of Kapangan, Benguet along human, physical, financial, information, and
technological resources; to determine the factors associated with the strengths,
weaknesses, opportunities and threats as to social, political, economic, and ecological
factors; to determine the strengths, weaknesses, opportunities and threats of Kapangan,
Benguet among the following school indicators such as pupil development, staff
development, curriculum development, physical facilities management, school-
community partnership, and resource generation and fund management; and to determine
the complementation and gaps between the results of the SWOT in Kapangan with the
National Development Plan of Education vis-à-vis the Strategic Plan.
The respondents of the study are the teachers, municipal officials and employees,
the policemen, barangay officials and the PTCA officials of Kapangan, Benguet. Their
responses were gathered through interviews and questionnaires. Frequency counts,
percentage and rank were used in describing the data. The chi-square test was used to
determine the level of significance of the hypothesis.
Results revealed that the foremost strengths of Kapangan under the various
resources are the skills and performances of the female teachers; the desks and chairs; the
DepEd MOOE fund; the DepEd Orders and Memoranda; and the cell phone. Under the
different factors, the population of men; the teachers; income through government
employment; and water quality are the most accepted strengths. Among the school
indicators, the pupil participation rate; the teachers’ competence on the different learning
areas; the daily lesson plan; the school building; the PTCA officials; and the income
generating projects are the leading strengths.
The foremost weaknesses of Kapangan under the various resources include the
leadership and management style of the Regional Director; the Science room; income
generating projects; Internet; and Liquid Crystal Display Projector (LCD). The family
income of the community; the community lawyers; apiculture; and the roads are the
leading weaknesses among the different factors. As to the various school indicators, the
achievement level in national test; the study leave – RA 4670; the computer aided
instruction; the school physical facilities; the other stakeholders such as the foundations
and businessmen; and the utilization of funds are the foremost weaknesses.
The topmost opportunities of the municipality under the various resources are the
skills and performances of the male teachers; the school ground; the municipal school
board; the division orders and memoranda; and the school computers. The leading
opportunities under the various factors are the professionals in the community; the
municipal political leadership; the livelihood projects; and the beauty spots. The leading
ii
opportunities under the school indicators are the pupils’ health and nutritional status; the
graduate studies; the Science facilities from the TEEP; the acquisition of facilities; the
municipal officials; and the disbursement of funds.
The leading threats of the municipality among the various resources are the
leadership and management practices of the female school heads; the school toilets or
comfort rooms; the teachers fund; the DepEd Service Manual; and the cell site. The
topmost threats under the various factors are the criminal cases in the locality; the
insurgences in the locality; the logging activities; and the extinction of flora and fauna.
The foremost threats under the school indicators are the dropout rate; the teachers’
morale; the daily lesson planning; the maintenance of school building; the community
people; and the utilization of school funds.
The identified strengths and opportunities contributed much in the improvement
and progress of Kapangan, Benguet while the weaknesses and threats hampered the
possible advancement of the community and its educational development.
iii
TABLE OF CONTENTS
Page
Bibliography ...................................................................................................... …..i
Abstract .................................................................................................................... i
Table of Contents ................................................................................................... iv
INTRODUCTION ...................................................................................................1
Background of the Study .............................................................................1
Statement of the Problem .............................................................................4
Objectives of the study .................................................................................5
Importance of the Study ...............................................................................6
Scope and Delimitation of the Study ...........................................................8
REVIEW OF LITERATURE ..................................................................................9
Resources Associated with the Strengths,
Weaknesses,Opportunities and Threats of Kapangan, Benguet ..................9
Human Resources ............................................................................9
Physical Resources.........................................................................12
Financial Resources .......................................................................13
Information Resources ...................................................................14
Technological Resources ...............................................................15
Factors Associated with the Strengths, Weaknesses, Opportunities
and Threats of Kapangan, Benguet ............................................................18
Social Factors .................................................................................18
Political Factors .............................................................................21
Economic Factors...........................................................................23
iv
Ecological Factors ..........................................................................24
School Indicators Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet .....................................26
Pupil Development.........................................................................26
Staff Development .........................................................................29
Curriculum Development...............................................................30
Physical Facilities Management ....................................................31
School – Community Partnership ..................................................32
Resource Generation and Fund Management ................................33
Conceptual Framework ..............................................................................34
Operational Definition of Terms ................................................................38
Hypotheses of the Study ............................................................................42
METHODOLOGY ................................................................................................43
Locale of the Study ....................................................................................43
Respondents of the Study...........................................................................45
Instrumentation ..........................................................................................47
Data Collection ..........................................................................................48
Statistical
Analysis……………………………………………………….48
RESULTS AND DISCUSSIONS ..........................................................................50
Resources Associated with the Strengths, Weaknesses, Opportunities and
Threats of Kapangan,
Benguet………………………………………………………….……….50
Strengths ........................................................................................50
Weaknesses ....................................................................................63
Opportunities..................................................................................71
v
Threats............................................................................................84
Factors Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet .....................................95
Strengths ........................................................................................95
Weaknesses ..................................................................................105
Opportunities................................................................................114
Threats..........................................................................................123
School Indicators Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet ...................................133
Strengths Among the School Indicators ......................................133
Weaknesses Among the School Indicators ..................................147
Opportunities Among the School Indicators................................159
Threats Among the School Indicators ..........................................171
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS........................182
Summary ..................................................................................................182
Conclusions ..............................................................................................185
Recommendations ....................................................................................187
STRATEGIC PLAN ............................................................................................189
LITERATURE CITED ........................................................................................199
APPENDICES………………………………………………………………….205
A. Communication ……………………………………………………..205
B. Survey Questionnaire ……………………………………………….206
BIOGRAPHICAL SKETCH ...............................................................................213
vi
INTRODUCTION
Background of the Study
SWOT Analysis is a powerful technique for identifying strengths and
weaknesses, and for examining the opportunities and threats a manager
encounters in such organization, or the discovery of new opportunities, and
management and elimination of threats. SWOT Analysis is a basic,
straightforward model that provides direction and serves as a basis for the
development of educational plans. It accomplishes this by assessing an
organizations strengths and weaknesses in addition to opportunities and threats
(Ferrel, 1998). In this connection, the researcher wishes to use this technique to
assess and make strategic plan for Kapangan, Benguet.
It has been the goal of educators to raise the low quality of Philippine
Education but it seems that quality education is very difficult to be achieved. The
innovations and strategic actions launched by the government and the Department
of Education in fostering quality education seem to be ineffective. As the country
is becoming more advanced technologically, the quality of our education seemed
to be deteriorating.
At present, with these rising problems in the Philippine Educational
System, the Department of Education envisions to protect and promote the rights
of all citizens to quality education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
2
and secondary level. To add, the DepEd aims to ensure that the values, needs, and
aspirations of a school community be reflected in the program of education for the
children, out of school youths and adult learners, in consonance with the
government thrust of educating the people for a strong republic. In line with this
government thrust and DepEd vision, Kapangan District also envisions to bring
up individuals imbued with a culture of excellence through the development of
their potentials and to become productive and respected members in the national
as well as in the global community. Furthermore, it commits to provide quality
education to all individuals to lay the foundation for life long and holistic
learning, critical and creative thinking; and to provide effective instruction that
contribute to the development of individuals who are functionally literate,
economically secure, socially and morally responsible, makatao, makabayan,
makakalikasan and maka-Diyos.
Since education is often considered as an investment for the future, a
vehicle for better life and progress, and a great provider of opportunities, school
managers and teachers are tasked to develop and adopt educational services suited
to a period of unprecedented change. In this case, new techniques of teaching
learning should evolve so that lesson mastery is not a once-and-for-all process
only but involves continuous study and re-learning. The educational process
should be planned to allow school managers to carry out the tasks of developing
services efficiently and effectively as possible. A wider participation in the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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3
operation and improvement of the school and instruction must be met now since
Philippine Education is declining as was manifested on a report that it ranked
second from the bottom worldwide. A rising demand for quality education for
social and economic advancement is necessary and should be desired not only by
educational managers but also by teachers, parents, employees, pupils/students
and the local government unit to solve the economic problems of the country and
to become globally competitive.
The Supervisors, Principals, Head Teachers and Teacher In-charge, who
are the immediate leaders in the public schools and have a daily contacts with the
schoolteachers are believed to be responsible for the implementation and
execution of the department policies and in the achievement of educational goals;
and take charge of the school buildings and other performances of teachers and
pupils. In short, they are responsible and accountable to any untoward outcome of
their school output. Therefore, they need to assess the strengths, weaknesses,
opportunities and threats of the educative machinery within their respective
schools or district. Accordingly, the performance of the teachers within their
jurisdiction hinges on such leadership. Their behavior as administrators may
either construct or destroy the zeal, enthusiasm, and the morale of the teachers.
The organizational climate within the schools depends on the leadership behavior
of the school administrators, so how they run and what they do in their schools are
the determining factors in making the educative machinery work smoothly. But it
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
4
should also be considered that there are other factors affecting the development of
an organization. And such factors shall be identified to address these problems in
our educational system.
With these assumptions, school administrators ought to find out how their
leadership and management helps promote sound management and quality
teaching-learning processes in the school within their jurisdictions; and to identify
other factors for the development of the Kapangan as a whole.
Statement of the Problem
This research generally aims to study the strengths, weaknesses,
opportunities and threats associated with the development of Kapangan, Benguet.
Specifically, it sought to answer the following question:
1. What are the strengths, weaknesses, opportunities, and threats of
Kapangan, Benguet along the following:
a. Human Resources
b. Physical Resources
c. Financial Resources
d. Information Resources
e. Technological resources
2. What are the factors associated with the strengths, weaknesses,
opportunities, and threats of Kapangan, Benguet as to:
a. Social
factors
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
5
b. Political factors
c. Economic factors
d. Ecological factors
3. What are the strengths, weaknesses, opportunities and threats of
Kapangan, Benguet among the following school indicators:
a. Pupil development
b. Staff development
c. Curriculum Development
d. Physical Facilities Management
e. School – Community Partnership
f. Resource Generation and Fund Management
4. What are the complementation and gaps between the results of the
SWOT in Kapangan, Benguet with the National Development Plan for
Education?
Objectives of the Study
The objectives of the study were:
1. To determine the strengths, weaknesses, opportunities, and threats of
Kapangan, Benguet along human, physical, financial, information, and
technological resources.
2. To determine the factors associated with the strengths, weaknesses,
opportunities, and threats as to:
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
6
a. social factors
b. political factors
c. economic factors
d. ecological factors
3. To determine the strengths, weaknesses, opportunities and threats of
Kapangan, Benguet among the following school indicators:
a. Pupil development
b. Staff development
c. Curriculum Development
d. Physical Facilities Management
e. School – Community Partnership
f. Resource Generation and Fund Management
4. To determine the complementation and gaps between the results of the
SWOT in Kapangan with the National Development Plan of Education.
Importance of the Study
As envisioned by the researcher, the result of this study will benefit the
school officials, school heads, teachers, the researcher himself and Kapangan
District as a whole.
The District Personnel will make use of the results of this study in
planning and implementing training programs for school administrators
particularly in Kapangan, Benguet.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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7
The District Supervisors and school heads will be benefited by the results
of this study in the sense that they will be made aware of their strengths and
weaknesses as managers and leaders in the district as well as the opportunities and
threats presence in the district. This awareness could lead to the development of
the district and better performance of the district supervisors and school heads.
The teachers who are then the direct beneficiary of improved management
practices and leadership style of their school administrators stand to gain from the
results of the study besides of their exposure obtained from the experience.
Management behavior gained by the school administrators will also improve the
teamwork among the teachers who will be motivated in achieving the defined
goals and objectives.
Other researchers will make use of the results of this study as springboard
in the conduct of related studies and as a baseline data for their investigations.
The researcher himself will be benefit from this study in terms of
improved skills in conducting research, data analysis and reporting. This study
will also deepen perspective regarding the management functions and leadership
styles of the educational managers.
The above stated considerations spell out the relevance and importance of
this study in the area of administration and supervision in the sense that it will
help the district supervisor, school administrators, and personnel in identifying the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
8
strengths, weaknesses, opportunities, and threats prevailing in the district and in
their own school system.
Scope and Delimitation of the Study
The Respondents of this study are delimited to the municipal and barangay
officials, municipal employees, PTCA officials, school administrators, and
teachers of Kapangan, Benguet. This study focused mainly on the identification of
strengths, weaknesses, opportunities, and threats prevailing in the district this
current School Year 2006 - 2007 and anchored on the perspective that knowledge
of oneself is the key component of an analysis.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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9
REVIEW OF LITERATURE
SWOT analysis is an important step in planning and its value is often
underestimated despite the simplicity in creation. The role of SWOT analysis is to
take the information from the environmental analysis and separate it into internal
issues (strengths and weaknesses) and external issues (opportunities and threats).
Once this is completed, SWOT analysis determines if the information indicates
something that will assist an organization in accomplishing its objectives (a
strength or opportunity), or if it indicates an obstacle that must be overcome or
minimized to achieve desired results (weakness or threat) (Ferrell, 1998).
In this study, the strengths, weaknesses, opportunities, and threats of
Kapangan District, Benguet Division were analyzed in terms of resources and
factors that can be associated to its development. This section presents related
concepts and ideas to the said topic.
Resources Associated with the Strengths, Weaknesses,
Opportunities and Threats of Kapangan, Benguet
Human Resources
Human Resources refer to any official and employee of the government
who are assets or resources to be valued, developed and utilized in the delivery of
basic services to the public. This includes the district personnel, work force and
officials working together for educational development. The efficiency and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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effectiveness of the services that the DepEd offers to the public depend largely on
the performance of its human resources. Hence, there is a need for sound
selection, good management and continuous development of its manpower
(DECS Service Manual, 2000).
With regard to gender, men have been found superior in speed and
coordination of gross bodily movements, and are better in spatial orientation,
mechanical comprehension and arithmetic reasoning while women excel in speed
and accuracy of perception and in memory, numerical computation, verbal
fluency, and linguistic abilities generally (Goetz, 1987).
Camalao (2001) made mentioned also that Master Teachers shall be
skillful in the preparation of action plan for the school year; can teach all subjects
in the elementary school; can demonstrate prepared lesson plans in the different
learning areas; should study and remedy the needs of pupils; construct reliable test
questions; and must assist the school head and co-teachers.
Accordingly, he must have a theory of educational administration,
proficiency foundations, appropriate educational qualifications, operational
proficiency, and personal and leadership qualities (Naval-Aquino, 1996).
Cabarteja (1994) also mentioned that school heads should exemplify good rapport
with her teachers, and that she should avoid fault-finding but rather she should
look into the tangible accomplishments of her teachers, both inside and outside
the school premises.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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11
On the other hand, the Local Government Unit (LGU) as partner of the
DepEd serves primarily as a general purpose government for the coordination and
delivery of basic, regular and direct services and effective governance of the
inhabitants within its territorial jurisdiction (Tabunda and Galang, 1991). The
LGU, which composes of the politicians, are responsible for such development in
the community, so they have to make it their primary concern. They will now
have to set up their system of priorities while they have to be politicians in a
certain sense, they, at the very least, should also be area mangers that will be
responsible for making things happen. They must not merely wait for things to
happen; they must conceptualize, plan, fund and implement local government
projects.
Dawala (2004) mentioned that the PTCA is a part of the school’s strengths
in implementing school programs and projects so that the school may become the
center of community improvement. Therefore, there is a need for the parents to be
informed regarding the aims, purposes, plans, and needs of the school. When the
parents are kept abreast of school information, they are more competent and
willing to cooperate with the school on its programs and projects. Good rapport
within the school/district organization is an essential factor in creating a
stimulating and wholesome environment for learning and development. Likewise,
parents have the right and responsibilities to take active participation in school
activities where they are involved.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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12
Physical Resources
Physical resources refer to the educational facilities, which include the
school site; school buildings; school equipments and furniture; and textbooks and
other instructional materials. These should be planned in relation to the
instructional program. The plan also shall be flexible to anticipate educational as
well as social and technological changes and innovations (DECS Service Manual,
2000).
It is a common knowledge that the effective operation of the institution of
learning anchors on the physical status of the school facilities. The presence or
absence of the components of the school plant affects the teaching learning
process (Bernardo, 1990). Adequate school plant that includes home economics,
shop, library and laboratory buildings, playground, and area for agricultural
projects, sufficient toilets and lighting facilities are mostly wanting in every
school (Fernandez, 1989).
The study of Pumaat (1993) revealed that lack of classrooms; laboratory
facilities; multi-purpose; water system; limited playground and agricultural area;
poor classroom ventilation and lighting facilities, which should help improve
pupil acquisition of reading skills were observed to be poorly instituted. Ancheta
(1993) recommends that adequate school ground and recreational areas are
needed for the improvement of instruction and a revitalized school organization.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Financial Resources
Financial resources refer to the sources of funds that are appropriated for
the different educational programs and projects. The principal sources of funds for
educational facilities in public schools are the national, provincial, city, and
municipal governments. Other sources of funds, which serve to help finance
public elementary and secondary educational facilities, are the Special Education
Fund, voluntary contributions and donations from philanthropies, non-
government organizations (DECS Service Manual, 2000).
According to Tabunda and Galang (1991), upon the implementation of the
Local Government Code, the municipalities shall be responsible for the
construction, rehabilitation, repair and maintenance of public school building for
the elementary and secondary school, which shall come from the fund under the
General Appropriation Act. This corroborates with the DECS Service Manual
(2000), which states that national funds needed to finance public elementary and
secondary schools and educational facilities are provided in the yearly General
Appropriation Act, or the national budget for each calendar year. The annual
appropriations in the national budget for the Department of Education include
fund allocations for capital outlays, for maintenance and other operating expenses
(MOOE), and for sundries. Capital outlays are provided for the acquisition of
school sites as well as the acquisition of equipments, buildings and other materials
needed for the public elementary and secondary schools. MOOE are also provided
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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14
for traveling expenses, communication services, repair and maintenance of
facilities, supplies and materials, etc. It is from the MOOE where funds are taken
for the purchase of educational inputs such as textbooks and supplies. It is the
MOOE that has a bearing on the quality of education that could be provided
(Gonzalez, 2000).
Sufficient funds will mean more and better school, which will produce
better types of citizens who can provide more resources that can generate more
funds, while inadequate funds will provide poor schools, which will produce poor
citizens who may not improve the financial condition of the country (Naval-
Aquino, 1967). On the other hand, lack of funds needed for the proper care and
maintenance of school properties is a threat in developing a school (Casareno,
1979). Likewise lack of financial assistance is a recurrent factor, which
tremendously affects the supervision and inspection of public and private
institutions or school (Gregorio, 1978).
Information Resources
Information resources focus on the problems inherent in sending and
receiving messages and information. The theory is based on the idea that
communication involves uncertain processes, both in the selection of the message
to be transmitted and in the transmission of the message itself (McEliece, 2005).
The Central Office conveys information and instruction to the regional
offices through printed materials such as the Service Manual, which contains the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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basic regulations, instructions and information that guide DepEd Central Office
and the field personnel in carrying out the tasks of the Department; handbooks,
which provide handy reference materials to the field on the implementation of its
programs and projects – leaflets, foldouts and the like are some examples of this
that are being issued to disseminate information on specific programs or projects
being implemented by DepEd; publications like Education News, are published
on a regular basis, which are distributed to inform the field and other stakeholders
on various activities undertaken by DepEd toward the development of quality
basic education in the country; and the DepEd Issuances like DepEd Orders,
which are issuances of policies, guidelines, or regulations which are generally
permanent in nature and are in effect until rescinded; DepEd Memorandums,
which are issuances containing certain instructions and information that may
include announcement of conferences, seminars, examinations, surveys,
competitions and celebrations; and Bulletins that inform the field on the
educational statistics, curricular materials, professional papers on academic,
industrial, health concerns, etc. (DECS Service Manual, 2000).
Technological Resources
Technological resources is a general term for the processes by which
human beings fashion tools and machines to increase their control and
understanding of the material environment (Merritt, 2005).
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Many technological innovations of the 20th century have promised
breakthroughs in the methods and effectiveness of teaching. Some of the most
promising innovations included filmstrips and motion pictures; teaching machines
through mechanical devices that present systematic instruction to students; and
programmed instruction through instruction delivered in a graded sequence of
steps, usually by means of a computer or other device. The revolution in computer
and communications technology holds out hope that all students will connect with
more information and more people than ever before, and that learning might
become more individualized. The other promising technological advance is in
biochemistry and genetic engineering. Innovations in these fields suggest that
certain barriers to learning, such as short attention spans or faulty memories,
might one day be reduced by means other than the traditional reliance on sheer
effort alone (Simonson, 2005).
Telecommunications such as telephone system and cellular phones are
technological devices and systems that transmit electronic or optical signals
across long distances. Telecommunications enables people around the world to
contact one another, to access information instantly, and to communicate from
remote areas. Telecommunications enables people to send and receive personal
messages across town, between countries, and to and from outer space. It also
provides the key medium for delivering news, data, information, and
entertainment. Wireless communications allow people greater flexibility while
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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communicating, because they do not need to remain at a fixed location, such as a
home or office, but instead can communicate with other people while traveling in
a car or walking along a street. Wireless technologies make communications
services more readily available than traditional wire-based services (such as
ordinary telephones), which require the installation of wires in fixed locations.
Likewise, wireless communications devices are useful in places where
communications services are only temporarily needed, such as at outdoor festivals
or large sporting events. These technologies are also useful for communicating in
remote locations, such as mountains, jungles, or deserts, where wire-based
telephone service might not exist. Many businesspeople use wireless devices,
such as cellular radio telephones, also known as cell phones, to stay in contact
with colleagues and clients while traveling. Increasingly, people are using
wireless devices for a variety of everyday purposes, such as scheduling
appointments, arranging meeting places, shopping for food, or agreeing on home
video selections while in a video store (Frieden, 2006).
Likewise, the VCD players are used primarily in the entertainment
industry to store and play movies and in education to contain information such as
an encyclopedia (Miller, et. al, 2003). Snyder (2006) also made mentioned that
computer programs, or applications, exist to aid every level of education, from
programs that teach simple addition or sentence construction to programs that
teach advanced calculus. Educators use computers to track grades and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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communicate with students; with computer-controlled projection units, they can
add graphics, sound, and animation to their communications. Additionally,
Arnold (2006) that Computer-Aided Instruction (CAI) is a diverse and rapidly
expanding spectrum of computer technologies that assist the teaching and learning
process. Many students benefit from the immediate responsiveness of computer
interactions and appreciate the self-paced and private learning environment.
Moreover, computer-learning experiences often engage the interest of students,
motivating them to learn and increase independence and personal responsibility
for education. Clemente (1996) stated that the lack and inadequacy of such
technology contributes to the decline of quality education.
Factors Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
The social, political, economic and ecological factors are the parameters
by which one evaluates the past, present, and the future performances of the
environment.
Social Factors
Social factors refer to the demography of the society under study like its
population, age, morbidity and gender parameters, which includes the education
and skill level of the populace, their health and state of physical as well as
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psychological security. Social factors necessarily entail an appreciation of
religious values as well as cultural customs and mores (SBM Manual, 2004).
National Statistic Survey (2000) shows that Kapangan population was
compose more of men than women with 53.27% (Kapangan Socio-economic
Profile, 2005). With respect to personality traits, men are characterized by greater
importance, aggressiveness, dominance and achievement motivation and they
contribute a lot in the labor force; women by greater dependency, a stronger social
orientation, and the tendency to be more easily discouraged by failure than men
(Goetz, 1987).
As to the educational background of Kapangan populace, 87% were
literate and 13% were illiterate (Kapangan Socio-economic Profile, 2005). Older
people have less formal education than younger people. Comparatively, few older
people are well educated; few of them posses those characteristics that are
associated with high education. Corbett (2002) made mentioned that relative
poverty is the condition of having fewer resources or less income than others
within a society or country, or compared to worldwide averages, which are
necessary for the well-being or survival of the world’s people. In developed
countries, relative poverty often is measured as having a family income less than
one-half of the median income for that country.
The people of Kapangan belong to two linguistic group, the Kankana-ey
and Ibaloi but significantly they share common customs and traditions. One
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Mambunong (Pagan Priest) may perform in the ritual in an Ibaloi or Kankana-ey
hosted cañao (Kapangan Socio-economic Profile, 2005). Family traditions,
customs and celebrations have been preserved in many Filipino homes, whether
religious, historical or socio-cultural in origin and nature, which affects the key
decisions that a person makes (Fagella & Cawagas, 1988). In spite of the modern
influences, the Filipinos still look at the world and nature as people by
supernatural beings and governed by forces above him. His approach to truth is
intuitive rather than rational or scientific (Bonoan, 1997).
One of the negative factors that hinder the development of a community or
nation, according to Naus (1993) is the subscription to traditional culture. People
should do away from negative traits, which affects not only their family but also
the society. Such negative traits includes kami syndrome, great love of social
acceptance, padrino system, utang na loob, crab mentality, too much hospitality
and pakikisama.
Some factors that barricade our quest for quality education is the high
crime rate in the country. Details of these are exposed by the media and are even
used as entertainment. Overexposures to these crimes like kidnapping, robberies,
drug pushing, car napping, and others would lessen children’s love and interest
for knowledge particularly those who come from poor families (Abiar, 1998). A
child in a great measure is affected by the society where he lives. The clothes he
wear, the language he speaks, the ideas and ideals he subscribes to, the books he
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reads and movies he watches, even the illness to which he is prone, with, play a
heavy role in the development of his personality (Andres, 1994).
Also, the most powerful negative force that invaded the country and still
in good position to create continuous havoc and abuse on every breathing creature
is poverty. It is the root causes of many pains and failures of mankind. It causes
black nutrition, poor health and sanitation, disturbed peace and order, low
productivity, prevalence of many crimes, and deceit (Reyes, 2000). It hinders the
attainment of quality education in the country and that the government is also
crawling due to the crippling problems (Abiar, 1998).
Political Factors
Political factors refer to the power structures and forces, which influences
an environment’s internal governance and its external linkages. These structures
and forces include the existing government power elite and their opposition,
religious sects, anarchists, business tycoons, activists, reactionaries, the military,
revolutionaries, landlords, peasants, management, labor unions, the voting
masses, etc. (SBM, 2004).
According to Guerero (1993), some factors that contribute to the
deterioration of quality education is due to too much politicians’ intervention in
the educational system to the point that educational policies are no longer based
on rational and professional considerations but on political expediency.
Additionally, Ajos (1998) stated that the increasing interference of politicians in
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the administration of the schools such as transfer, promotion, and employment
and other school affairs causes serious problems in the institution
According to Doctor (1998), the committed and dedicated teachers are the
key to quality education, and so students under their care have a greater chance of
survival in the world of close competition and have the advantage of improvement
and development in their own way of life. Segumpan (1997) also stated that
teachers play a vital role in the development of educational organization. They
collaborate with the school leaders in the pursuit of productivity – quality
education, excellence, competitiveness, what not. Without them, nothing much
can be achieved in the system. It is important then to identify the factors that
relate to teachers’ productivity.
The article form the Encarta Encyclopedia stated that attorneys are helpful
in settling an action. Furthermore, the duties of an attorney are to act with
diligence and fidelity to one's client and to show average prudence, knowledge,
and skill in professional dealings. On the other hand, Stark (2002) mentioned that
engineering aimed at meeting national needs, encourages new research, and is
concerned with the relationship of engineering to society. Like wise, Weiss
(2002) revealed that military professional and technical skill may be increasingly
used in meeting civilian needs for disaster relief, civic action in war-torn nations,
and nation-building projects.
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.
The article from the Encarta Encyclopedia (2006) states that Igorots share
beliefs relating to sacred trees and mountains, and animal to sacrifice for reading
omens. Government activities and urban influences are bringing about
assimilation of the Igorot into the general life of the Philippines.
In the Philippines, Communist-led New People’s Army (NPA) grew
steadily in strength in over half of the Philippine provinces affects the life of the
local residents due to the problems arising between them and the government
(Colton, 2003). Baguio Midland Courier, dated June 25, 2006, reported that
groups of CCP-NPA were sighted in the far – flung communities in the Cordillera
Region to recruit youths (Beñas, 2006).
Economic Factors
Economic factors refer to all productive forces generated by capital, land
and labor from both the formal and informal sectors of the economy. Investments
in various forms of assets with their corresponding financial sources are the
foundations of economic wealth generation and distribution. Technology sourcing
and usage, management expertise, manpower, skills shape them, savings realized,
consumption patterns, investment level, financing raised and production realized
(SBM, 2004).
The average annual income of a small – scale farmer in the municipality
of Kapangan is very far behind the national threshold of P60,000.00 per annum.
Others seek employment abroad or to more urbanized centers. Other income
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sources come from agricultural products; business establishments like stores,
billiards, videoke, restaurants and catering services etc.; Boarding houses;
transportation operation; small – scale industries like rice mill, vulcanizing shops,
furniture shops, blacksmith, etc. To augment family income, many household are
engaged in livelihood activities such as piggery, sericulture, apiculture and others
through the assistance of the municipal government.
(Kapangan Socio-economic Profile, 2005). On the other hand, Morse (2005)
stated that beekeepers worldwide earn their living from the sale of the honey and
beeswax their hives produce.
Northup (2005) mentioned that many people wishes to migrate to other
countries for employment despite the tragedies and hardships. Their motivation is
to find better jobs and new homes; and to escape from poverty and oppression,
and make a better life.
Aguirre, et. al. (2006) stated that cooperative help to foster self-
sufficiency, teamwork and ultimately, economic growth and social justice at the
grassroots level. Furthermore, cooperatives help improve the quality of life of its
members, especially the poor and marginalized, by increasing their productivity,
income and purchasing power.
Ecological Factors
Ecological factors refer to the different parts of the ecosystem or
ecological environment that affect one another. These assess how each part tends
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to build or destroy, enhance or degrade other parts. It determines the
environment’s ability to continually provide sustenance and well being to its
living inhabitants, be they men, animals or plants (SBM, 2004).
Every community has a great variety of environmental materials. The
fauna and flora, industries, government agencies, historical landmarks, farms,
bodies of water, mountains and other elements of the environment presents rich
learning experiences for children (Morphet, 1959). For Kapangan District alone,
its ecology presents a rich learning experiences for children especially its,
landmarks and beauty spots like the famous Camp Utopia, which served as the
headquarters of the gallant guerilla forces during the World War II; the Panoramic
Amburayan River View; the Amionget Greenland Catampan Rice Terraces; the
Santa Claus Face at Dakiwagan Mountain; Sangrilla Forest, which served as the
camp of the 66th Infantry; and the Bolinsac and Ampasit Caves (Balanggoy &
Salve, 1982). Other new discovered spots are the Shomenay Burial Caves with
more or less one hundred skulls and human skeleton; the Tawang Mummies; Salat
Mountain Ranges where the Smart cell site is located and many undiscovered
beauty spots.
Unique public lands and bodies of water within a country, set aside by the
government to protect ecosystems, plant and animal species, scenic landscapes,
geologic formations, historical or archeological sites are managed primarily for
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public recreation, providing exceptional locations for educational purposes. Some
of these commemorate significant historical events (Repanshek, 2003).
Healthy ecosystem is vital to life. It regulates many of the chemical and
climatic systems that make available clean air and water and plentiful oxygen.
Forests, for example, regulate the amount of carbon dioxide in the air, produce
oxygen as a byproduct of photosynthesis; and control rainfall and soil erosion.
The conversion of forests, grasslands, and wetlands for agricultural purposes,
coupled with the multiplication and growth of urban centers and the building of
dams and canals, highways, and railways, has physically altered ecosystems to the
point that extinction of species has reached its current alarming pace (Eldredge,
2003).
Urbanik (2005) made mentioned that rural roads are found in areas of the
country outside cities, towns, and suburbs. Rural roads are also classified as local,
collector, or arterial roads. Because of the light traffic and extensive mileage on
these roads, design standards are relatively low. In many areas, local roads are
unpaved gravel roads. Rural roads may or may not have shoulders.
School Indicators Associated with the Strengths, Weaknesses,
Opportunities,and Threats of Kapangan, Benguet
Pupil Development
Pupil development refers to the pupil achievement using the mean
percentage scores (MPS) under the Division/National Achievement Tests; data on
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non-readers and non-numerates, and Phil-IRI; participation, drop-out and
completion rates; health and nutrition status of pupils; and pupil-textbook ratios
(SBM, 2005). Pupil Development includes the physical, intellectual, social, and
emotional changes that a pupil acquired from school (DECS Service Manual,
2000). As such they must receive, primarily through competent instruction,
relevant quality education in line with national goals and conducive to their full
development as persons with human dignity.
Since the pupil is considered the center of educative process, methods
must be suited to him. His age, grade maturity, ability, interests, needs,
experience, health and growth must be considered (Lardizabal, et.al., 1977).
Appropriate learning styles to suit pupils’ needs and interests, exposure to
competitions and activities that stimulates the creative mind, utilization of multi-
media, field trips, group interactions, leadership training, and involvement in
decision making may develop creative productivity or productive thinking skills
among learners (Reyes, 2001).
The desired reduced level of dropout cases has not been realized.
Although dropout rate decreased slightly, the absolute level was still of such
magnitude it represents significant wastage in the system. On the other hand, the
results of the National Elementary Achievement Test reveal some improvement in
test performance yearly, still the progress toward target attainment has been rather
unsatisfactory due to the decreased in other learning areas (Gonzalez, 2000).
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It is no accident that throughout most of the world, children begin formal
education at age six or seven. The intellectual skills of middle childhood are well
suited for school. Children become capable of reasoning logically and
systematically and their thinking is flexible. A grasp of logical principles helps
older children readily understand science, math, and many other subjects. They
can concentrate better, and longer, than before (Thompson, 2006).
Scouting emphasis has been in doing things in a way that will attract the
boys and girls and hold his attention through fun, and adventure and fellowship.
But underneath it all, is the ever important element of learning and serving
through fun and games, through adventure and challenges, through fellowship and
doing things together (Escudero, 1995). Scouting is an international movement
dedicated to developing the character of boys and youths and training them for the
responsibilities of adult life. Camping is a regular part of the scout program,
which also includes conservation, forestry, farm work, and aid in community
services. The program also stresses the development of skill in woodcraft,
swimming, first aid, signaling, and other activities (Seton, 2006).
Good health is an essential factor in the learning process of every child
leading to good school performance. Proper health supervision for school children
must ideally include systematic screening of their health status at their vulnerable
stage (Laruan, 2004).
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Staff Development
Staff development refers to the privileges given or acquired by the
officials or employees of the DepEd for professional growth in the delivery of
basic services to their clients (DECS Service Manual, 2000). It is also a form of
remediation for teacher’s deficiencies in certain skills or attributes. More
appropriately, staff development should be based on expressed needs of teachers
revealed as part of the process of collaborative planning and collegial
relationships (Smith, 1983).
In the selection and employment of new teacher applicants, each is
evaluated based on educational qualifications; must be a PBET/LET passer,
teaching experience is preferred; shall undergo interview and demonstration
teaching; and must take the written English Proficiency Test. Teacher-applicants
who belong to Registry A shall first fill-up vacant positions. Priority is given to
qualified local applicants as stipulated in R.A. 8170, The Localization Law
(DepEd Order No. 4, s. 2007).
The DECS shall establish a continuing program for career and personnel
development for all personnel at all levels, and shall create an environment or
work climate conducive to the development of personal skills, talents and values
for better public service (DECS Service Manual, 2000). It is widely assumed that
the improvement of teacher practice results in improved student performance.
While there are few careful studies examining the important connection between
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staff development programs an improved student performance, a small group of
studies do indicate that staff development programs can have positive effect on
students performance (Guskey, 1985). The quality of education or teachers
predetermines the kind or quality of life in the society. Through staff
development, teaching will be professionalized and will successfully foster and
adapt new approaches in the teaching-learning situations (Macarayan, 1995).
Curriculum Development
Curriculum development is the process of selecting, organizing, executing
and evaluating learning experiences on the basis of the needs, abilities and
interests of learners and the nature of the society or community (Andres, et.al,
1989).
As stipulated in the School-Based Management primer (2004), the school
should provide adequate facilities like library or learning resource center, science
center, conference hall and others for increasing personnel and pupil productivity.
The school should also ensure the effective utilization of these facilities to expand
access to learning.
On the other hand, inadequate supply of instructional materials; textbooks,
supplementary reading materials and classroom facilities are the problems
affecting the performance of the children in school (Romulo, 1966). The designs
of the various instructional facilities pose serious interrelated problems with
regards to functionality, appropriateness, comfort and the like. Under this kind of
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learning environment, even the most skillful teacher will find it difficult to gain
and maintain the interest of pupils (Sutaria, 1985). Eligio and Ricamonte (1980)
stated that the presence of the agricultural and industrial tools makes work easier
and faster. Each tool is made to perform a specific job, others are important in
making farm structures and in repairing damaged or destroyed tools.
The “School of the Future”, which is the vision of the DepEd to achieve
quality education, shall consists of an amphitheater for frontal and video-aided
instruction, a space for group work, and an area from computer-aided instruction,
all housed in the same classroom. It is a multi-media intensive classroom with
access to Internet that would relate to information and technology (Clemente,
1996).
Lardizabal (1977) stated that a lesson plan is an indispensable tool to
teachers and that an engineer would not dare build a bridge without a plan, an
architect makes a plan for every house he construct, neither can a teacher afford to
teach without a lesson plan.
Physical Facilities Management
Physical facilities management refers to the maintenance of the school
buildings, school grounds, equipment, desks, chairs and other furniture (SBM,
2005). The strengths for a developing school system lie in its adequate school
plants, which may include the selection and location of school sites, well-planned,
maintained and operated school building to provide total setting for learning; and
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adequate supply of school equipments such as desks, tables, chalkboards, bulletin
boards, shelves and visual aids (de la Cruz, 1993). Hicks (1956) mentioned that
schools require proper care and management, support, selection, orientation and
planning because these my affect the curriculum, school organization, service,
safety, mental health and public relations. Furthermore, Gloria (1997) stated that
school must be equipped with delivery learning systems, laboratories, cupboards,
computer laboratories, language laboratories together with the basic minimum
equipments – such facilities are the strengths of a school needed to achieve its
goals and objectives.
Ancheta (1993) mentioned that the problems encountered by schools
include the inadequacy of playground, recreational and physical fitness facilities
needed for the improvement of instruction and a revitalized school organization.
On the other hand, Sutaria (1985) stated that the designs of the various school
facilities pose a serious interrelated problem regarding functionality,
appropriateness, comfort, and the like. And that, under this kind of learning
environment, even the most skillful teacher will find it difficult to gain and
maintain the interest of pupils.
School - Community Partnership
School-Community partnership refers to the active support and
participation of Local Government Unit, PTCA, stakeholders and other interested
groups within and outside the community (SBM, 2005). The school needs the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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help and full support and cooperation of parents because involving the parents and
the community in a school programs and projects has been the practice of most
schools of all levels and was proven very effective for the development and
improvement of the physical structure and environment of the school (Paloma,
1996).
Weaknesses and threats in school management arises due to lack of
cooperation and coordination among school administrators, barangay, municipal,
and provincial officials in allocation of funds needed for the survey, registration
and acquisition of school site and facilities (Casareno, 1979).
The “Brigada Eskwela Program” of the Department of Education, which
focuses on repairs, cleanliness, and orderliness program done for the school in full
cooperation and awareness of parents, teachers, volunteers, and government and
non-government organization was a success in the improvement of the school
(Casiano, 2005). Based on the findings of Esumadia (2004), the active
participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities, and the district as a whole. The higher
the level of participation, the better is the improvement and development.
Resource Generation and Fund Management
Resource generation and fund management refers to the proper utilization
of the financial support from local governments, barangay, Special Education
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Fund, PTCA, donations, DepEd Division MOOE, and other DepEd project funds
(SBM, 2005).
The Special Education Fund was created to provide additional financial
support exclusively for public schools. The fund comes from the proceeds of an
additional tax of one percent on the assessed value of real property in addition to
the real property tax levied thereon under existing laws. The local school boards
shall administer fund for each province, city and municipality. (DECS Service
Manual, 2000).
Conceptual Framework
In support to the DepEd vision to make every learner to be functionally
literate, equipped with life skills, appreciative of arts and sports, and imbued with
the desirable values of a person who is makabayan, makatao, makakalikasan at
maka-Diyos; and its mission to provide basic education that is equitably
accessible to all and to lay the foundation for lifelong learning and service for the
common good, Kapangan has to formulate an effective strategic plan to address
such vision and mission. So in order to have such effective strategic plan, the
strengths, weaknesses, opportunities, and threats of the district should first be
determined.
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RESOURCES
• Human
• Physical
• Financial
• Information
• Technological
FACTORS
Complementation
and
• Social Factors
S
Gaps
•
W
Political Factors
•
O
Economic Factors
STRATEGIC
T
• Ecological Factors
PLAN
SCHOOL INDICATORS
• Pupil Development
• Staff Development
• Curriculum Development
• Physical Facilities Management
• School-Community Partnership
• Resource Generation & Fund Mngt.
Figure 1. The paradigm of the study showing the relationship of variables
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The identified resources, factors, and school indicators associated with the
development of Kapangan are interlinked with the strengths, weaknesses,
opportunities, and threats, as perceived by the respondents. So, it is generally
surmised in this study that the more positive the resources, factors, and school
indicators, the better the education of the learners while the negative the
resources, factors and school indicators would mean a decline in the quality
education for the learners.
The different resources are interdependent to each other. It is assumed that
the better the financial condition, the better the human, physical, information, and
technological resources of the municipality. Wherein, a municipality with
sufficient funds may improve all necessary facilities and equipment for the benefit
of the people. This means also that more funds to finance the educational system
will produce better type of citizens who may provide more resources that can
improve the financial condition of the municipality.
Likewise, the various factors are interdependent. The assumption that the
more positive the factors are linked with each other, the better their influence to
the community; while negative factors would jeopardize the education of the
learners and the community. In this case, the cooperation and support from the
different group of people and agencies shall be maximized in developing the
different resources to the fullest not just for quality education of the learners but
also for a fully developed community as well.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Also the school indicators are likewise interdependent on each other. It is
assumed that schools with an established resource generation and fund
management coupled with strong school – community partnership will offer better
pupil development, staff development, curriculum development and physical
facilities management. This implies that the strengths and opportunities of the
schools under these various indicators offer better education to the learner while
the weaknesses and threats under these various indicators will negative affect the
education of the learners.
Consequently, it is assumed that there is complementation and gaps
between the results of the strengths, weaknesses, opportunities, and threats of
Kapangan with the DepEd development plan vis-à-vis the strategic plan.
Wherein, under the components of the strategic plan, the strengths and
opportunities will give rise in the formulation of an effective plan because they
complement the development of the community while the weaknesses and threats
serve as gaps that hinder the progress of the community. Interconnecting the
concepts of the SWOT analysis, the strengths of Kapangan under the different
resources, factors, and school indicators must be sustained through developing
more the human resources. The identified opportunities under these various
resources, factors, and schools must also be taken advantage of through
strengthening it, in the sense that they become well established in the community.
On the other hand, the weaknesses of Kapangan must be remedied by building up
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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38
a strong school - community relationship. The threats must also be given more
focus to be more beneficial to the learners and the community. In order to make
the identified weaknesses and threats of Kapangan a beneficial factor to the
community, the active coordination and support of the different group of people
and agencies is vital because it is a fact that people are the key factors in order to
effect change and progress in an organization or community. The
interrelationships of these variables are aptly depicted in the paradigm of the
study.
Operational Definition of Terms
The following terms are operationally defined for the purpose of this
study:
Barrio schools. These are schools offering combination classes with at
least one to three teachers.
Complete elementary schools. These are schools headed by a Teacher In-
charge, Head Teachers or Principal with at least six teachers.
Curriculum development. This refers to the process of selecting,
organizing, executing, and evaluating learning experiences on the basis of the
needs, abilities and interests of learners and the nature of the society or
community.
Ecological factors. These refer to the different parts of the ecosystem or
ecological environment that affect one another. These assess how each part tends
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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39
to build or destroy, enhance or degrade other parts. It determines the
environment’s ability to continually provide sustenance and well being to its
living inhabitants, be they men, animals or plants.
Economic factors. These refer to all productive forces generated by
capital, land and labor from both the formal and informal sectors of the economy.
Investments in various forms of assets with their corresponding financial sources
are the foundations of economic wealth generation and distribution.
Financial resources. These are the sources of funds that are appropriated
for the different educational programs and projects.
Human resources. These may refer to any official and employee of the
government who are assets or resources to be valued, developed, and utilized in
the delivery of basic services to the public. This includes the school district
personnel, work force and officials working together for educational
development.
Information resources. These focus on the problems inherent in sending
and receiving messages and information.
Opportunities. These are the potential favorable conditions that contribute
to the development of the school or district.
Physical resources. These are the educational facilities, which include the
school site; school buildings; school equipments and furniture; and textbooks and
other instructional materials.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Physical facilities management. This refers to the maintenance of the
school buildings, school grounds, equipment, desks, chairs and other furniture.
Political factors. These may refer to the power structures and forces,
which influences an environment’s internal governance and its external linkages.
These structures and forces include the existing government power elite and their
opposition, religious sects, anarchists, business tycoons, activists, reactionaries,
the military, revolutionaries, landlords, peasants, management, labor unions, the
voting masses, etc.
Pupil development. This refers to the pupil achievement using the mean
percentage scores (MPS) under the Division/National Achievement Tests; data on
non-readers and non-numerates, and Phil-IRI; participation, drop – out and
completion rates; health and nutrition status of pupils; and pupil – textbook ratios.
Resource generation and fund management. This is the proper utilization
of the financial support from local governments, barangay, Special Education
Fund, PTCA, donations, DepEd Division MOOE and other DepEd project funds.
School-community partnership. It is the active support and participation of
Local Government Unit, PTCA, stakeholders, and other interested groups within
and outside the community to the school.
Social factors. These refer to the demography of the society under study
like its population, age, morbidity and gender parameters, which includes the
education and skill level of the populace, their health and their state of physical as
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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41
well as psychological security. It entails also an appreciation of religious values as
well as cultural customs and mores.
Staff development. This is the privileges given or acquired by the officials
or employees of the DepEd for professional growth in the delivery of basic
services to their clients.
Strategic plan. This refers to the set of guiding principle, which defines
clearly what an organization wants, what is all about, who it wishes to serve, what
it intends to get out of its efforts and how especially it should move over time. It
determines the efficacious means by which an organization can achieve its ends
given the resources it can muster and conditions it must operate in.
Strengths. These refer to the resources or factors that the school or district
has or can do to sustain its development.
SWOT analysis. It is a technique for identifying strengths, and
weaknesses, and for examining the opportunities and threats a manager encounter
in such organization, or the discovery of new opportunities, and management and
elimination of threats.
Technological resources. The general term for the processes by which
human beings fashion tools and machines to increase their control and
understanding of the material environment.
Threats. These are the potential unfavorable conditions that hinder the
development of the school or district.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Weaknesses. These are the resources or factors that the school or district
doesn’t have or cannot do to sustain its development.
Hypotheses of the Study
In this study, the following hypotheses were considered:
1. There are significant differences in the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet among the human, physical,
financial, information, and technological resources as perceived by the
respondents.
2. The various factors associated with the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet differ significantly.
3. There are significant differences in the strengths, weaknesses,
opportunities and threats of Kapangan, Benguet among the different school
indicators.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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METHODOLOGY
Locale of the Study
This study was conducted at Kapangan, Benguet school year 2006-2007.
Figure 2 presents the map of Kapangan, Benguet and the location of the different
schools.
The municipality of Kapangan is located at the western portion of the
province of Benguet. It is approximately located at 16° 33min to 16° 41min
latitude and 120° 2.29min to 120° 40min longitude. The municipality of
Kibungan bound Kapangan on the north, of Atok on the east, La Union on the
west and the municipality of Tublay and Sablan on the south. Kapangan is 35
kilometers from the city of Baguio and 29 kilometers from the Provincial Capitol
of Benguet. The municipality is accessible via land transportation. The common
means of transportation are jeeps and buses.
The total land area of Kapangan is 17,327 has or 6.68 percent of the total
land area of Benguet. About 70% of which is suited for agricultural development.
It has fifteen (15) barangays namely: Balakbak, Beleng-Belis, Boklaoan, Cayapes,
Cuba, Datakan, Gadang, Gaswiling, Kapangan Central, Labueg, Paykek,
Pongayan, Pudong, Sagubo and Taba-ao (Kapangan Socio-economic Profile,
2005).
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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44
MUNICIPALITY OF KAPANGAN
LEGEND:
Barangay Proper
Rivers/Creeks
Roads
Brgy Boundary
Municipal Hall
Incomplete Elem. School
Complete Elem School
Figure 2. Map of Kapangan showing the location of the different schools
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Kapangan District has eleven (11) complete elementary schools and
sixteen (16) barrio schools with a total population of 3,022 pupils, manned by a
District Supervisor, six (6) Principals, four (4) Head Teachers and 140 active
teachers (DepEd Form 3, September 2006).
Respondents of the Study
The respondents of the study are the district teachers and employees, local
officials and the municipal employees of Kapangan, Benguet.
Table 1 shows the socio-demographic profile of the respondents. This
includes age, sex, civil status, educational attainment, and occupation.
Age. The ages of the respondents in the study ranged from 20 to 73
years old. Among the 226 respondents, 26.11% are between 40 to 49 years of age,
24.78% are between 30 to 39 years old, 19.03% are between 50 to 59 years old,
18.58% are between 20 to 29 years of age, 10.18% are between 60 to 69 years
old, and 1.33 are between 70 years old and above. This manifested that most of
the respondents are at their middle ages.
Sex. Based on the gathered data, out of 226 respondents, 78.76% are
female as compared to their counterpart which is only 21.24%.
Civil status. Most of the respondents in this study are married as
indicated by 86.28%. 10.62% of the respondents are single, 3.10% are
widow/widower and 3 are separated as indicated by 1.32%.
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Table 1. Socio-demographic profile of respondents
PROFILE FREQUENCY
PERCENTAGE
RANK
Age
20 – 29 year-old
42
18.58
4
30 – 39 year-old
56
24.78
2
40 – 49 year-old
59
26.11
1
50 – 59 year-old
43
19.03
3
60 – 69 year-old
23
10.18
5
70 – above year-old
3
1.33
6
TOTAL 226
100
Sex.
Male 48
21.24
2
Female 178
78.76
1
TOTAL 226
100
Civil Status.
Single 24
10.62
2
Married 192
84.96
1
Widow/er
7 3.10 3
Separated
3 1.32 4
TOTAL 226
100
Educational Attainment.
Elementary
9 3.98 3
High School
16
7.08
2
Vocational
8 3.54 4
College 193
85.40
1
TOTAL 226
100
Occupation.
Driver 1
0.44
9.5
Farmer 26
11.50
2
Doctor 1
0.44
9.5
Midwife
5 2.21 7
Teacher 142
62.83
1
Engineer
2 0.88 8
Policeman
9 3.98 5
Barangay Official
14
6.19
4
Municipal
Official
7 3.10 6
Municipal Employee
19
8.41
3
TOTAL 226
100
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Educational attainment.
As shown on the table, majority of the
respondents are college graduates as indicated by 85.40%, followed by those who
finished or just stepped high school represented by 7.08%, 3.98% stepped
elementary, and 3.54% have vocational courses.
Occupation. Most of the respondents are the government employees of
Kapangan, Benguet. Out of 226 respondents, 62.83% are teachers, 11.50% are
farmers, 8.41% are municipal employees, 6.19% are barangay officials, 3.98% are
policemen, 3.10% are municipal officials, 2.21% are midwives, 0.88% for
engineers, and 0.44% for both drivers and doctors.
Instrumentation
The researcher made use of survey questionnaires, which were distributed
to the respondents. The questionnaire includes the following parts:
I.
Resources associated with strength, weakness, opportunity, or threat of
Kapangan, Benguet, this includes human; physical; financial; information;
and technological resources;
II.
Factors associated with strength, weakness, opportunity, or threat of
Kapangan, Benguet, this includes the social, political, economic, and
ecological factors;
III.
School indicators associated with strength, weakness, opportunity or
threat of Kapangan, Benguet. This includes pupil development, staff
development, curriculum development, physical facilities management,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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school-community partnership, and resource generation and fund
management.
Data Collection
Upon approval of the request to float the survey questionnaire, the data
were collected and gathered personally by the researcher. To ensure a high
percentage return of answered questionnaires, the researcher personally
distributed the survey questionnaires to the school heads, local officials, and other
government employees who were the respondents of the study. The researcher
collected the survey questionnaires through the help of the school heads,
Sangguniang Bayan Secretary, and the Municipal Department Heads.
Statistical Analysis
The data were consolidated, categorized, and tabulated according to the
objectives of the study.
The following descriptive statistics were used to address the problems and
objectives of the study: frequency count, percentage, and rank.
The collected data were consolidated, summarized and arranged in descending
order, computed its percentage, and determined its rank for meaningful analysis
and interpretation.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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49
To determine the strength, weakness, opportunity or threat of the
identified resources, factors, and components, the following formula were
utilized:
P = F x 100%
n
Where:
P stands for percentage obtained by dividing the frequency by the total
number of respondents. F stands for the frequency of responses for every item as
perceived by the respondents. n stands for the total number of respondents in each
column.
Likewise, Chi-Square was employed to determine the level of significance
of the variables using the formula:
X2 = ( O – E ) 2
E
Where:
X2
= Chi-Square value
O =
Observed
Frequency
E =
Expected
Frequency
=
Summation
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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RESULTS AND DISCUSSION
The gathered data are discussed even they are presented in tables to show
their frequency counts and percentage. The results of the survey and the
discussion of the data are gathered based on the problems and objectives.
Resources Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
Strengths
Table 2 presents the human, physical, financial, information, and
technological resources perceived by the respondents as strengths that may
contribute to the progress of Kapangan, Benguet.
Human resources. The efficiency and effectiveness of the services that the
DepEd offers to the public depend largely on the performance of its human
resources. Hence, there is a need for sound selection, good management, and
continuous development of its manpower. Based on the respondents’ perceptions,
the skills and performance of the female teachers; the leadership and management
practices of the male school heads; the skills and performances of the master
teachers; the leadership and management style of the Schools Division
Superintendent; and the municipal mayor were the foremost strengths of
Kapangan.
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Table 2. Strengths of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
*
Skills & performance of the female teachers
128
6.92
1
Leadership & Management practices of the
*
male school heads
117
6.33
2
*
Skills & performance of the master teachers
113
6.11
3
Leadership and management style of the
*
Division Superintendent
111
6.00
4
*
Municipal Mayor
110
5.95
5
Skills & performance of the District
*
Administrative Aides
109
5.90
6
* Community
members
109
5.90 6
Leadership & Management practices of the
*
female school heads
107
5.79
8.5
* Municipal
Councilors
107
5.79
8.5
Leadership & supervisory style of the District
*
Supervisor 106
5.73
10
* PTCA
Officials
103
5.57
11
*
Skills & performance of the male teachers
100
5.41
12
Skills & performance of the ALS/Non-Formal
*
Education teachers
98
5.30
13
* Barangay
Officials
97
5.25
14
*
Municipal Vice Mayor
96
5.19
15
Leadership & supervisory style of the Division
*
Supervisors 94
5.08
16
* SK
Officials
87
4.71
17
Leadership and management style of the
*
Regional Director
57
3.08
18
1849
100
X2 = 36.19
df = 17
X2 .05 =
27.59
*Significant
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Table 2. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
*
Desks & Chairs
126 14.58
1
*
School site (acquired with documents)
124 14.35
2
* School
Ground
102
11.81
3
*
Home Economics Building
93
10.76
4
*
School building
89
10.30
5
* Library
Room
59
6.83 6
* Shop
Room
51
5.90 7
* Comfort
Rooms
47
5.44 8
* Agricultural
areas
42
4.86 9
*
Teacher’s chair and table
41
4.75
10
* Science
Room
37
4.28
11
* Electricity
supply
32
3.70
12
* Water
system
21
2.43
13
864
100
X2 = 231.32
df = 12
X2 .05 = 21.03
Significant
C. Financial Resources
*
DepEd MOOE Fund
108 19.64
1
*
Municipal School Board
76
13.82
2
*
SK Allocation Fund
51
9.27
3
*
Donations from NGOs
47
8.55
4
*
Congressional Development Fund
39
7.09
5
*
Barangay Allocation Fund
37
6.73
6
*
Provincial School Board
35
6.36
7
* PTCA
Fund
31
5.64
8.5
* School
Canteen
31
5.64
8.5
Teachers Fund (Penalties from unfilled
*
Absences) 27
4.91
10
*
Other Income Generating Projects
24
4.36
11
* TEEP-SBM
Fund
23
4.18
12
*
Pupil Fund (pupil government)
21
3.82
13
550
100
X2 = 172.37
df = 12
X2 .05 =
21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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53
Table 2. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
DepEd Orders and Memoranda
106 22.13
1
*
Division Orders and Memoranda
96
20.04
2
*
Regional Orders and Memoranda
66
13.78
3
* DepEd
handbooks
63
13.15
4
*
DepEd Service Manuals
51
10.65
5
* Bulletins
48
10.02
6
* Publications
/Education
News
35
7.31 7
* Internet
14
2.92 8
479
100
X2 = 107.26
df = 7
X2 .05 =
14.07
*Significant
E. Technology Resources
* Cell
phone
104
20.23
1
* Radio
98
19.07
2
* VCD
Player
57
11.09
3
* Television
44
8.56 4
* Telephone
37
7.20 6
* Xerox
Machine
37
7.20 6
* Cell
site
36
7.00 6
* Computer
23
4.47
8.5
* Video
Camera
23
4.47
8.5
*
Over Head Projector
21
4.09
10
* DVD
Player
20
3.89
11
*
Liquid Crystal Display (LCD)
14
2.72
12
514
100
X2 = 226.89
df = 11
X2 .05 =
19.68
*Significant
The computed result of the chi-square test is higher than the tabular value.
Thus, the hypothesis, that there are significant differences in the strengths of
Kapangan, Benguet under human resources as perceived by the respondents, is
accepted. This means that the strengths of the various human resources in
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Kapangan differ in many aspects. The differences can be attributed to their skills
and performances; leadership, management, and supervisory practices; and their
support on the different educational activities, programs, and projects in school or
community. According to some respondents’ remarks, the female teachers are the
leading strength because they are more on classroom oriented activities such as
the preparation instructional material preparation for teaching – learning and
classroom structuring. This study is supported by the assumptions of Goetz (1987)
stating that women excel in speed and accuracy of perception and in memory,
numerical computation, verbal fluency, and linguistic abilities. On the other hand,
the respondents perceived that the male administrators have better leadership and
management practices, which is a contributory factor in attaining a better district
performance. This finding is supported by the presumptions of Goetz (1987)
postulating men are found to be superior in speed and coordination of gross
bodily movements, and is better in spatial orientation, mechanical comprehension,
and arithmetic reasoning. The respondents also believed that the master teachers
are one of the strength in the district because they assist in all school and district
activities like: conducting of tests and item analysis, in-service trainings, lectures
and demonstration teaching. These findings agree with the study of Camalao
(2001) that Master Teachers are skillful in the preparation of action plan for the
school year; can teach all subjects in the elementary school; can demonstrate
prepared lesson plans in the different learning areas; can study and remedy the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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needs of pupils; construct reliable test questions; and can assist the school head
and co-teachers. The good leadership and management skills of the Schools
Division Superintendent in the implementation of the division educational
programs are considered strength not only in the district but also in the whole
division of Benguet. This perception is supported by the interviews conducted to
the different school heads and division personnel of Benguet. The
accomplishments of the municipal mayor serve as evidences to consider him a
strength for the municipality. Such accomplishments are the Crown Award and
Hall of Fame in Nutrition, awarded to him and the municipality in 2002 at the
Malacañang Palace; the various livelihood programs; and the different structures
such as the Municipal Open Gymnasium, the two-storey Sayeg Building, the two-
storey Municipal Nutrition Building, and the ongoing construction of a new three-
storey municipal building counts much.
Physical
resources. Based on the findings, the foremost strengths of
Kapangan under this component as shown on the table are the desks and
armchairs; school site; school ground; H.E and school buildings. Based on the
DepEd national development plan, the classrooms and instructional equipment are
to be obtained from the capital outlay of four percent, however, the resources in
Kapangan were mostly acquired through the assistance from NGOs and the LGU.
The study of De la Cruz (1993) supported the findings of the study that the
strength for a developing school system lie in its adequate school plants which
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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includes the selection and location of school site; well-planned, maintained, and
operated school building to provide total setting for learning; and adequate supply
of school facilities such as desks, tables, shelves, and chalkboards.
On the other hand, the findings of the study opposed the reports on the
DepEd national development plan that the other critical resources for delivering
quality education include desks/seats and teachers. Based on the district reports
on school site (2006), most of the schools within the Kapangan District have
already acquired the necessary documents of owning the school site. However,
there were few schools where the heirs of the donor are claiming a part of the
school site. An adequate school ground is very desirous in every school. So
whether it is inadequate or adequate, still the respondents perceived it as strength
of their school or district. Furthermore, the school buildings are very much
important in every school because it shelters the learners, teaching facilities, and
instructional materials that enhance learning activities.
This study is correlated with the findings of Fernandez (1989) stating that
adequate school plant requires for a home economics, shop, library and laboratory
buildings, playground, and area for agricultural projects, sufficient toilets and
lighting facilities which every school is aiming for.
The finding implies that there are differences in the strengths of Kapangan
among physical resources as perceived by respondents. Thus, the hypothesis, that
there are significant differences in the strengths of Kapangan, Benguet under this
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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component, is accepted. The differences in strengths can be attributed to the
capabilities of the school personnel in acquiring facilities from different sources.
This means that the more skillful the school personnel in human relations, the
more funds and equipment they can obtain, which is a very much helpful in the
attainment of school improvement. Said result of this study agree with the
findings of Bernardo (1990) stipulating that the effective operation of the
institution of learning anchors on the physical status of the school facilities such
as the school ground.
Financial resources. The respondents perceived the DepEd MOOE Fund;
the municipal school board; the SK allocation fund; the donation from NGOs; and
the Congressional Development fund as the topmost strengths of Kapangan under
financial resources. These financial resources are of help in the acquisition of the
various facilities and equipments for the schools. This finding is supported by the
DECS (2000) provisions for operation stating that the principal sources of funds
for educational facilities in public schools are the national, provincial, city, and
municipal governments. Other sources of funds, which serve to help finance
public elementary and secondary educational facilities, are the Special Education
Fund, voluntary contributions and donations from philanthropies, and non-
government organizations. These funds shall be utilized properly in order to
address the priority needs for education in Kapangan. This finding is in
consonance with what was stipulated in the DECS Manual Service (2000) where
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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MOOE are provided to augment the traveling expenses, communication services,
repair, and maintenance of facilities, supplies and materials of the school.
Furthermore, the reports of Gonzalez (2000) confirmed the result of this
study bearing that it is from the MOOE where funds for the purchase of
educational inputs such as textbooks and supplies are taken. Thus, the MOOE has
a bearing on the quality of education being provided by the government learning
institutions. Likewise, the municipal board, which is known as the Special
Education Fund, is very much helpful in the district because it is being use to
finance the different annual district activities. To mention some, the purchase of
medicines for athletics and scouting come from this fund; purchase of materials
during district in-service trainings; fare of participants during Provincial Scout
Jamborette and Science - Mathematics Fair; purchase of District office supplies;
and travel expenses of the District personnel also come from the Special
Education Fund.
Another is the Sangguniang Kabataan Allocation Fund which also serves
as strength in every barangay. This is evident on the yearly allocation given to the
school by the Barangay in support to the athletes participating in the District
Athletic Meet. Some schools of Kapangan District are lucky enough to have
philanthropists who give supports to their school. To mention some, the Taba-ao
Elementary School undergone repair and painting through the Anton-Lagenia
Clan; likewise, Paykek Elementary School was also lucky enough to have a
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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59
million worth of open gymnasium which is being used by the school and the
community, which was donated by the Fedrick Sayeg Foundation. Some of the
schools within Kapangan are enjoying a school building constructed through the
CDF of the Congressmen of Benguet. This includes other minor repairs of school
buildings and structures.
Based on the result of the chi-square test, the computed value is higher
than the tabular value. Therefore, the hypothesis, that there are significant
differences in the strengths of Kapangan, Benguet among the financial resources
as perceived by the respondents, is accepted. The differences in the financial
resources are attributed to the enrolment and number of teachers in each school.
This implies that the higher the enrolment and number of teachers, the bigger their
budgetary allocation is for educational purposes. This study agrees with Naval
and Aquino (1967) saying that sufficient funds will mean more and better school
which produces better citizens who can provide more resources that can generate
more funds, while inadequate funds will provide poor schools, which produces
poor citizens who may not improve the financial condition of the country.
Information resources. The findings show that the DepEd Orders and
Memoranda serve as the leading strength for the district; followed by the Division
Orders and Memorandums; the Regional Orders and Memorandums; DepEd
Orders and Memorandums; DepEd handbook; and the DepEd Service Manuals.
The DepEd orders and memoranda whether from the National, Division, or
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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60
Regional offices are very useful to DepEd personnel because these are the best
means to be informed on the new policies, guidelines, information, and
announcement that come from the higher offices as perceived by respondents.
This study corroborates with the provisions contained by DECS Service manual
(2000) stressing that DepEd Orders includes issuances of policies, guidelines, or
regulations which are generally permanent in nature and are in effect until
rescinded. Likewise, DepEd Memorandums are issuances that contain certain
instructions and informations which may include announcement of conferences,
seminars, examinations, surveys, competitions, and celebrations. On the other
hand, the handbooks are issued to provide handy references on DepEd policies on
educational issues, procedures, and implementing guidelines for any DepEd
programs and projects. Leaflets, foldouts and the like are some examples of this
that are being issued for information dissemination regarding programs or projects
being implemented by DepEd. The service manual contains the basic regulations,
instructions, and information, which guide DepEd Central Office and the field
personnel in carrying out tasks of the Department.
As a result of the chi-square test, there are significant differences in
strengths under the information resources of Kapangan, Benguet as perceived by
the respondents. Thus, the hypothesis is accepted. This implies that the
distributions of such resources in the district are not equal in the sense that other
schools have not received the DepEd orders and memoranda nor a handbook and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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61
service manual. Accordingly, a communication information network has been
established among DepEd offices where by each agency unit from the regional
director down to the schools division superintendent have designated one
information officer who shall take charge in disseminating informations of
activities to the respective areas of coverage. However, sometimes these
communications does not reach some of the schools. Therefore, the respondents
are correct in claiming that these various information resources seldom reach their
schools, which may caused them uninformed on the different programs and
activities of the DepEd. The speculation of McEliece (2000) confirmed the result
of this study stressing that information resources must focus on the problems
inherent in sending and receiving messages and information where
communication involves uncertain processes, both in the selection of the message
to be transmitted and in the transmission of the message itself.
Technological
resources. Out of the twelve identified items under
technological resources, the respondents perceived the cell phone; the radio; the
VCD players; and the televisions to be the leading strengths. Though most of the
cellular phones being used by the district personnel are their personal phones, still
they perceived it as strength because, accordingly, it is the easiest way of
communicating information to the far-flung schools that are not accessible to
transportation. This finding agrees with the theories of Frieden (2006) that
telecommunications such as telephone system and cellular phones are
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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62
technological devices and systems that transmit electronic or optical signals
across long distances. Telecommunications enable people around the world to
contact one another, to access to information instantly, and to communicate from
remote areas. It also enables people to send and receive personal messages across
town, between countries, and to and from outer space. It also provides the key
medium for delivering news, data, information, and entertainment. Wireless
communications allow people greater flexibility while communicating, because
they do not need to remain at a fixed location, such as a home or office, but
instead can communicate with other people while traveling in a car or walking
along a street. These technologies are also useful for communicating in remote
locations, such as mountains, jungles, or deserts, where wire-based telephone
service may not exist. On the other hand, the other technologies such as the radio
and television are primary means by which information and entertainment are
delivered or broadcasted to the public in virtually every nation around the world.
The VCD players are examples of technology that are very much useful in
classroom instructions to present lessons to pupils specially things or technologies
that they have not yet seen. This finding is supported by the study of Miller, et.
al. (2003) claiming that VCD players are primarily used in the entertainment
industry to store and play movies, however, it is more important in the education
field because it provides varied body of information such as in an encyclopedia.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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63
The chi-square test shows that there are significant differences in the
strengths of Kapangan, Benguet among the technological resources. Therefore,
the hypothesis is accepted. The differences entail that only few schools have these
forms of technological resources. This can be attributed to the problems on the
absence of electricity and the terrain of the municipality because most of the
schools in the far-flung areas lack electricity.
Weaknesses
Table 3 presents the human, physical, financial, information, and
technological resources of Kapangan perceived by the respondents as weaknesses.
Human resources. Based on the respondents’ perception, the leadership
and management style of the Regional Director came out as main weakness in the
district; followed by the SK officials; and the skills and performance of the
ALS/Non-Formal education teachers. The result implies that that there are
significant differences in the weaknesses of Kapangan, Benguet under human
resources as perceived by the respondents. Thus, the hypothesis is accepted. The
differences in the perceptions can be due to inadequate services rendered and
programs conducted by these individuals or groups that may contribute in the
progress of the community. This idea is supported by the results of interviews to
the district personnel and teachers where the leadership and management of the
Regional Director is not being felt in the District, furthermore, they have not
receive any program of the Director and most of all they have not seen the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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64
Regional Director. Likewise, remarks revealed that SK officials have no
established projects or program of activities aside from sports for the youth. The
skills and performance of the ALS/Non-Formal Education teachers ranked third
with 6.47%. on the other hand, some respondents remarked that the ALS/Non-
Table 3. Weaknesses of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
Leadership and management style of the Regional
*
Director 98
28.99
1
* SK
Officials
27 7.99
2
Skills & performance of the ALS/Non-Formal
*
Education teachers
22
6.51
3
Leadership & supervisory style of the Division
*
Supervisors 21
6.21
4.5
Leadership & Management practices of the
*
female school heads
21
6.21
4.5
*
Skills & performance of the master teachers
19
5.62
6
* Barangay
Officials
18 5.33
7
Leadership and management style of the Division
*
Superintendent 17
5.03
8
Leadership & Management practices of the male
*
school heads
16
4.73
9.5
Skills & performance of the District
*
Administrative Aides
16
4.73
9.5
*
Skills & performance of the male teachers
14
4.14
11
*
Municipal Vice Mayor
12
3.55
12.5
* PTCA
Officials
12 3.55
12.5
Leadership & supervisory style of the District
*
Supervisor 8
2.37
14
* Municipal
Councilors
7 2.07
15
*
Municipal Mayor
5
1.48
16.5
* Community
members
5 1.48
16.5
*
Skills & performance of the female teachers
0
0.00
18
339
100
X2 = 398.57
df = 17
X2 .05 = 27.59
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
65
Table 3. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* Science
Room
122
13.96
1
* Water
system
113
12.93
2
* Agricultural
areas
109
12.47
3
* Shop
Room
104
11.90
4
*
Teacher’s chair and table
97
11.10
5
* Electricity
supply
92
10.53
6
* Library
Room
73
8.35 7
*
Home Economics Building
71
8.12
8
* Comfort
Rooms
62
7.09 9
*
School site (acquired with documents)
12
1.37
10
* School
Ground
9 1.03 11
*
School building
7
0.80
12
*
Desks & Chairs
3
0.34
13
874
100
X2 = 356.39
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Other Income Generating Projects
128 11.23
1
* PTCA
Fund
121
10.61
2
*
Barangay Allocation Fund
119 10.44
3
*
Pupil Fund (pupil government)
105
9.21
4
*
Congressional Development Fund
104
9.12
5
* School
Canteen
103
9.04 6
*
Donations from NGOs
101
8.86
7
* TEEP-SBM
Fund
96
8.42 8
*
Provincial School Board
93
8.16
9.5
*
Teachers Fund (Penalties from unfilled Absences)
93
8.16
9.5
*
SK Allocation Fund
52
4.56
11
*
Municipal School Board
21
1.84
12
*
DepEd MOOE Fund
4
0.35
13
1140 100
X2 = 200.05
df =
12
X2 .05 = 21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
66
Table 3. Continued . .
RESOURCES F
%
RANK
D. Information Resources
* Internet
137
20.27
1
* DepEd
handbooks
101
14.94
2
* Bulletins
94
13.91
3
*
DepEd Service Manuals
93
13.76
4
*
Regional Orders and Memoranda
92
13.61
5
* Publications
/Education
News
81
11.98
6
*
DepEd Orders and Memoranda
54
7.99
7
*
Division Orders and Memoranda
24
3.55
8
676
100
X2 = 92.9
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
*
Liquid Crystal Display (LCD)
203 16.45
1
*
Over Head Projector
161 13.05
2
* Video
Camera
152
12.32
3
* Telephone
127
10.29
4
* DVD
Player
117
9.48 5
* Xerox
Machine
93
7.54 6
* Computer
84
6.81 7
* Television
81
6.56 8
* Cell
site
73
5.92 9.5
* VCD
Player
73
5.92 9.5
* Cell
phone
43
3.48 11
* Radio
27
2.19 12
1234 100
X2 = 278.69
df = 11
X2 .05 = 19.68
*Significant
Formal Education teachers have not yet organized a non-formal class in their
community. Truly, the ALS teachers have not yet organize a non-formal class in
some barangays because they prioritize communities where there are more out-of-
school youth to give them chance to be accelerated to higher level of education.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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One thing more, there are only two non-formal teachers in the district who tried to
cater to all the barangays in the municipality.
Physical resources. Majority of the respondent perceived the Science room
as a major weakness under physical resources; followed by water system; the
agricultural areas; the shop room; and the teacher’s chair and table. As shown on
the results, the value of the chi-square test is very much higher than the tabular
value. Thus, the hypothesis that there are significant differences in the weaknesses
of Kapangan, Benguet under physical resources as perceived by the respondents is
accepted. This implies that the perceptions of the respondents differ due the facts
that different schools have different needs, some have but it is inadequate that it
could not cater to the full development of the learners. This finding is supported
by the respondents’ remarks that their school lack or has inadequate science room
and water system. Others, especially the barrio school teachers of Kapangan
District remarked that all of the items mentioned above are insufficient in their
school such as the science room, water system, agricultural areas, shop room, and
the teacher’s chair and table. This corroborates with the study of Pumaat (1993) in
stating that lack of classrooms; laboratory facilities; multi-purpose; water system;
limited playground and agricultural area; poor classroom ventilation and lighting
facilities, which should help improve pupil acquisition of reading skills, were
observed to be poorly instituted. Furthermore, the connotations of Bernardo
(1990) confirmed the findings of the study that the effective operation of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
68
institution of learning anchors on the physical status of the school facilities. The
presence or absence of the components of the school plant affects the teaching
learning process.
Financial
resources. With all the identified sources of income that may
support the educational programs and projects of the Kapangan, it revealed that
the income-generating projects; PTCA fund; barangay allocation fund;
congressional development fund; and pupil fund are the topmost weaknesses.
Result shows that there are significant differences in the weaknesses of Kapangan,
Benguet under financial resources. Thus, the hypothesis is accepted. This entails
that schools have inadequate funds and were inadequately able to acquire
financial support from the identified sources. This finding shows that most of the
schools within the district have no income-generating project. Schools without
income-generating project really find difficulty in funding other school activities.
Likewise, the Parents Teachers and Community Association (PTCA) has
insufficient fund, which is true because most of the PTCA organizations in the
district have no projects where to generate funds. The findings also revealed that
the barangays in the district lack funds to operate their projects. This is one reason
why school buildings in the different barangays were not maintained. Some
respondents also remarked that their schools have no pupil fund. This is true in
most of the schools in the district, every time there is a district competition that
requires the presence of the pupils, teachers always find problem on where to get
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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69
funds for the pupils’ transportation and food to the point of trimming down the
number of participants. On the other hand, according to some respondents’
remark, their school has not received any project from the Congressional
Development Fund. Interviews conducted to the employees at the Congressman’s
Office, revealed that Congressional Development Fund is really limited to the
point that the Congressman even uses his personal savings to fund small projects
just to solve the community’s request.
Information resources. The respondents perceived the Internet, which is
one of the easiest systems to get first hand information, as the major weakness in
the community. This also includes the DepEd handbooks and bulletins. Based on
the gathered data, it was observed that there are significant differences in the
weaknesses of Kapangan, Benguet. Thus, the hypothesis is accepted. The finding
implies that the weaknesses differ in the different schools which may be attributed
to the distance and the financial constraints of the locality. Due to distance, some
of the communications are not being forwarded to the destination then later are
forgotten to be delivered. Likewise, due to distance, the information technologies
are hardly installed due to financial constraints.
In the rural areas like Kapangan, there is no Internet connection due to the
lack of technologies needed for installation. Lack of Internet connection in the
community is very disadvantageous because professionals, students and
researchers find a hard time going to the urban just to access information from the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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70
Internet. On the other hand, the DepEd handbook and the bulletins that are being
issued in the field are not enough to the extent that only the district office is given.
In this regard, the information that the department would like then to disseminate
does not reach the grass root due to inadequate copies.
Technological resources. As shown on the table, a majority of the
respondents marked the liquid crystal display projector (LCD) as the leading item
associated to the weaknesses of the district. Likewise, over head projector; video
cameras; telephones; and DVD players were revealed as weaknesses. Though this
technology is much useful in any form of programs, lectures, demonstration
lessons, etc., none of the different agencies in the district was able to afford using
this technology due to its very expensive costs. This observation is the best proof
to support the respondents’ perception that it is really a leading weakness in the
district. On the other hand, not even one of the schools in the district is using an
overhead projector and a video camera; only the district office has one OHP that
is being used during in – service trainings and programs. Same as the LCD,
schools could not afford to buy one due to lack of funds. As per interview, only
six out of 27 schools in the district have a television set and only two schools have
a DVD player. This situation really proves that the above items mentioned are the
leading weaknesses of the district.
The findings accepted the hypothesis that there are significant differences
in the weaknesses of Kapangan under technological aspect. This implies that the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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differences in the weaknesses of Kapangan in terms of technological resources
can be attributed to the lack of school funds, which means lack of funds, will also
mean lack of materials that affects the education of the learners. The assumptions
of Clemente (1996) supported the finding of this study that the lack and
inadequacy of such technology contributes to the decline of quality education.
Opportunities
Table 4 shows the human, physical, financial, information, and
technological resources perceived by the respondents as opportunities that may
contribute to the development of Kapangan, Benguet.
Human resources. Accordingly, opportunity knocks once. Based on the
observed frequencies, most of the respondents perceived all the human resources
as opportunities but for ranking purposes, the skills and performances of the male
teachers; the municipal mayor and councilors; the PTCA officials; the municipal
vice mayor; and the barangay officials are the foremost opportunities that the
respondents believed to contribute much in the development of Kapangan.
The finding entails that the skills; performances; leadership, management
and supervisory styles; and support of these human resources were all the
opportunities that contribute in the progress of the community. With regard to
school concerns, based on observation, male teachers are often associated with
good performance along the areas of agricultural skills; practical arts and physical
education.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 4. Opportunities of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
*
Skills & performance of the male teachers
112
6.25
1
*
Municipal Mayor
111
6.19
2
* Municipal
Councilors
109
6.08 3
* PTCA
Officials
108
6.02 4
*
Municipal Vice Mayor
107
5.97
5.5
* Barangay
Officials
107
5.97 5.5
Skills & performance of the ALS/Non-Formal
*
Education teachers
106
5.91
7
* SK
Officials
104
5.80 8
* Community
members
103
5.74 9
Leadership & supervisory style of the District
*
Supervisor 102
5.69
10
Skills & performance of the District
*
Administrative Aides
101
5.63
11
Leadership and management style of the Division
*
Superintendent 98
5.47
13
Leadership & supervisory style of the Division
*
Supervisors 98
5.47
13
*
Skills & performance of the female teachers
98
5.47
13
Leadership & Management practices of the male
*
school heads
93
5.19
15
*
Skills & performance of the master teachers
92
5.13
16
Leadership & Management practices of the
*
female school heads
79
4.41
17
Leadership and management style of the Regional
*
Director 65
3.63
18
1793 100
X2 = 23.72
df = 17
X2 .05 = 27.559
*Not Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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73
Table 4. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* School
Ground
112
10.33 1
*
School building
104
9.59
2
*
Desks & Chairs
95
8.76
3
*
Teacher’s chair and table
88
8.12
4
* Library
Room
87
8.03 5
*
School site (acquired with documents)
86
7.93
6
* Comfort
Rooms
83
7.66 7
* Water
system
81
7.47 8.5
* Electricity
supply
81
7.47 8.5
* Agricultural
areas
73
6.73 10
* Shop
Room
71
6.55 11
*
Home Economics Building
62
5.72
12
* Science
Room
61
5.63 13
1084 100
X2 = 31.8
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Municipal School Board
127 10.92
1
*
SK Allocation Fund
115
9.89
2
*
DepEd MOOE Fund
114
9.80
3
* TEEP-SBM
Fund
102
8.77 4
*
Provincial School Board
95
8.17
5
* School
Canteen
90
7.74 6
*
Teachers Fund (Penalties from unfiled Absences)
88
7.57
7
*
Pupil Fund (pupil government)
87
7.48
8
*
Congressional Development Fund
76
6.53
9
*
Other Income Generating Projects
71
6.10
10
*
Donations from NGOs
69
5.93
11
* PTCA
Fund
68
5.85 12
*
Barangay Allocation Fund
61
5.25
13
1163 100
X2 = 56.69
df = 12
X2 .05 = 21.03
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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74
Table 4. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
Division Orders and Memoranda
103 17.55
1
* Publications
/Education
News
97
16.52 2
* Bulletins
79
13.46 3
* Internet
68
11.58 4
*
DepEd Service Manuals
66
11.24
5
*
DepEd Orders and Memoranda
62
10.56
6
*
Regional Orders and Memoranda
61
10.39
7
* DepEd
handbooks
51
8.69 8
587
100
X2 = 31.81
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
* Computer
113
12.54 1
* Radio
101
11.21 2
* Cell
site
99
10.99 3
* Xerox
Machine
96
10.65 4
* VCD
Player
94
10.43 5
* Television
89
9.88 6
* DVD
Player
84
9.32 7
* Cell
phone
76
8.44 8
* Telephone
56
6.22 9
* Video
Camera
47
5.22 10
*
Over Head Projector
37
4.11
11
*
Liquid Crystal Display (LCD)
9
1.00
12
901
100
X2 = 142.79
df = 11
X2 .05 = 19.68
*Significant
Lucky are the schools with male teachers because their services and skills
are very much advantageous. Male teachers are the all around employee in school,
as mentioned by the district supervisor, because most of them are not classroom
advisers but they handle subjects from the different grades at the same time work
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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75
as janitor, clerk in the office, gardener, carpenter, electrician, etc. On the other
hand, respondents remarked that the municipal mayor is very supportive. With the
researcher’s follow up interview to the respondents, some defended that the
mayor, Hon. Rogelio P. Leon, is very supportive in the sense that he give
importance to the needs of the community, allocate funds for priority projects, and
district activities for the benefit of the school children, and most of all works hard
for the elimination of marijuana in the far flung areas to the point that he
sacrifices to go to Thailand to study their strategies in the elimination of opium.
Likewise, the municipal councilors, who are assigned to chair in the different
agency in the local government, are also active in the implementation of their
programs and projects. To mention one is the chairman on education who actively
supports all district activities and lobby funds for such district activities. This
finding agrees with Tabunda and Galang (1991) who stated that the Local
Government Unit (LGU) as partner of the DepEd serves primarily as a general
purpose government for the coordination and delivery of basic, regular and direct
services and effective governance of the inhabitants within its territorial
jurisdiction. Furthermore, the LGU, which composes of the politicians, are
responsible for such development in the community, so they have to make it their
primary concern. They will now have to set up their system of priorities while
they have to be politicians in a certain sense, they, at the very least, should also be
area mangers that will be responsible for making things happen. They must not
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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76
merely wait for things to happen; they must conceptualize, plan, fund and
implement local government projects. This result also revealed that the PTCA
officials, who are supportive and cooperative with regard to school activities and
projects as remarked by the respondents, are important partners in the school
improvement. This finding corroborates with the statement of Dawala (2004) that
the PTCA is a part of the school’s strengths in implementing school programs and
projects so that the school may become the center of community improvement.
Therefore, there is a need for the parents to be informed regarding the aims,
purposes, plans, and needs of the school. When the parents are kept abreast of
school information, they are more competent and willing to cooperate with the
school on its programs and projects. Good rapport within the school/district
organization is an essential factor in creating and stimulating a wholesome
environment for learning and development. Likewise, parents have the right and
responsibilities to take active participation in school activities where they are
involved. The result also revealed that the municipal vice mayor and the barangay
officials support in the school improvement, which is the foremost concern of the
schools. With regard to school resolutions, the barangay officials are very much
helpful in presenting and defending school resolutions during municipal council
meeting; likewise, the municipal vice mayor’s role is very important since he
helps in endorsing it to the mayor and to the higher level of officials. On the other
hand, the barangay officials also help a lot in the school security.
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The chi-square test shows that the computed value is less than the tabular
value. This indicates a non-significant difference in the opportunities as perceived
by the respondents in terms of human resources. Thus the hypothesis, that there
are significant differences in the opportunities of Kapangan, Benguet, is therefore
rejected. This means that most of the human resources identified were very
supportive in the educational development of the community. This finding
collaborated with the DepEd national development plan that the government
needs to harness the participation of all strategic partners in service delivery such
as the private sectors, NGOs, civil society groups, LGUs and other concerned
sectors to meet the needs of the basic education.
Physical resources. As shown on the table, the leading opportunities of the
district along physical resources lay on school ground and buildings; the desks
and chairs; teachers’ chairs and tables; and the library rooms. The respondents
perceived these resources as opportunities because these are the materials that are
available in their community that make teaching-learning possible. The results
revealed that there are significant differences in the opportunities of Kapangan as
presented by the computed chi-square value vis-à-vis the tabular value. Thus, the
hypothesis, that there that there are significant differences in the opportunities of
Kapangan under physical resources, is therefore accepted.
This finding implies that the differences in the opportunities under
physical resources are attributed to the conditions of the schools because other
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schools have more and better school resources as compared to other schools
especially in the far-flung areas. With such opportunities, schools with more and
better, performs well. The finding corroborates with the study of Ancheta (1993)
saying that adequate school ground and recreational areas are needed for the
improvement of instruction and a revitalized school organization. The
assumptions of Fernandez (1989) also agrees with the result of the study that
adequate school plant, which includes home economics, shop, laboratory
buildings, with sufficient ventilations and lighting facilities, are mostly wanting in
every school since it contribute much in pupil development.
Also, the desks and armchairs, which were mentioned as strengths of the
district, were likewise complemented as opportunities because comparing it to
other districts, schools within Kapangan have adequate supplies of it. Moreover,
though teachers don’t really have a good table and chair, it is still perceived as an
opportunity since PTCA officials and members constructed such for the teachers
to use through the recycled wood. With regards to library materials, most of the
school libraries in the district have insufficient supplies of reference books,
encyclopedias and other reading materials but it is still considered as an
opportunity because in a little way it provides basic knowledge to the learners on
their research work. As was stated in the previous discussions, all of these aspects
are very much important in the progress of the school. De la Cruz (1993) supports
the finding of this study that these items were the strengths and opportunities for a
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developing school system, which includes the selection and location of school
site; well-planned, maintained and operated school building that provide total
setting for learning; and adequate supply of school facilities such as desks, tables,
shelves and chalkboards.
Financial resources. A great majority of the respondents distinguish
among others the Municipal school board; the SK allocation funds; the DepEd
MOOE fund; and the TEEP-SBM funds a major opportunity for the district. This
finding indicates that the finances that the district receives from the Municipal
School Board, known as the Special Education Fund, helps a lot in facilitating the
district activities. Likewise, the Sangguniang Kabataan (SK) Funds, as it was
discussed previously, is yearly given to the schools per barangay to augment
school expenses for the food and transportation during district athletic meets. The
DepEd MOOE fund, which is being given by the division office yearly, is very
much helpful in the attainment of the school needs such as office supplies,
instructional materials, minor repairs of facilities and electric bills. As per
interview to other teachers in the other division of the Cordillera Administrative
Region, it is only in Benguet Division where the Schools Division Superintendent
approves and releases MOOE for the elementary schools. The finding of the study
is in consonance with the specification of DECS Service Manual (2000) that
MOOE are provided for traveling expenses, communication services, repair and
maintenance of facilities, supplies and materials, etc.
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On the other hand, the Third Elementary Education Project – School
Based Management (TEEP-SBM) Fund was a great opportunity for the district to
have been a part of the project because most of the schools were given textbooks,
science facilities, school repairs, computers, teachers’ training etc., which is still
being enjoyed by the teachers at present. On the other hand, as per observation,
most of projects funded by the Provincial School Board are the construction and
repair of school buildings and the salaries of provincial paid teachers. This finding
corroborates with the study of Tabunda and Galang (1991) that upon the
implementation of the Local Government Code, the local government shall be
responsible for the construction, rehabilitation, repair and maintenance of public
school building for the elementary and secondary school, which shall come from
the fund under the General Appropriation Act.
The finding reveals that there are significant differences in the
opportunities of Kapangan under financial resources, thus the hypothesis is
accepted. This shows that the differences in opportunities can be attributed on the
determination of the schools in acquiring support from different funding agencies
wherein schools with active school and community officials have more
opportunity in acquiring financial support for the school.
Information
resources. The results reveal that the Division Orders and
Memorandums as the foremost opportunity for Kapangan; followed by the
publications or education news; bulletins; and Internet. The table shows that the
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computed value is a little bit higher than the tabular value. This means that there
are significant differences in the opportunities of Kapangan under the information
resources as perceived by the respondents. Therefore, the hypothesis is accepted.
The finding implies that opportunities vary in terms of information
resources as perceived by the respondents. Schools with updated information
resources rated the items equally as opportunities and strengths. Most of the
respondents perceived the Division Orders and Memorandums as the foremost
opportunity because these are the main source of information on the new policies,
guidelines, information and announcement coming from the higher offices that
reaches their station. These orders and memoranda include the announcement of
conferences, seminars, examinations, surveys, competitions and celebrations. The
Herald is an example of publications or education news that is being circulated in
the field, which is the only opportunity to read issues prevailing in the Department
of Education. Teachers are informed on new programs and projects especially the
far flung areas that do not have technologies to view and listen to. Another are
the bulletins which inform the field on the educational statistics, curricular
materials, professional papers on academic, industrial, health concerns, etc. As it
was discussed earlier, Kapangan District has no Internet connections but it was
perceived to be an opportunity since it is one way how teachers access new
information. This finding validates the study of Comer (2006)
that Internet has brought new opportunities to government, business, and
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education. Governments use the Internet for internal communication, distribution
of information, and automated tax processing.
Technological resources. A lot of advanced technologies are being used
nowadays in various departments of the government and private firms. In the
Department of Education alone, many technologies are being introduced to
enhance teaching – learning process. Basically, the computer is one of the
technologies, which was perceived by the respondents as the leading opportunity
with in the district, obtaining the most number of responses. Other technologies
that were perceived by the respondents as opportunities include the radio, cell site,
Xerox machines and VCD players. Looking at the results, the respondents
perceptions with regard to opportunities vary as to technological resources are
concern. This entails that the differences in perceptions can be due to the presence
of such technology in their locality. The presence of such technology gives
opportunities to the users to do better jobs. With the observed results, the
hypothesis that there are significant differences in the opportunities of Kapangan,
Benguet under technological resources is therefore accepted. Truly, it is an
opportunity to have a computer in the school and district. Lucky are those who
were given computers from the CDF of Congressman Samuel M. Dangwa
because it helps in the preparation of school reports, test questions, instructional
materials, and the like.
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Snyder (2006) proved the finding of the study that computer programs, or
applications, exist to aid every level of education, from programs that teach
simple addition or sentence construction to programs that teach advanced
calculus. Educators use computers to track grades and communicate with
students; with computer-controlled projection units, they can add graphics, sound,
and animation to their communications. This is further supported in the study of
Arnold (2006) claiming that Computer-Aided Instruction
(CAI) is
a diverse and rapidly expanding spectrum of computer technologies that assist the
teaching and learning process. Many students benefit from the immediate
responsiveness of computer interactions and appreciate the self-paced and private
learning environment. Moreover, computer-learning experiences often engage the
interest of students, motivating them to learn and increasing independence and
personal responsibility for education. The radio, as was discussed previously, is
one of strengths under technological resources since it is the cheapest and fastest
technology to get information especially in the far-flung areas of Kapangan. The
cell site, which is also known as cell phone tower, is very beneficial because
without it all wireless communications will not be functional. This study is
supported by the assumption of Frieden (2006) stressing that cell phone towers
are part of the wireless communication network that makes cellular
radiotelephone calls possible. The Xerox machine and the VCD player were
likewise advantageous in the community. Truly, the Xerox machine is very
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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beneficial in the reproduction of school reports, teachers’ forms, pupils’ work
sheets and the like while VCD players are useful in the classroom aided
instructions that may enhance the teaching – learning activities.
Threats
Table 5 presents the human, physical, financial, information, and
technological resources perceived by the respondents as threats that may affect
the progress of Kapangan, Benguet.
Human
Resources. Researches proved that in many organizations, human
relationship plays a major role in determining success. As a school manager, it is
highly imperative to establish among his/her members an atmosphere with
respect, obedience and unity in all aspects of school improvements and activities.
This foregoing statement contradicts the findings in this study because, based on
the tabulated results, the leadership and management practices of the female
school heads obtained the most number of responses as the leading threats in the
district. Some respondents remarked that female school heads lack transparency
on money matters such as on the utilization and disbursement of fund, very
meticulous on teachers’ work and are fault-finder. This may not be true to all
female school heads but to some only. This finding contradicts the statement of
Cabarteja (1994) pointing that school heads exemplify good rapport with her
teachers, and avoid fault-finding but rather should look into the tangible
accomplishments of her teachers, both inside and outside the school premises.
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Table 5. Threats of Kapangan among the identified resources
RESOURCES F
%
RANK
A. Human Resources
Leadership & Management practices of the
*
female school heads
19
21.59
1
Leadership & supervisory style of the Division
*
Supervisors 13
14.77
2
*
Municipal Vice Mayor
11
12.50
3
Leadership & supervisory style of the District
*
Supervisor 10
11.36
4
* Community
members
9
10.23 5
* SK
Officials
8 9.09 6
Leadership and management style of the Regional
*
Director 6
6.82
7
* Barangay
Officials
4 4.55 8
* Municipal
Councilors
3 3.41 9.5
* PTCA
Officials
3 3.41 9.5
*
Skills & performance of the master teachers
2
2.27
11
Leadership and management style of the Division
*
Superintendent 0
0.00
15
Leadership & Management practices of the male
*
school heads
0
0.00
15
*
Skills & performance of the male teachers
0
0.00
15
*
Skills & performance of the female teachers
0
0.00
15
Skills & performance of the District
*
Administrative Aides
0
0.00
15
Skills & performance of the ALS/Non-Formal
*
Education teachers
0
0.00
15
*
Municipal Mayor
0
0.00
15
88
100
X2 = 8.30
df = 17
X2 .05 = 27.59
*Not Significant
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Table 5. Continued . . .
RESOURCES F
%
RANK
B. Physical Resources
* Comfort
Rooms
34
29.31 1
*
School building
26
22.41
2
* Electricity
supply
21
18.10 3
* Water
system
11
9.48 4
* Library
Room
7 6.03 5
* Science
Room
6 5.17 6
*
School site (acquired with documents)
4
3.45
7
* School
Ground
3 2.59 8
* Agricultural
areas
2 1.72 9.5
*
Desks & Chairs
2
1.72
9.5
*
Home Economics Building
0
0.00
12
* Shop
Room
0 0.00 12
*
Teacher’s chair and table
0
0.00
12
116
100
X2 = 167.57
df = 12
X2 .05 = 21.03
*Significant
C. Financial Resources
*
Teachers Fund (Penalties from unfilled Absences)
18
21.69
1
*
Pupil Fund (pupil government)
13
15.66
2
*
Donations from NGOs
9
10.84
3
*
SK Allocation Fund
8
9.64
4
*
Congressional Development Fund
7
8.43
5.5
*
Barangay Allocation Fund
7
8.43
5.5
* PTCA
Fund
6 7.23 7
* TEEP-SBM
Fund
5 6.02 8
*
Provincial School Board
3
3.61
9.5
*
Other Income Generating Projects
3
3.61
9.5
*
Municipal School Board
2
2.41
11.5
* School
Canteen
2 2.41 11.5
*
DepEd MOOE Fund
0
0.00
13
83
100
X2 = 45.94
df = 12
X2 .05 = 21.03
*Significant
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Table 5. Continued . . .
RESOURCES F
%
RANK
D. Information Resources
*
DepEd Service Manuals
16
24.24
1
* Publications
/Education
News
13
19.70 2
* DepEd
handbooks
11
16.67 3
* Internet
7
10.61 4.5
*
Regional Orders and Memoranda
7
10.61
4.5
* Bulletins
5 7.58 6
*
DepEd Orders and Memoranda
4
6.06
7
*
Division Orders and Memoranda
3
4.55
8
66
100
X2 = 18.12
df = 7
X2 .05 = 14.07
*Significant
E. Technology Resources
* Cell
site
18
28.57 1
* Television
12
19.05 2
*
Over Head Projector
7
11.11
3
* Telephone
6 9.52 4.5
* Computer
6 9.52 4.5
* DVD
Player
5 7.94 6
* Video
Camera
4 6.35 7
* Cell
phone
3 4.76 8
* VCD
Player
2 3.17 9
*
Liquid Crystal Display (LCD)
0
0.00
11
* Radio
0 0.00 11
* Xerox
Machine
0 0.00 11
63
100
X2 = 59.48
df = 11
X2 .05 = 19.68
*Significant
The leadership and supervisory styles of the Division Supervisors were perceived
to be threats due to respondents’ comments that some comes only once a year or
once in two years without even giving good suggestions but rather criticize and
find faults or errors of teachers. So instead of motivating the teachers to strive
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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more, they become the root cause of teachers’ discouragement. The municipal
vice mayor came out to be a threat as perceived by respondents. Remarks and
comments show that his way of human interaction affects others such as his way
of teasing people and giving speeches. This means that his approaches are not
effective.
As per results of the chi-square test, the computed value is lesser than the
tabular value. This means that there are no significant differences in the threats of
Kapangan under human resources as perceived by the respondents. Thus, the
hypothesis is therefore rejected. This implies that the threats among the human
resources have similarities. This is evident on the table where most items obtained
zero frequency, which means they were not considered as threats.
Physical resources. The aspects of the school, which includes its physical
structures, contribute much in the school plant but the condition of such may
serve as threat if it does not function well. The finding indicates that there are
significant differences in the threats of Kapangan District as perceived by the
respondents under physical resources as shown by the computed value of 167.57
which is very much higher than the tabular value of 21.03. The differences in
threats can be attributed in conditions of the physical resources of the schools
where some were already worn out, dilapidated or inadequate which may cause
danger or harm to anyone.
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In the finding, it shows that the comfort rooms are the foremost threat in
the school due to their conditions. Remarks from respondents indicated that
constructions are not well planned, which usually creates pollution and are not
functional. Some respondents also remarked that their school buildings are very
old. Old school buildings that were not repaired may threaten everyone using
them due to the worn out, dilapidated, and termite infected parts. This will
endanger the teachers and pupils because of its tendency to collapse during
calamities. Moreover, there is no electricity in other schools especially in the far-
flung communities. Electricity is a commodity that can hasten the development of
a place. Based on the researcher’s study on the SWOT of Baguionas Barrio
School in 2001, it was mentioned that the presence of electricity in a school can
help a lot in improving instructions. Also, it provide lighting in the classroom to
prevent eye defects.
The water system was also perceived by the respondents as one of the
threats of Kapangan. In the preceding table, the water system was observed to be
a weakness due to inadequate supply of it in the schools. That finding will then
support that lack of water system will be a threat in the schools within the district
because water is the most important material in observing and maintaining the
beautification of the school in order to be considered as a clean and conducive
environment for teaching and learning purposes. The library room, which serves
as a learning resource, ranked fifth as shown on the table. As per result of an
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interview among school heads, of the 27 schools within the district, only 12
schools has their own library but with insufficient supply of reading materials.
Other schools are the barrio schools who do not have extra rooms for library use.
These problems regarding insufficiency of reading materials and lack of rooms
for library use are really a threat in terms of pupils’ performance because pupils
will not be motivated to read books are just found in the corner of the room.
Financial
resources. The result indicates that there are significant
differences in the threats of Kapangan under financial resources as shown by the
computed chi-square value that is higher the tabular value. Thus, the hypothesis is
accepted. This means that the differences in threats can be attributed to the
differences in financial allocations of the schools. Thus, it may be inferred that the
more varied the financial allocations are the more differences the threats are
whereby schools with more source of funds, will be more stable.
Schools within the district, really don’t have any source of teachers’ fund.
As categorized, funds that come from school canteens is called school fund; and
contributions from pupils are distributed as PTCA fund to finance their projects
and activities, and pupil fund to support the pupils participating in higher level
competitions. Due to unavailability of source for teachers’ fund, schools agreed to
impose penalties to teachers who failed to file their Form 6 (leave of absence).
With this unavailability of teachers’ fund, it was perceived by the respondents to
be the foremost threat for Kapangan District. Teachers got a lot of offers to attend
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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national seminars, trainings, and other professional development but unluckily
they are hampered due to the problem on budget. Others grabbed the opportunity
through their personal expense. Other sources of pupil fund come from their
meager pupil government collections from the violators’ penalties on school rules
and regulations and fund raisings activities. Remarks of respondents revealed that
meager pupil fund can be a threat because it hinders the opportunity of the pupils
to participate in higher level activities that may improve their capabilities.
Furthermore, due to insufficient pupil fund, other pupils are being deprived in
participating to higher-level activities. Previously, many non-government
organizations, foundations, and business owners extend help to the schools in
cash and in kind. They even sponsor pupils participating in higher level
competitions but due to the crisis that is taking place nowadays, seldom could the
schools receive help from them anymore. Currently, schools find difficulty in
catering to the needs of the school physically; some pupils also missed
opportunity of going to higher level activities due to the limited support from the
schools benefactors. The result also revealed that the congressional development
fund and barangay allocation fund were given equal rate. Same with the foregoing
items, these sources also lack funds to support the schools. The finding of the
study confirms the theory of Gregorio (1978) stressing that lack of financial
assistance is a recurrent factor, which tremendously affects the supervision and
inspection of public and private institutions or school. Likewise, this finding is
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supported by the study of Casareno (1979) who says that lack of funds needed for
the proper care and maintenance of school properties is a threat in developing a
school.
Information
resources. With the tabulated results, it is observed that there
are significant differences in the threats of Kapangan District under information
resources as perceived by the respondents. Therefore, the hypothesis is accepted.
This implies that the differences in threats can be attributed to the condition of the
material wherein respondents stated that contents of the guidelines were already
rescinded. Another is the scheme of distribution where other schools are not given
copies due to inadequate copies.
There are only few printed materials that teachers could access with
information taking place in the Department of Education and still these are limited
in copies. The respondents perceived the DepEd service manual, which should
serve as guide for school heads and teachers as the foremost threats because this is
the 2000 issue yet, still unupdated. By context, this service manual can be
considered a threat because some of the guidelines and policies are already
amended which may mislead readers and implementers. The publications or
Education news get the second rank, followed by DepEd handbooks that ranked
third. Based on the previous discussions, the foregoing items were perceived as
weaknesses due to limited copies to give information to the field. Relatively, it
was also considered as threats in the district because DepEd employees will not
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be informed of the DepEd programs and projects if these DepEd publications and
handbooks will not reach the field. It was also observed that if ever there are
publications and handbooks, it only reaches the field after couple of months.
Both the Internet, and the regional orders and memorandums got equal
level of approval. The lack of Internet connection in the district, which was
regarded as the foremost weaknesses, was considered as threats because without it
DepEd employees will not be informed of the latest information and innovations
that may help them grow professionally. Likewise, failure of forwarding regional
orders and memorandums will also leave teachers in the field uninformed.
Technological
resources. The respondents perceived the cell site, the
television and the over head projector as the topmost threats in Kapangan. This
finding substantiates the theory of Simonson (2005) stressing that
many technological innovations of the 20th century have promised breakthroughs
in the methods and effectiveness of teaching. Some of the most promising
innovations included filmstrips and motion pictures; teaching machines through
mechanical devices that present systematic instruction to students; and
programmed instruction through instruction delivered in a graded sequence of
steps, usually by means of a computer or other device. But with all of these
technological advancement, it also endangers the daily users. His finding confirms
the result of this study that the cell site endangers the health of users. Truly,
respondents’ remarks revealed that cell site affects the health of the people where
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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it stands due to radiation. Likewise, the televisions and the overhead projectors
are perceived by the respondents as threats of the district due to the bad effects on
the health of the school children and teachers. Radiation is also one of the
unfavorable effects because it destroys the vision of the viewers. Both the
telephone and the computer obtained equal level of approval. Truly, these are very
much important in every institution because they facilitate communication flow.
However, this could not be possible because they are the weaknesses in the
district as it was discussed previously. Schools without telephone lines and
computers could not be able to access immediate information and accurate report
due to the absence of such technologies. This agrees with the theory of Simonson
(2005) pointing out that the revolution in computer and communications
technology holds out hope that all students will be abreast with more information
and be tied up to ever before, thus making learning process more individualized.
Innovations in these fields suggest that certain barriers to learning, such as short
attention spans or faulty memories, might one day be reduced by means other than
the traditional reliance on sheer effort alone.
Based on the gathered data, the hypothesis that there are significant
differences in the threats of Kapangan, Benguet as perceived by the respondents
under technological resources is therefore accepted. This entails that the
differences in the perceptions of the respondents are attributed to bad effects of
such technology on the users health, especially so that most of these technologies
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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give off radiation. This study verifies the article from the Encarta 2005 that
radiation strikes living tissue and damages the molecules of cellular matter.
Cellular function may be temporarily or permanently impaired from the radiation,
or the cell may be destroyed.
Factors Associated with the Strengths, Weaknesses, Opportunities,
and Threats of Kapangan, Benguet
Strengths
Table 6 presents the social, political, economic, and ecological factors
perceived by the respondents as strengths that may contribute to the progress of
Kapangan, Benguet.
Social factors. Under this factor, the population of men was perceived by
the respondents as the foremost strengths of the District; followed by the
population of women; the skilled workers in the community; the lifestyles of
people; and the educational attainment of parents. This finding confirmed the
report on Kapangan Socio-economic Profile (2005) that Kapangan population was
composed more of men than women with 53.27%. Observations proved that men
are the most demanding workforces in physical improvements of the school and
the community.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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96
Table 6. Strengths of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
* Population
of
men
121
20.13
1
*
Population of women
116 19.30
2
*
Skilled workers in the community
97
16.14
3
*
Lifestyle of the people in the locality
51
8.49
4
*
Educational attainment of parents
45
7.49
5
*
Professionals in the community
34
5.66
6
* Ethnic
diversity
31
5.16 7
* Cases
of
morbidity
24
3.99 8
Family preservation of pagan traditions and
*
customs
23
3.83
9
*
Mass Media
19
3.16
10
*
Family income of the community
16
2.66
11.5
* Filipino
mentality
16
2.66 11.5
*
Criminal cases in the locality
8
1.33
13
601
100
X2 = 400.31
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
* Teachers
128
10.94
1
* School
Heads
123
10.51
2
* Farmers
113
9.66 3
*
Community Elders (old folks)
99
8.46
4
*
Community religious leaders
94
8.03
5
*
Business minded people
87
7.44
6
* Policemen
86
7.35 7
*
Municipal Political leadership
84
7.18
8
*
Community Health Workers
83
7.09
9
*
Provincial Political leadership
82
7.01
10
*
Barangay Political leadership
77
6.58
11
* Military
37
3.16 12
* Community
Engineers
27
2.31 13
* National
Political
leadership
26
2.22 14
* Community
Lawyers
21
1.79 15
*
Insurgences in the locality
3
0.26
16
1170 100
X2 = 302.88
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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97
Table 6. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
*
Income through government employment
152 18.56
1
*
Income through private employment
133 16.24
2
*
Wages from occasional work /labor
91
11.11
3
*
Employment abroad or to more urbanized centers
87
10.62
4
* Community
Cooperatives
86
10.50
5
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
63
7.69
6
*
Income from agricultural products or farming
42
5.13
7
* Sericulture
36
4.40 8
* Livelihood
projects
32
3.91 9
* Apiculture
27
3.30 10.5
*
Logging (felling and transporting trees)
27
3.30
10.5
* Gold
panning
24
2.93 12
Business establishments (stores, videoke bars,
*
billiards, etc.)
19
2.32
13
819
100
X2 = 363.33
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Water
quality
107
14.23
1
* Soil
quality
104
13.83
2
* Air
quality
102
13.56
3
* Agricultural
lands
88
11.70
4.5
*
Climate in the locality
88
11.70
4.5
* Forests
and
mountains
74
9.84 6
* Geographical
location
55
7.31 7
* Beauty
spots
48
6.38 8
* Landmarks
37
4.92 9
*
Flora and fauna (plants and animals)
31
4.12
10
* Roads
18
2.39 11
752
100
X2 = 149.31
df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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98
The result confirms the testimony of Goetz (1987) that with respect to personality
traits, men are characterized by greater importance, aggressiveness, dominance
and achievement motivation and they contribute a lot in the labor force; women
by greater dependency, a stronger social orientation, and the tendency to be more
easily discouraged by failure than men. Nevertheless, as was mentioned in the
preceding discussions, women excel in speed and accuracy of perception and in
memory, numerical computation, verbal fluency, and linguistic abilities generally.
Furthermore, some women have also good leadership and management like men.
The skilled workers in the community obtained third in rank. During the early
1970s and 1980s, people believed that finishing a four-year course is the only
means by which they could be able to find a good employment locally and
abroad. But consequently, skilled workers are more demanding because of the
fact that most went to a four-year curriculum. Furthermore, skilled workers are
needed in our present generation due to the effects of globalization. The lifestyles
of the people in the locality, which refer to the manner of living of a particular
group of people, came out as one of the strengths of Kapangan. This finding is
supported by the Kapangan Socio-economic Profile (2005) that even if inhabitants
of Kapangan Municipality belong to two linguistic groups – the Kankana-ey and
Ibaloi – they significantly share common customs and traditions. Though they
belong to two linguistic groups, still there is unity and understanding because they
have the same beliefs and cultures. This finding confirms the article from the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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99
Encarta Encyclopedia (2006) that Igorots share beliefs relating to sacred trees and
mountains, and animal to sacrifice for reading omens. Government activities and
urban influences are bringing about assimilation of the Igorot into the general life
of the Philippines. The educational attainment of parents is also strength in the
municipality. Educators state that older people are better in speaking English than
youth nowadays. This comment shows that even though older people have less
education, they can still be of help to their children. The finding is supported by
the assumption of Goetz (1987) that older people have less formal education than
younger people. Comparatively, few older people are well educated; few of them
posses those characteristics that are associated with high education. Likewise, the
Kapangan Socio-economic Profile (2005) confirmed that the educational
background of Kapangan populace shows that 87% were literate and 13% were
illiterate. This shows that the literacy in Kapangan is higher compared to the
result of the DepEd national development plan which is 83.79%.
The findings revealed that the social factors associated with the strengths
of Kapangan, Benguet as perceived by the respondents differ significantly. Thus,
the hypothesis, that there are significant differences in the strengths under social
factors, is accepted. This implies that the differences on strengths lie on the help
extended by the various items and their effects on the community. This means that
the groups of people identified in the study and the other factors can be a strength
if they useful enough in the progress of the community.
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100
Political factors. Based on the respondents’ perceptions, the teachers are
the leading strengths of the district, followed by the school heads, the farmers, the
community elders, and religious leaders. The computed chi-square value is very
much higher than the tabular value, which means that there are significant
differences in the strengths of Kapangan under political factors as perceived by
respondents. Thus the hypothesis, that the political factors associated with the
strengths of Kapangan differ significantly, is therefore accepted. This implies that
the differences in strengths, based respondents’ perceptions, are attributed on the
commitment and dedications of these governing bodies in the progress of the
community. The power structures and forces which include the existing
government power elite and their opposition, religious sects, anarchists, business
tycoons, activists, reactionaries, the military, revolutionaries, landlords, peasants,
management, labor unions, the voting masses, etc. influences an environment’s
internal governance and its external linkages. The committed and dedicated these
governing bodies are, the progressive the community would be.
In support to the findings, the DepEd employees serve as strengths in the
district because the educational development of the populace hinges on them. The
finding corroborates with Doctor (1998) that committed and dedicated teachers
are the key to quality education, and so students under their care have a greater
chance of survival in the world of close competition and have the advantage of
improvement and development in their own way of life. Likewise, the finding of
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the study proved the theory of Segumpan (1997) that teachers play a vital role in
the development of educational organization. They collaborate with the school
leaders in the pursuit of productivity-quality education, excellence,
competitiveness coz without them, nothing much can be achieved in the system. It
is important then to identify the factors that relate to teachers’ productivity. The
farmers who are known to be the backbone of the land were perceived as
strengths because they contribute much in the production of agricultural products
in the municipality that improves its economic status.
Furthermore, the community elders or the old folks and the community
religious leaders were contributory strengths for the community. Observations
revealed that in most of the community disputes such as husband and wife
conflicts, land boundaries, and the like the presence of the community elders is
important. It is believed that with regard to such conflicts, they are more
knowledgeable and their decisions are respected. On the other hand, the
community religious leaders are considered strengths too because they are the
ones strengthening the faith of the people in order to develop the good Christian
values that may contribute to the peace and order of the community.
Economic factors. Based on the respondents’ perceptions, the income
through government employment was the foremost strengths in the district;
followed by the income through private employment. Remarks revealed that
having been employed in a government agency provides employees an income
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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102
and other benefits to maintain their family. Furthermore, government employment
offers at least a good foundation for the future through the benefits after
retirement. Likewise, income through private employment offers also additional
income for the family. Some benefits of people employed in private firms, are
their overtime pay. Unlike in the government agencies that employees working
overtime are not being paid. These sources of income are very beneficial in the
district because people will at least be able to sustain the needs of their family,
including the education of their children. It can also support in the community
income through trades with businessmen and farmers within the locality. Wages
from occasional work or labor is considered strengths in the community. Most of
the town’s people earn their living through farming but after planting season they
find other means to earn more such as working on others farm for daily wages.
This source of income helps the individual to sustain their family needs. Likewise,
employment abroad or to more urbanized centers was strength too. This finding
confirms the result of the survey on the Socio-economic Profile of Kapangan
(2005) stating that the town’s people seek employment abroad or to a more
urbanized centers due to the very low annual income of the family as compared to
the National threshold. It is observed that most, if not all, of the barangays of
Kapangan have their own community cooperative. These come in various forms,
others cater only on credit cooperatives, others are consumer cooperatives, and
others are both. Most of these are progressing due to the good management of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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103
board of directors, which extend help to the members who are in need. Likewise,
teachers of the district organized their cooperative. Through this cooperative,
members are given opportunity to loan for the educational assistance of their
children, and for other important purposes. This corroborates with Aguirre, et. al.
(2006) claiming that cooperative help to foster self-sufficiency, teamwork and
ultimately, economic growth and social justice at the grassroots level.
The finding shows that the economic factors associated with the strengths
of Kapangan as perceived by the respondents differ significantly. Therefore, the
hypothesis is accepted. This means that the differences in strengths can be
attributed from the various sources of income of the community. The financial
factors identified can be strength if it adds the economic condition of the
community. The finding of the study confirms the stipulation of the SBM (2004)
that all productive forces generated by capital, land and labor from both the
formal and informal sectors of the economy; and investments in various forms of
assets with their corresponding financial sources are the foundations of economic
wealth generation and distribution.
Ecological
factors. Healthy ecosystem is vital to life. With the collated
results, the chi-square value revealed that the computed value is higher than the
tabular value, which shows that the ecological factors associated with the
strengths of Kapangan differ significantly. Thus, the hypothesis that the
ecological factors associated with the strengths as perceived by the respondents
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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differ significantly is therefore accepted. This implies that the differences in
strengths among these factors can be attributed on the idea that the different parts
of the ecosystem or ecological environment affect each another. The healthier the
environment would be, the positive the effects on the community.
As shown on the results, the water; soil; air quality; agricultural lands; and
the climate in the locality are perceived as the topmost strengths of Kapangan.
The water quality of Kapangan district is considered strength because it is
observed that these bodies of water are not polluted. Some evidences of these
observations are the abundance of aquatic animals found on the rivers and creeks
within the municipality. Others proved that water of Amburayan River is safe to
drink, which was confirmed by some researchers from Manila based on their
analysis. The soil quality is also considered strengths because many agricultural
crops are productive in the municipality. Likewise, the air quality is good because
there are no observed signs of air pollution. Air quality, is still good due to the
presence of forests in the locality. Eldredge (2003) confirmed the findings of the
study that forests regulate the amount of carbon dioxide in the air and produce
oxygen as a byproduct of photosynthesis. It regulates many of the chemical and
climatic systems that make available clean air and water and plentiful oxygen.
Both the agricultural lands and the climate in the locality were perceived by the
respondents as strengths too. Agricultural lands can be a good learning resource in
the school. Lucky are the pupils studying in this kind of environment because,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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105
aside from being a source of living, it also present a concrete structure for
learning as compared to the pupils in the urban areas that they only view it on
illustrations or moving pictures. The climate in the locality, which is also
considered strength in the district, is beneficial to the point that it is good for the
different agricultural products. Though the climate in the different barangays of
the municipality differs, it is much better because other areas will produce other
agricultural products to trade in to the other barangays.
Weaknesses
Table 7 presents the social, political, economic, and ecological factors
perceived by the respondents as weaknesses that may affect the progress of
Kapangan, Benguet.
Social
factors. As per results of the study, the hypothesis, that the social
factors associated with the weaknesses of Kapangan differ significantly, is
therefore accepted. This implies that the differences in the weaknesses as
perceived by the respondents can be attributed in the inadequacy of facilities,
education, trainings and income of the populace that may contribute for the
development of the community. The findings revealed that the family income of
the community was apparently the leading weaknesses in the municipality.
Respondents remarked that many families have insufficient income to support the
basic needs of their family, who may be categorized under relative poverty.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 7. Weaknesses of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Family income of the community
108 19.25
1
*
Mass Media
93
16.58
2
*
Criminal cases in the locality
87
15.51
3
*
Professionals in the community
83
14.80
4
*
Educational attainment of parents
80
14.26
5
* Cases
of
morbidity
23
4.10 6.5
*
Lifestyle of the people in the locality
23
4.10
6.5
*
Skilled workers in the community
21
3.74
7
* Ethnic
diversity
16
2.85 8
* Filipino
mentality
12
2.14 9
Family preservation of pagan traditions and
*
customs
7
1.25
10
*
Population of women
5
0.89
11
* Population
of
men
3 0.53 12
561
100
X2 = 408.81
df = 11
X2 .05 = 19.68
*Significant
B. Political Factors
* Community
Lawyers
118
18.88
1
* Community
Engineers
107
17.12
2
* Military
101
16.16
3
*
Insurgences in the locality
57
9.12
4
*
Provincial Political leadership
49
7.84
5
*
Business minded people
31
4.96
6
*
Barangay Political leadership
24
3.84
7
* Policemen
24
3.84 8
*
Community religious leaders
23
3.68
9
* School
Heads
22
3.52 10
*
Community Health Workers
21
3.36
11
*
Municipal Political leadership
16
2.56
12
* National
Political
leadership
12
1.92 13
* Farmers
9 1.44 14
*
Community Elders (old folks)
8
1.28
15
* Teachers
3 0.48 16
625
100
X2 = 535.87
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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107
Table 7. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
* Apiculture
113
19.15
1
* Sericulture
109
18.47
2
*
Income from agricultural products or farming
97
16.44
3
* Livelihood
projects
70
11.86
4
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
47
7.97
5
* Gold
panning
26
4.41 6.5
*
Logging (felling and transporting trees)
26
4.41
6.5
*
Income through private employment
24
4.07
8.5
* Community
Cooperatives
24
4.07 8.5
*
Wages from occasional work /labor
23
3.90
10
Business establishments (stores, videoke bars,
*
billiards, etc.)
22
3.73
11
*
Employment abroad or to more urbanized centers
9
1.53
12
*
Income through government employment
0
0.00
13
590
100
X2 = 396.41
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Roads
93
24.80
1
* Landmarks
72
19.20
2
* Beauty
spots
59
15.73
3
*
Flora and fauna (plants and animals)
32
8.53
4.5
*
Climate in the locality
32
8.53
4.5
* Agricultural
lands
23
6.13 6.5
* Geographical
location
23
6.13 6.5
* Soil
quality
16
4.27 8
* Air
quality
11
2.93 9
* Forests
and
mountains
7 1.87 10.5
* Water
quality
7 1.87 10.5
375
100
X2 = 237.93
df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
108
This study is supported by the theory of Corbett (2000) that relative poverty is the
condition of having fewer resources or less income than others within a society or
country, or compared to worldwide averages, which are necessary for the well
being or survival of the world’s people.
Furthermore, due to a low income many suffers from poverty, which
affects every aspects of human life. This corroborates the findings of Reyes
(2000) stipulating that poverty is the most powerful negative force that invaded
the country and still in good position to create continuous havoc and abuse on
every breathing creature. He made mentioned too that it is the root causes of
many pains and failures of mankind. It causes black nutrition, poor health and
sanitation, disturbed peace and order, low productivity, prevalence of many
crimes, and deceit. Additionally, Abiar (1998) supports the finding of the study
where poverty hinders the attainment of quality education in the country and that
the government is also crawling due to the crippling problems. The mass media
was also perceived by the respondents as weaknesses in the community. Mass
media comes in various forms. This includes radio and television broadcasting,
Internet access, cable connections, publications, and the like. Based on the
preceding discussions under technological resources, most of the new
technologies needed for such communication were the weaknesses in the district.
This supports the findings that mass media is inadequately installed in the
community, which supposedly be the best and easiest way to access new
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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109
information. Findings revealed that there are no serious incidences of criminal
cases in the locality, which is a very desirous image for any community. Though
it belongs under weaknesses, it still shows a positive outcome because it indicates
that there were no serious cases that affect the community. Professionals in the
community, who were the individuals that were able to finish a four-year degree
in the college or universities, were perceived as weaknesses. Respondents
remarked that there are only few professionals in their community as compared to
the number of populace. As a matter of fact, professionals who are practicing their
profession help a lot in the progress of the community in terms of income due to
their taxes; skills; and ideas. So if communities lack these kinds of professionals,
opportunities to progress will not be attained. The educational attainment of
parents was considered weaknesses too. Goetz (1987) confirms the finding of this
study that older people have less formal education than younger people.
Comparatively, few older people are well educated; few of them posses those
characteristics that are associated with high education. Truly, the educational
attainment of parents can be considered weaknesses because it is insufficient
especially nowadays that there are many alterations in the curriculum and the
coming in of advanced technologies.
Political
factors. Based on the findings, the community lawyers are the
foremost weaknesses in the district; followed by the community engineers; and
the military. The results revealed that the political factors associated with the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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110
weaknesses of Kapangan as perceived by the respondents differ significantly.
Therefore, the hypothesis is accepted. This implies that the differences in the
weaknesses of Kapangan under political factors can be attributed on the
inadequacy of needed professionals who could help build up a better society.
The finding indicated that the community has less number of professionals
like, lawyers, engineers, and military men. Community lawyers, engineers, and
military men are very much needed in order to help, enlighten, and protect the
rights of people in the community. This finding of study confirmed the article
from the Encarta Encyclopedia that attorneys are helpful in settling an action.
Furthermore, it is their duties to act with diligence and fidelity to one's client and
to show average prudence, knowledge, and skill in professional dealings. On the
other hand, the finding corroborates with the assumption of Stark (2002) proving
that engineering aimed at meeting national needs, encourages new research, and is
concerned with the relationship of engineering to society. Like wise, the finding
of the study validates the study of Weiss (2002) that military professional and
technical skill are increasingly used in meeting civilian needs for disaster relief,
civic action in war-torn nations, and nation-building projects.
Economic
factors. As per result of the study, the chi-square test revealed
that the value is very much higher than the tabular value. Therefore, the
hypothesis, that the economic factors associated with the weaknesses of
Kapangan, Benguet as perceived by the respondents differ significantly, is
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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accepted. This implies that the differences in economic factors as perceived by
the respondents lie on the various livelihood projects and sources of income that
the members of the community attend to in order to sustain their family. The
implication shows that the more sources of income results to a better way of life.
The result revealed that apiculture or beekeeping is the leading
weaknesses in the district; followed by sericulture that ranked second. These are
the projects funded by the Municipal Government but it was observed that there
are only few who are lucky to have such livelihood project. With this few raisers,
the raisers will not be productive. The finding of the study corroborates with the
assumption of Morse (2005) that beekeepers worldwide earn their living from
the sale of the honey and beeswax their hives produce. Likewise, sericulture or
silkworm raising was a weakness. Silkworms are also raised in the municipality
but with limited raisers. This is one of the projects of the municipal government,
which is believed to contribute to the economic progress of the municipality but
due to its limited supply there is a tendency that targets will not be attained.
It is observed that due to its limited supply, others buy some products
outside the municipality. The income from agricultural products or farming is also
a weakness as perceived by the respondents.. Looking at the yield of farmers from
their agricultural products, it is really less that it cannot even defray the expenses
of the farmers. This finding is supported by the Profile of Kapangan (2005) that
the average annual income of farmers in the municipality is very far behind the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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112
national threshold. Many households tried to engage in livelihood projects but,
due to lack of funds to start and support it, some of them didn’t materialize.
Likewise, the small-scale industries such as the rice mill, furniture shops,
blacksmiths, vulcanizing shops and iron works were considered weaknesses too.
Remarks revealed that it is inadequate because there are instances that the
functionality of these small – scale industries fail. So if this happens costumers
need to wait for a couple of days just to be done.
Ecological
factors. As shown on the collated respondents’ perceptions, it
is revealed that the roads within the municipality were the foremost weaknesses.
Remarks support the findings stating that most of the roads going to the different
barangays were underdeveloped. Truly, some of these roads are not passable
during rainy seasons; they are only functional on dry seasons. Urbanik (2005)
confirms the finding of study that rural roads are found in areas of the country
outside cities, towns, and suburbs. Rural roads are also classified as local,
collector, or arterial roads. Because of the light traffic and extensive mileage on
these roads, design standards are relatively low. In many areas, local roads are
unpaved gravel roads. Rural roads may or may not have shoulders. There are
many landmarks and beauty spots in the municipality that may serve as tourism
destination in the municipality but some of them are not being maintained because
of the problem on road accessibility. Some of these are very difficult to reach like
the Tawang Mummies, Camp Utopia and Dakiwagan Mountain. With these
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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identified problems they turned out to be weaknesses because they could not
contribute to the tourism projects of the municipality due to its far location. The
flora and fauna, and the climate in the locality were also considered weaknesses.
The flora and fauna refers to the indigenous plants and animals found in the
locality, which usually lives on the wild. Respondents remarked that these species
were considered weaknesses because different varieties of it are becoming extinct.
Truly, these varieties of wild animals and plants that our grandparents are
referring to could no longer be located in the environment. On the other hand, the
climate in the locality also turned out to be one of the weaknesses. As was
discussed previously, the climate in the different parts of the municipality differs.
Other respondents considered the climate in their locality as weaknesses because
it changes from time to time which affects the health of the people especially
children.
As shown on the collated result, the computed chi-square test shows that
the value is much higher than the tabular value. Thus, the hypothesis, that the
ecological factors associated with the weaknesses of the Kapangan as perceived
by the respondents differ significantly, is accepted. The differences entail that the
weaknesses under ecological factors differ due to the conditions of the
environment. It is presumed that an underdeveloped environment may result to
slow progress.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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114
Opportunities
Table 8 shows the social, political, economic, and ecological factors
perceived by the respondents as opportunities that may contribute to the progress
of Kapangan, Benguet.
Social
factors. Looking back at the previous discussions, the professionals
in the community were one of the weaknesses perceived by the respondents.
Though it was said that there are few of them in the community, it is still
manifested as the foremost opportunity in the district. These include the
community engineers, teachers, lawyers, policemen, etc. Remarks revealed that
their services are very much needed in the community because they provide
assistance in the education and welfare of the people. The skilled workers are the
opportunities also of Kapangan. Skilled worker possesses a recognized craft skill,
such as an electrician, plumber, or carpenter. Their acquired skills through
education and trainings contribute much in the improvement of structures and
handicrafts produced in the locality. Work done by skilled workers cannot be
done by just anyone, unlike those tasks performed by unskilled workers. Mass
media, as was discussed, comes in many forms such as the newspaper; radio and
television broadcasting; Internet; and many others. Despite the fact that they were
considered weaknesses in the locality, some are still lucky enough to have the
skills in Internet access, which may help in downloading latest information taking
place in the society.
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Table 8. Opportunities of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Professionals in the community
107
9.35
1
*
Skilled workers in the community
105
9.18
2
*
Mass Media
103
9.00
3
* Ethnic
diversity
102
8.92 4
*
Population of women
100
8.74
5
* Population
of
men
95
8.30 6.5
*
Lifestyle of the people in the locality
95
8.30
6.5
*
Educational attainment of parents
93
8.13
8
* Filipino
mentality
89
7.78 9
*
Family income of the community
84
7.34
10.5
Family preservation of pagan traditions and
*
customs
84
7.34
10.5
* Cases
of
morbidity
73
6.38 12
*
Criminal cases in the locality
14
1.22
13
1144 100
X2 = 80.36
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
*
Municipal Political leadership
123
8.38
1
*
Barangay Political leadership
119
8.11
2
*
Community Health Workers
118
8.04
3
* Policemen
111
7.56 4
*
Community Elders (old folks)
105
7.15
5
*
Business minded people
103
7.02
6
* Farmers
101
6.88 7
*
Community religious leaders
97
6.61
8
*
Provincial Political leadership
93
6.34
9
* Teachers
91
6.20 10
* Community
Engineers
86
5.86 11
* Community
Lawyers
85
5.79 12
* Military
82
5.59 13
* School
Heads
78
5.31 14
* National
Political
leadership
67
4.56 15
*
Insurgences in the locality
9
0.61
16
1468 100
X2 = 120.1
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 8. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
* Livelihood
projects
121
10.72
1
*
Employment abroad or to more urbanized centers
113 10.01
2
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
112
9.92
3
* Community
Cooperatives
110
9.74 4
*
Wages from occasional work /labor
107
9.48
5
* Apiculture
86
7.62 6
*
Income from agricultural products or farming
83
7.35
7
* Sericulture
79
7.00 8
*
Income through government employment
74
6.55
9
*
Income through private employment
69
6.11
10
Business establishments (stores, videoke bars,
*
billiards, etc.)
67
5.93
11.5
* Gold
panning
67
5.93 11.5
*
Logging (felling and transporting trees)
41
3.63
13
1129 100
X2 = 79.17
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
* Beauty
spots
116
10.04
1
* Agricultural
lands
112
9.70 2
* Landmarks
109
9.44 3.5
* Air
quality
109
9.44 3.5
* Forests
and
mountains
107
9.26 5.5
* Water
quality
107
9.26 5.5
* Roads
103
8.92 7.5
*
Climate in the locality
103
8.92
7.5
* Soil
quality
101
8.74 9.5
* Geographical
location
101
8.74 9.5
*
Flora and fauna (plants and animals)
87
7.53
11
1155 100
X2 = 5.47
df = 10
X2 .05 = 18.31
*Not Significant
Likewise, the ethnic diversity is also perceived by the respondents as
opportunities in Kapangan. Even though Kapangan municipality cuddles to two
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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linguistic groups – the Kankana-eys and Ibalois, they are united and they share
common traditions and beliefs. This finding is supported and elaborated in the
Profile of Kapangan (2006) that a Mambunong (Pagan Priest) may perform in the
ritual in an Ibaloi or Kankana-ey hosted cañao. It was also mentioned earlier that
the women are one the strengths due to their skills and capabilities. Furthermore,
they are the opportunities because nowadays women can also work out things as
men do. Many of them performed better in manual work and in community
activities.
The finding implies that the social factors associated with the
opportunities of Kapangan as perceived by the respondents differ significantly.
Thus, the hypothesis is accepted. The differences can be attributed on the services
rendered by the identified groups of individuals and the contributory effects of the
other factors on the progress of the community. It shows that the more services
rendered and positive effect these factors offer, the more they become
opportunities.
Political
factors. Based on the tabulated results, the municipal and
barangay political leadership; the community health workers; and the policemen
were the leading opportunities in the locality. The tabulated results too indicate
that the chi-square value is higher than the tabular, which means that the political
factors associated with the opportunities of Kapangan as perceived by the
respondents differ significantly. Therefore, the hypothesis is accepted. The
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finding implies that the differences can be attributed on the manner of leadership
and services these identified factors offer to the community. This also entails that
the good quality services one offers in the community, the more he becomes an
opportunity.
Based on respondents remarks, the municipal as well as the barangay
political leadership are the opportunities of the district because they contribute
much in the development of the municipality. Some evidences are their unending
support to the improvements of the school structures especially to schools that
will be recommended for the Clean and Green contests.
Furthermore, proofs of a good political leadership of these local
government units is shown on the financial supports to the school children
participating in the different activities like sports, academic contests and scouting
in the higher levels. Likewise, the different programs and projects of these local
government units like the Mass Health Screening for the school and community;
and the livelihood projects for the indigents are confirmations of a good
leadership. The community health workers are also perceived as opportunities in
Kapangan. Community health workers refer to the sanitary inspectors, doctors,
nurses, midwives, dentists, barangay nutrition scholars and barangay health
workers. Observations during the conduct of the community mass health-
screening project of the local government in cooperation with DOH and DepEd
show that these groups of people harmoniously work together to assist and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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monitor the health of the community. As a result, many were consulted and given
medical treatment. Most of all, many indigent children availed of the free medical
assistance for the improvement of their health. To add, the policemen are also the
opportunities in the municipality because they help in maintaining the peace and
order in the community. This finding of the study is in consonance with the theory
stipulated in the Encarta Encyclopedia (2006) that the police force is an
agency of a community or government who is responsible for maintaining public
order and preventing and detecting crime. Truly, their basic mission is to preserve
order by enforcing rules of conduct or laws. With their help some forms of crimes
are prevented. Peace and order in the community is maintained. Furthermore,
homes and business establishments are secured and protected. The community
elders or old folks were also perceived as opportunities. In the early days, elders
are respected and considered the wisest in the community. Nowadays, they are
still being carried as strengths or opportunities in the community due to the belief
that they could cite good experiences that may contribute in resolving conflicts. In
most cases, they are taken as members of the Barangay Lupon to act or settle
community issues.
Economic
factors. As revealed on the respondents’ perceptions, the
livelihood projects, employment abroad or to more urbanized canters, small-scale
industries, community cooperatives and wages from occasional work or labor are
the topmost opportunities in the municipality. The result of the study confirms the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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findings in the Profile of Kapangan (2005) that in order to augment family
income, many households are engaged in livelihood activities such as piggery,
sericulture, apiculture and others through the assistance of the municipal
government. Likewise, being employed overseas or to the cities is an opportunity
to everyone especially if the individual has a good employer. With such
opportunity, many families will be eased from economic problems. This finding
corroborates with the study of Northup (2005) that many people wishes to migrate
to other countries for employment despite the tragedies and hardships. Their
motivation is to find better jobs and new homes; and to escape from poverty and
oppression, and make a better life. The small-scale industries, which include the
rice mills, vulcanizing and iron works, furniture, etc. were opportunities too. This
supports the findings on the Profile of Kapangan (2005) that other sources of
income in the municipality come from agricultural products; business
establishments like stores, billiards, videoke, restaurants and catering services
etc.; Boarding houses; transportation operation; small – scale industries like rice
mill, vulcanizing shops, furniture shops, blacksmith, etc. Truly, families who are
operating small-scale industries mentioned above have at least a better family
income that may support their needs.
As it was discussed previously, cooperatives help in the economic growth.
Furthermore, Aguirre, et. al. (2006) proved the finding of the study that
cooperatives help improve the quality of life of its members, especially the poor
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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and the marginalized, by increasing their productivity, income and purchasing
power. Remarks also revealed that some town’s people obtained their income
through wages from occasional work or labor. Still many are fortunate to be
invited by their neighbors to help them in weeding in the backyard or agricultural
farms, harvesting rice or vegetables, carpentry works, and the like and earn a daily
wage.
Based on the respondents’ perceptions, the computed value is higher that
the tabular value. This means that the economic factors associated with the
opportunities of Kapangan differ significantly. Thus, the hypothesis is accepted.
The differences in opportunities under economic factors can be attributed in the
employment status and sources of income that may support the needs of the
family as well as the community. It is inferred that a stable employment or
sources of income among members of the community provides better life for the
family.
Ecological
factors. Based on the findings, the leading opportunities
perceived by the respondents are the beauty spots, the agricultural lands,
landmarks, air quality, and forests and mountains. Most of these factors of the
ecology were perceived to be contributory to the municipality in the sense that
they provide learning experiences to the children. This finding corroborates with
the study of Morphet (1959) stipulating that every community has a great variety
of environmental materials. The fauna and flora, industries, government agencies,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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historical landmarks, farms, bodies of water, mountains and other elements of the
environment presents rich learning experiences for children. For Kapangan alone,
Balanggoy and Salve (1982) confirms that its ecology presents a rich learning
experiences for children especially its, landmarks and beauty spots like the
famous Camp Utopia, which served as the headquarters of the gallant guerilla
forces during the World War II; the Panoramic Amburayan River View; the
Amionget Greenland Catampan Rice Terraces; the Santa Claus Face at
Dakiwagan Mountain; Sangrilla Forest, which served as the camp of the 66th
Infantry; and the Bolinsac and Ampasit Caves. Other new discovered spots are the
Shomenay Burial Caves with more or less a hundred skulls and human skeleton;
the Tawang Mummies; Salat Mountain Ranges where the Smart cell site is
located and many undiscovered beauty spots. Likewise, Repanshek (2003)
supports the finding of the study that unique public lands and bodies of water
within a country, set aside by the government to protect ecosystems, plant and
animal species, scenic landscapes, geologic formations, historical or archeological
sites are managed primarily for public recreation, providing exceptional locations
for educational purposes. Some of these commemorate significant historical
events.
As shown in the table, the computed value of chi-square test, which is
5.46%, is higher compared to the tabular value that is 18.31%. This means that the
ecological factors associated to the opportunities of Kapangan do not differ.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Therefore, the hypothesis, that there are significant differences in the
opportunities under ecological factors as perceived by the respondents, is rejected.
The finding entails that the respondents’ perceptions as to opportunities under
ecological factors are closely related due to the idea that all of these parts of the
ecology contribute much in the learning experiences of the learners. Likewise, it
also gives comfort and benefits to the community as well.
Threats
Table 9 shows the social, political, economic, and ecological factors
perceived by the respondents as threats that may affect the progress of Kapangan,
Benguet.
Social factors. Based on the respondents’ perceptions the criminal cases in
the locality is the foremost threat in the development of the municipality.
Although there are not much severe cases of crimes in the municipality, news
being viewed in the television still affects the minds of the young people. This
finding confirms the statements of Abiar (1998) that some factors that barricade
our quest for quality education is the high crime rate in the country. Details of
these are exposed by the media and are even used as entertainment. Overexposure
to these crimes like kidnapping, robberies, drug pushing, car napping, and others
would lessen children’s love and interest for knowledge particularly those who
come from poor families.
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Table 9. Threats of Kapangan among the different factors
FACTORS F
%
RANK
A. Social Factors
*
Criminal cases in the locality
117 18.51
1
Family preservation of pagan traditions and
*
customs
112 17.72
2
* Filipino
mentality
109
17.25
3
* Cases
of
morbidity
106
16.77
4
* Ethnic
diversity
77
12.18
5
*
Lifestyle of the people in the locality
57
9.02
6
*
Family income of the community
18
2.85
7
*
Mass Media
11
1.74
8
*
Educational attainment of parents
8
1.27
9
* Population
of
men
7 1.11 10
*
Population of women
5
0.79
11
*
Skilled workers in the community
3
0.47
12
*
Professionals in the community
2
0.32
13
632
100
X2 = 584.1
df = 12
X2 .05 = 21.03
*Significant
B. Political Factors
*
Insurgences in the locality
157 44.48
1
* National
Political
leadership
121
34.28
2
*
Community Elders (old folks)
14
3.97
3
*
Community religious leaders
12
3.40
4
*
Barangay Political leadership
6
1.70
6
* Community
Engineers
6 1.70 6
* Military
6 1.70 6
*
Business minded people
5
1.42
8.5
* Policemen
5 1.42 8.5
*
Community Health Workers
4
1.13
10.5
* Teachers
4 1.13 10.5
*
Municipal Political leadership
3
0.85
13
* Farmers
3 0.85 13
* School
Heads
3 0.85 13
*
Provincial Political leadership
2
0.57
15
* Community
Lawyers
2 0.57 16
353
100
X2 = 1453.6
df = 15
X2 .05 = 25
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 9. Continued . . .
FACTORS F
%
RANK
C. Economic Factors
*
Logging (felling and transporting trees)
132 33.00
1
Business establishments (stores, videoke bars,
*
billiards, etc.)
118 29.50
2
* Gold
panning
109
27.25
3
*
Employment abroad or to more urbanized centers
17
4.25
4
* Community
Cooperatives
6 1.50 5
*
Wages from occasional work /labor
5
1.25
6
*
Income from agricultural products or farming
4
1.00
7.5
Small-scale industries (rice mill, vulcanizing/iron
*
works, furniture)
4
1.00
7.5
* Livelihood
projects
3 0.75 9
* Sericulture
2 0.50 10
*
Income through government employment
0
0.00
12
*
Income through private employment
0
0.00
12
* Apiculture
0 0.00 12
400
100
X2 = 1017.8
df = 12
X2 .05 = 21.03
*Significant
D. Ecological Factors
*
Flora and fauna (plants and animals)
76
37.25
1
* Geographical
location
47
23.04
2
* Forests
and
mountains
38
18.63
3
* Roads
12
5.88 4
* Landmarks
8 3.92 5
* Water
quality
5 2.45 6.5
* Soil
quality
5 2.45 6.5
* Air
quality
4 1.96 8
* Beauty
spots
3 1.47 10
* Agricultural
lands
3 1.47 10
*
Climate in the locality
3
1.47
10
204
100
18.55
X2 = 320.58
Df = 10
X2 .05 = 18.31
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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126
The finding is likewise supported by assumptions of Andres (1994) that a child in
a great measure is affected by the society where he lives. The clothes he wear, the
language he speaks, the ideas and ideals he subscribes to, the books he reads and
movies he watches, even the illness to which he is prone, play a heavy role in the
development of his personality. Family preservation of pagan traditions and
customs were also perceived as threats. Though many families are Christianized,
still many of them subscribe to pagan practices, which affect the progress of their
family. This finding of study confirmed the study of Fagella & Cawagas (1988)
that family tradition, customs and celebrations have been preserved in many
Filipino homes, whether religious, historical or socio-cultural in origin and nature,
which affects the key decisions that a person makes. This is also supported by
Bonoan (1997) that in spite of the modern influences, the Filipinos still look at the
world and nature as people by supernatural beings and governed by forces above
him. His approach to truth is intuitive rather than rational or scientific. Likewise,
there are many positive Filipino mentalities but there are also many negative traits
that pull them down.
This finding corroborates with the statement of Naus (1993) that one of
the negative factors that hinders the development of a community or nation is the
subscription to traditional culture. People should do away from negative traits,
which affects not only their family but also the society such negative traits
includes kami syndrome, great love of social acceptance, padrino system, utang
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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na loob, crab mentality, too much hospitality and pakikisama. With regard to the
cases of morbidity, remarks from respondents revealed that illnesses or diseases
are the foremost reasons that affect pupils’ performance. This finding
corroborates with the connotation of Corbett (2002) that children have
underdeveloped immune systems, and they easily acquire diseases especially in
unsanitary living conditions. Thus the poorest countries have high rates of child
morbidity (disease) and mortality. Truly, this is one of the threats in the
attainment of children’s educational aims. Pupils’ absenteeism, failure, and
dropping out from school are due to illnesses especially children of poor families.
Based on the results of the study, it was observed that there are differences
in the factors associated to the threats of Kapangan. Therefore, the hypothesis,
that the social factors associated to the threats of Kapangan differ significantly as
perceived by the respondents, is accepted. This implies that the differences in the
threats are attributed on the effects brought about by the identified factors on the
life of the people in the community as well as in the progress of the municipality.
Political factors. As per results of the study, the insurgences in the locality
served as the leading threats in the municipality. Respondents’ remarks revealed
that these insurgences threaten the life of the people in the community including
the education of the children due to the bad examples and practices they see and
observe. It was also reported that these insurgences roam around in the far-flung
communities to collect revolutionary tax and food from the households. Colton
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(2003) supports the finding of this study that in the Philippines, Communist-led
New People’s Army (NPA) that grew steadily in strength in over half of the
Philippine provinces affects the life of the local residents due to the problems
arising between them and the government. Likewise, the finding of the study is
supported by the report of Beñas (2006) on the Baguio Midland Courier, dated
June 25, 2006 that groups of CCP-NPA were sighted in the far – flung
communities in the Cordillera Region to recruit youths.
The national political leadership is considered as threats due to the form of
politics in the country that are being bared in all media type. It is obvious on the
daily news that politicians in the national level are not organized, which shows
that there is no unity and cooperation. With these conditions, all aspects of
development will be threatened including the innocent people. With regard to the
educational system, these politicians often times enter into the picture and
introduced a lot of programs that makes the life of the teachers more miserable.
This finding corroborates with the presumption of Guerero (1993) pointing out
that some factors contributing to the deterioration of quality education is due to
too much politicians’ intervention in the educational system to the point that
educational policies are no longer based on rational and professional
considerations but on political expediency. Additionally, Ajos (1998) supported
the finding of the study that the increasing interference of politicians in the
administration of the schools such as transfer, promotion, and employment and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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other school affairs causes serious problems in the institution. Some respondents
remarked that community elders are traditional, in the sense that they always
abide with the traditional practices of long ago. It is commonly observed that
many elders still believed on superstitions, which may hinder the progress of the
community. Due to some beliefs and practices, even the judicial trials in the
community that they took part in are also based on traditional laws. Likewise, the
community religious leaders were perceived as threats too. This was supported by
the respondents’ remarks that these religious leaders mislead people. Due to the
coming in of many religious sects in the community, people are being misled. It is
observed that each religious leader from the different sects gave another version
of the bible to the point that they criticize and give bad comments to the other
sect. From this point, many people transfer from one sect to the other.
The results of the study revealed that the value of the chi-square test is
higher that tabular value. This shows that the political factors associated to the
threats of Kapangan differ significantly as perceived by the respondents.
Therefore, the hypothesis is accepted. The finding implies that there are
differences in the threats under political factors, which are attributed on the
effects of such factors on the life of the people. It is inferred that these factors
were perceived by the respondents as threats because they affect negatively all
aspects of life especially the education of the young and the development of the
municipality.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Economic
factors. The findings revealed that the foremost threats in the
municipality include the logging or felling and transporting of trees, the business
establishments, and the gold panning. This was perceived to be a threat due to the
bad effects to the environment as mentioned by some respondents. In the
municipality, especially in the far flung communities, some families sourced out
their income from illegal logging which causes the denudation of the forests and
the reduction of water in streams, rivers, springs, etc. The business establishments
such as stores, videoke bars, billiards, and the likes were also perceived as threats
in the locality. For the owners, this is a good source of income but sometimes
there are some disadvantages in the community especially to the students. Based
on observations and concerns from parents, some of these business establishments
have a negative effects to their children because instead of studying their lessons
they (children) are their playing billiards, video games, and sitting at videoke bars
then later learn to drink liquor. Truly, many students fail and quit from school due
to these vices. Likewise, gold panning is an income generating activities of
families living near the riversides. It helps particularly in sourcing income to
support the family’s needs but the problem is its bad effects on the environment as
revealed by some respondents that due to quarrying for gold on the riversides, its
(river) banks are eroding which causes erosions of some rice paddies and houses
near it.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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The finding shows that the computed value is higher than the tabular value
on the chi-square test. This means that the economic factors associated to the
threats of Kapangan differ significantly as perceived by the respondents.
Therefore, the hypothesis is accepted. This entails that there are differences in the
threats as perceived by the respondents due to the idea that these factors add to the
income of the family but it also creates havoc to the environment that may also
threaten the life of people.
Ecological
factors. As shown on the respondents’ perceptions, the flora
and fauna or the plants and animals were identified as the leading threats in the
municipality. Remarks from respondents revealed that these items are being
endangered to the point that they are becoming extinct. As it was mentioned on
the previous discussions, these contribute very much in the learning experiences
of a child but due to its extinction teachers and parents will find difficulty in
giving concrete example of such to their children. In the country alone, animals
such as dinosaurs, which live million years ago, seem to be unbelievable due to
lack of concrete evidences of existence. The respondents also revealed that due to
the geographical location of the community, some places are difficult to reach
which is a big factor that hinders community development. Many children in this
community acquire inadequate education due to the difficulty in transporting
educational facilities and materials that may enhance teaching – learning
experiences. The forests and mountains were also perceived by the respondents as
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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132
threats. This has a connection with the flora and fauna because if the forests and
mountains will be denuded surely these flora and fauna will be gone too. Forests
and mountains are being denuded due to illegal logging, forest fires and erosions,
which affect all aspects of life of the populace. The finding of the study
corroborated with the study of Eldredge (2003) that the conversion of forests,
grasslands, and wetlands for agricultural purposes, coupled with the
multiplication and growth of urban centers and the building of dams and canals,
highways, and railways, have physically altered ecosystems to the point that
extinction of species has reached its current alarming pace. In relation, due to the
geographical location of the municipality, road constructions are very difficult
and dangerous. Some respondents remarked that the poor road condition in their
community is one of the factors that hamper progress. This is true, because
communities in the municipality that has a poor road condition have a less chance
of having their agricultural products be sold in the urban areas. This means, the
poor road conditions, the expensive the transportation.
The finding indicates that the chi-square test is higher than the tabular
value. Therefore, the hypothesis, that the ecological factors associated to the
threats of Kapangan differ significantly as perceived by the respondents, is
accepted. This implies that the threats under these factors as perceived by the
respondents differ, which can be attributed on the conditions of the environment.
As these become extinct and endangered, they become threat in the community.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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133
School Indicators Associated with the Strengths, Weaknesses,
Opportunities, and Threats of Kapangan, Benguet
Strengths Among the School Indicators
Table 10 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as strengths that may
contribute to the progress of Kapangan, Benguet.
Pupil development. Based on the findings, the pupil participation rate,
completion rate, size of class, sports and scouting activities are the foremost
strengths of Kapangan as perceived by the respondents. The chi-square test result
shows that there are differences in the strengths of Kapangan under pupil
development based on respondents’ perceptions. Thus, the hypothesis, that there
are significant differences in the strengths of Kapangan under pupil development,
is therefore accepted. The differences in perceptions can be attributed on the
performances of the each school wherein schools whose pupils excel on a
particular area vary in strengths. So it implies that the strengths of the schools lie
on the good performances of the learners. The finding of the study shows
consonance with the stipulated theory of DECS Service Manual (2000) that the
physical, intellectual, social, and emotional changes that a pupil acquired from
school adds to their full development.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 10. Strengths of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
* Participation
Rate
112
12.07
1
* Completion
Rate
109
11.75
2
*
Size of class
99
10.67
3
* Sports
activities
97
10.45
4
* Scouting
activities
93
10.02
5
*
Numerical skills and competencies
91
9.81
6
*
Achievement Level in District Test
87
9.38
7
*
Reading skills and competencies
73
7.87
8
*
Health & Nutritional Status
68
7.33
9
*
Achievement Level in Division Test
27
2.91
10
*
Cohort Survival Rate
23
2.48
11
*
Drop out Rate
19
2.05
12
*
Achievement Level in Regional Test
18
1.94
13
*
Achievement Level in National Test
12
1.29
14
928
100
X2 = 281.5
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
Teachers’ competence on the different learning
*
areas 126
20.97
1
School conferences / Learning Action Cells (LAC)
*
Sessions 121
20.13
2
* PPSTA
110
18.30
3
*
Teachers’ morale (discipline, self-confidence, etc.)
83
13.81
4
* Graduate
studies
55
9.15 5
* Teachers’
pre-service
training
49
8.15 6
*
Subscription to educational magazines
29
4.83
7
Study leave (RA 4670 – Magna carta for
*
Teachers)
28
4.66
8
601
100
X2 = 151.83
df = 7
X2 .05 = 14.07
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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135
Table 10. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Lesson planning daily
101 31.96
1
* Indigenous
Instructional Materials (IMs)
63
19.94
2
*
Computer aided instruction
34
10.76
3
* Instructional
Materials
22
6.96 4
*
Industrial arts/garden tools
21
6.65
5
* Prototyped
lesson
plans
19
6.01 6
* Textbooks
18
5.70 7
*
Home economic facilities
17
5.38
8
*
Science facilities (TEEP supplies)
15
4.75
9
*
Library books and reading materials
6
1.90
10
316
100
X2 = 237.35
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* School
Building
122
22.26
1
* Classroom
structuring
118
21.53
2
*
Size of classrooms
101 18.43
3
*
Sanitation and safety
96
17.52
4
*
Maintenance of school equipment and furniture
32
5.84
5
*
School equipments and furniture
31
5.66
6
* Playground
facilities
25
4.56 7
* Acquisition
of
Facilities
16
2.92 8
*
Maintenance of school building
7
1.28
9
548
100
X2 = 291.89
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* PTCA
Officials
107
25.54
1
* Community
People
101
24.11
2
* Barangay
Officials
78
18.62
3
* Municipal
officials
73
17.42
4
* Sangguniang
Kabataan
32
7.64 5
*
Other Government Agencies
21
5.01
6
Other stakeholders (Foundations, businessmen,
*
etc.) 7
1.67
7
419
100
X2 = 158.65
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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136
Table 10. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Income Generating Projects
68
16.23
1
*
Donation from civic minded people and NGOs
53
12.65
2
* Liquidation
procedures
48
11.46
3
*
Disbursement of funds
47
11.22
4
* Raffle
Draws
46
10.98
5
* School
Canteen
41
9.79 6
*
Prioritization of school needs
37
8.83
7
*
Special Education Fund (Municipal School Board)
36
8.59
8
* Popularity
Contest
31
7.40 9
*
Utilization of school fund
12
2.86
10
419
100
X2 = 46.7
df = 9
X2 .05 = 16.92
*Significant
Thus, they must receive, primarily through competent instruction, relevant quality
education in line with national goals and conducive to their full development as
persons with human dignity.
Based on the finding, the records of the district office with regards to the
pupil participation rate is 99.57% in school year 2006 – 2007. This means that in
Kapangan most of the children who are age 6 – 12 years old were enrolled in
school as compared with Ten – Year Development Plan of DepEd (2001 – 2010)
where 90.05%. The finding confirms the study of Thompson (2006) that
it is no accident that throughout most of the world, children begin formal
education at age six or seven. The intellectual skills of middle childhood are well
suited for school. Children become capable of reasoning logically and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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137
systematically, and their thinking is flexible. A grasp of logical principles helps
older children readily understand science, math, and many other subjects. They
can concentrate better, and longer, than before. Likewise, the completion rate,
which is considered strength, is computed based on the number of grade I
enrollment six years back that were able graduate in grade VI. Based on
respondents’ perception, many of their children completed the elementary grades
within six years. This finding support the records of the district office that
completion rate with 77.42% in school year 2005 – 2006 is still a good indicator
of pupil progress. This shows that despite all the factors in the education of a
child, still 76% completed the elementary grades as compared to the Ten – Year
Development Plan of the DepEd (2001 – 2010) only 66.85% completed
elementary in school year 2002 – 2003. The class size was perceived by the
respondents as strengths too. Class size is computed based on the total number of
enrollees divided by the number of teachers. In support to the findings, this
current school year 2006 – 2007 shows that the class size of Kapangan District is
23% as revealed in the district reports. This means that teacher – pupil ratio is low
wherein most of the teachers handle a class of less than 30 pupils. With this kind
of class size, it is expected that pupils must obtain a good performance level.
Sports activities are part of the elementary curriculum related to physical
education, which is purposely to promote the physical development and well
being of the individual. This study corroborates with the connotation of Ulrich
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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(2005) stating that games, which foster competition and stimulate play behavior,
are often used as a means of enabling students to understand and practice specific
physical skills so that a high level of fitness can be maintained. On the other hand,
scouting is one of the yearly activities that the boys and girls enjoyed most due to
its funs and adventures. This confirms the theory of Escudero (1995) who says
that scouting emphasis has been in doing things in a way that will attract the boys
and girls and hold his attention through fun, and adventure and fellowship. But
underneath it all, is the ever-important element of learning and serving through
fun and games, through adventure and challenges, through fellowship and doing
things together. Furthermore, Seton (2006) supported the finding of study that
scouting is an international movement dedicated to developing the character of
boys and youths and training them for the responsibilities of adult life. Camping is
a regular part of the scout program, which also includes conservation, forestry,
farm work, and aid in community services. The program also stresses the
development of skill in woodcraft, swimming, first aid, signaling, and other
activities.
Staff
development. As per results of the findings, the teachers’
competence on the different learning areas is the foremost strengths of the district
as shown on the table. Truly, one of the factors that contribute to quality
education is the teachers’ competence in the different learning areas. This finding
corroborates with the assumption of Guskey (1985) that the improvement of
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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teacher practices result in improved student performance. While there are few
careful studies examining the important connection between staff development
programs an improved student performance, a small group of studies do indicate
that staff development programs can have positive effect on students
performance. Macarayan (1995) supported the finding of this study that quality of
education or teachers predetermines the kind or quality of life in the society.
Through staff development, teaching will be professionalize and will
successfully foster and adapt new approaches in the teaching – learning situations.
In addition, this finding corroborates with speculation in DECS Service Manual
(2000) that the DepEd shall establish a continuing program for career and
personnel development for all personnel at all levels, and shall create an
environment or work climate conducive to the development of personal skills,
talents and values for better public service. In support, school conferences and
LAC sessions help much in improving ones teaching capabilities because through
these conferences and sessions, problems and school issues are being discussed
and given interventions. It also enhances teachers’ competences on the different
learning areas. The Philippine Public School Teachers Association (PPSTA) was
perceived by the respondents as strengths too. Accordingly, the PPSTA was
strength in Kapangan because it is the only teacher organization that relays the
queries of teachers to the higher offices with regards to their problems on salary
increase, programs, policies, and the like.
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As per results of the findings, the computed value is very much higher
than the tabular value. Thus, the hypothesis, that there are significant differences
in the strengths of Kapangan under staff development as perceived by the
respondents, is accepted. This implies that the differences in strengths are
attributed in the skills and competences acquired by the school personnel in the
delivery of their work. This assumption was discussed in the previous paragraph.
So, the more trainings they acquired, the more they become strengths in the
delivery of quality education. This study is confirmed by the guidelines in DECS
(2000) that the trainings are the privileges given or acquired by the officials or
employees of the DepEd for professional growth in the delivery of basic services
to their clients. Likewise, Smith (1983) supported the study that staff development
is forms of remediation for teacher’s deficiencies in certain skills or attributes.
More appropriately, staff development should be based on expressed needs of
teachers revealed as part of the process of collaborative planning and collegial
relationships.
Curriculum development. The study revealed that lesson planning is the
leading strengths in the district as perceived by the respondents. Lesson planning
is a useful tool to teachers because it serves as their guide in the delivery of their
subject matter. Without the said lesson plan, teachers may not be able to attain
their objectives for the particular lesson. This finding confirms the statements of
Lardizabal (1977) saying that a lesson plan is an indispensable tool to a teacher
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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and that an engineer would not dare build a bridge without a plan, an architect
makes a plan for every house he construct, neither can a teacher afford to teach
without a lesson plan. Indigenous instructional materials are concrete objects that
contribute to the improvement of teaching learning. Since Kapangan is considered
a rural community, there are many indigenous materials available that could be
use in the delivery of lesson. Likewise, the department of education through the
Third Elementary Education Project provided some instructional materials
especially in Science and Mathematics to improve teachers teaching performance.
Through such instructional materials, pupils were able to understand the lessons
presented. It also motivates the pupils to participate actively in class discussions
and activities. Computer aided instruction is also very much helpful in the
teaching-learning process because teachers will only serve as facilitator of
learning and that pupils will be learning through hands-on activities, discovery
method, and technology assisted programs. This corroborates with the study of
Clemente (1996) stipulating that the “School of the Future”, which is the vision of
the DepEd to achieve quality education, shall consists of an amphitheater for
frontal and video-aided instruction, a space for group work, and an area from
computer-aided instruction, all housed in the same classroom. It is a multi-media
intensive classroom with an access to Internet that would relate to information and
technology. On the other hand, the industrial arts and garden tools are part of the
basic education curriculum, which gives relevant experiences and knowledge to
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the young children about livelihood activities. In connection, with this materials
or tools needed to give relevant experiences to the pupils should be in good
condition so that basic skills and knowledge will be acquired.
The findings revealed that there are differences in the strengths of
Kapangan under curriculum development, which is shown by the chi-square value
that is higher than the tabular value. Therefore, the hypothesis, that there are
significant differences in the strengths of Kapangan under curriculum
development as perceived by the respondents, is accepted. The result implies that
the differences in strengths are attributed on the availability of the different
materials that may improve the performances of the learners. It also means that
the availability of these curriculum materials in each school make differences.
This study is supported by the theory of Andres, et. al. (1989) postulating that the
process of selecting, organizing, executing, and evaluating learning experiences
on the basis of the needs, abilities, and interests of learners and the nature of the
society or community provides a good school curriculum.
Physical facilities management. The respondents’ perceptions revealed
that the school building; classroom structuring; size of classroom; and sanitation
and safety are the foremost strength under physical facilities management. The
chi-square test shows that the result is higher than the tabular value. Therefore,
the hypothesis, that there are significant differences in the strengths of Kapangan
under physical facilities management as perceived by the respondents, is
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143
accepted. The differences in strengths as to the respondents’ perceptions can be
attributed on the functionality and sufficiency of the physical facilities. This
implies that the more sufficient and functional these facilities would be the better
services they offer in the community. This assumption is supported by the theory
of SBM (2005) that the maintenance of the school buildings, school grounds,
equipment, desks, chairs and other furniture may provide an environment
conducive to learning.
Based on the findings, the school buildings were the strengths and
opportunities of the district under physical resources, which also corroborates the
findings under this component. This confirms the study of de la Cruz (1993)
stressing that the strengths for a developing school system lie in its adequate
school plants, which may include the selection and location of school sites, well-
planned, maintained and operated school building to provide total setting for
learning; and adequate supply of school equipments such as desks, tables,
chalkboards, bulletin boards, shelves and visual aids. Classroom structuring is
considered as strength because it adds in creating an environment that is
conducive to teaching and learning. The size of classrooms is also perceived as
strengths of Kapangan. Classrooms, whether standard or substandard, are very
important in the delivery of quality basic education. Some of the classroom sizes
in the district are substandard but they are still considered strength because it
houses all the teaching facilities and the learners. The sanitation and safety, with
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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regards to school building, was also perceived as strengths. Truly, the school
building should be clean and orderly to avoid untoward incidents that may harm
the learners. This corroborates the study of Hicks (1956) that school building
requires proper care and management, support, selection, orientation, and
planning because these may affect the curriculum, school organization, service,
safety, mental health, and public relations.
School-community partnership. Based on the findings, the PTCA officials,
community people, and the local government officials were perceived as the
leading strengths in the district. The finding revealed that the computed value is
higher than the tabular value. This means that the hypothesis, that there are
significant differences in the strengths of Kapangan under school – community
partnership as perceived by the respondents, is therefore accepted. This entails
that the differences in the strengths can be attributed on the support rendered by
the different stakeholders in the improvement of the school. This study is
supported by the theory in SBM (2005) the active support and participation of
Local Government Unit, PTCA, stakeholders and other interested groups within
and outside the community creates a stronger school – community relations. The
stronger the school-community partnership, the more support will be offered,
which may be in terms of services or financial aspects. The succeeding paragraph
elaborates this idea.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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It is a fact that these groups of stakeholders are the partners of the school
in the improvement and development of its physical aspects and children’s
welfare. The finding confirms the study of Paloma (1996) that school needs the
help and full support and cooperation of parents because involving parents and
community in the school programs and projects has been the practice of most
schools of all levels and was proven very effective for the development and
improvement of the physical structure and environment of the school. The result
also corroborates with the findings of Esumadia (2004) claiming that the active
participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities, and the district as a whole. The higher
the level of participation, the better is the improvement and development. These
local officials, who are the members of the Local Government Unit (LGU), are
the strategic partners in service delivery to meet the needs of the basic education.
Casiano (2005) confirming the finding of the study that the “Brigada Eskwela
Program” of the Department of Education, which focuses on repairs, cleanliness
and orderliness program done for the school in full cooperation and awareness of
parents, teachers, volunteers, and local government unit and non-government
organization was a success in the improvement of the school due to active
participation of these stakeholders.
Resource generation and fund management. Based on the results of the
study the income generating projects; donations from civic minded people and
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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146
NGOs; liquidation procedures; disbursement of funds; and raffle draws were the
foremost strengths of Kapangan. As was previously discussed, the income
generating projects of the school such as tiger grass plantations, fruit trees and the
like are some source of income that supports the school needs especially in the
purchase of instructional materials and transportation of pupils participating in
district activities. Based on observations and school reports, the civic-minded
people and non-government organizations usually provide support financially and
materially to pupils participating in higher activities. These activities include
camporees and jamborettes; athletic meets; and Math and Science fairs. Others
provide their vehicles to transport participants; some donate vegetables and food
products; and some also provide uniforms for the participants and other materials
or props to be used in such activities. Liquidation procedure and disbursement of
funds, as one of the strengths, is very much important in the utilization of fund. In
school, the proper liquidation procedure in liquidating funds is that teachers
should affix their signature on the liquidation report to show transparency and all
purchased materials and receipts shall be presented. This procedure is very much
appreciated by the school personnel, which develop their trust and confidence to
their school heads. Before spending the school fund, school heads conduct a
PTCA conference to prioritize the needs of the school and to ask suggestions from
them. Furthermore, school heads assign teachers or PTCA to purchase the needed
materials for the school and report their expenditure. Raffle draws are some of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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147
initiatives of schools to source out funds. This is done during school programs
such as nutrition programs, school intramurals, Christmas programs, and other
occasions. Through this fund raising activity, pupils raise additional funds to
augment their expenses in any district activities.
Based on respondents’ perceptions, the computed chi-square value is
higher than the tabular value. This means that there are differences in the
strengths of Kapangan under resource generation and fund management. This
shows that the hypothesis, that there are significant differences in the strengths of
Kapangan under resource generation and fund management as perceived by the
respondents, is therefore accepted. The differences in strengths can be due to the
proper management and utilization of funds. Schools with well-managed income-
generating projects and school funds will be more productive in terms of income
and materials. This finding is supported by the theory in SBM (2005) that the
proper utilization of the financial support from local governments, barangay,
Special Education Fund, PTCA, donations, DepEd Division MOOE, and other
DepEd project funds will contribute in the development of the municipality in
terms of education.
Weaknesses Among the School Indicators
Table 11 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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148
management which were perceived by the respondents as weaknesses that may
affect the growth of Kapangan District towards development.
Table 11. Weaknesses of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Achievement Level in National Test
114 17.98
1
*
Achievement Level in Regional Test
106 16.72
2
*
Cohort Survival Rate
98
15.46
3
*
Achievement Level in Division Test
93
14.67
4
*
Drop out Rate
78
12.30
5
*
Achievement Level in District Test
24
3.79
6
*
Numerical skills and competencies
22
3.47
7
*
Health & Nutritional Status
21
3.31
8.5
* Sports
activities
21
3.31 8.5
* Scouting
activities
19
3.00 10
*
Reading skills and competencies
18
2.84
11
* Completion
Rate
11
1.74 12
*
Size of class
5
0.79
13
* Participation
Rate
4 0.63 14
634
100
X2 = 500.04
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
Study leave (RA 4670 – Magna carta for
*
Teachers)
101 30.61
1
* Teachers’
pre-service
training
97
29.39
2
*
Subscription to educational magazines
56
16.97
3
*
Teachers’ morale (discipline, self-confidence, etc.)
27
8.18
4
* Graduate
studies
24
7.27 5
Teachers’ competence on the different learning
*
areas 9
2.73
6.5
School conferences / Learning Action Cells (LAC)
*
Sessions 9
2.73
6.5
* PPSTA
7 2.12 8
330
100
X2 = 258.17
df = 7
X2 .05 = 14.7
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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149
Table 11. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Computer aided instruction
124 14.07
1
*
Library books and reading materials
117 13.28
2
*
Home economic facilities
113 12.83
3
*
Industrial arts/garden tools
111 12.60
4
* Prototyped
lesson
plans
109
12.37
5
* Instructional
Materials
91
10.33
6
* Textbooks
89
10.10
7
*
Science facilities (TEEP supplies)
78
8.85
8
* Indigenous
Instructional Materials (IMs)
42
4.77
9
*
Lesson planning daily
7
0.79
10
881
100
X2 = 142.1
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* Playground
facilities
117
18.69
1
*
Maintenance of school building
114 18.21
2
*
Maintenance of school equipment and furniture
109 17.41
3
*
School equipments and furniture
104 16.61
4
* Acquisition
of
Facilities
87
13.90
5
* Classroom
structuring
54
8.63 6
* School
Building
17
2.72 7
*
Size of classrooms
13
2.08
8
*
Sanitation and safety
11
1.76
9
626
100
X2 = 243.02
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
Other stakeholders (Foundations, businessmen,
*
etc.) 115
29.56
1
*
Other Government Agencies
101 25.96
2
* Sangguniang
Kabataan
97
24.94
3
* Community
People
23
5.91 4
* Barangay
Officials
21
5.40 5
* Municipal
officials
18
4.63 6
* PTCA
Officials
14
3.60 7
389
100
X2 = 228.68
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 11. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Utilization of school fund
84
13.00
1
* School
Canteen
82
12.69
2
*
Prioritization of school needs
76
11.76
3
* Popularity
Contest
73
11.30
4
*
Special Education Fund (Municipal School Board)
69
10.68
5
* Liquidation
procedures
63
9.75 6
* Raffle
Draws
61
9.44 7
*
Income Generating Projects
54
8.36
8
*
Donation from civic minded people and NGOs
49
7.59
9
*
Disbursement of funds
35
5.42
10
646
100
X2 = 33.23
df = 9
X2 .05 = 16.92
*Significant
Pupil development. Based on respondents’ perceptions, the achievement
level of pupils in the national, regional and division tests; and the cohort survival
rate obtained the foremost weaknesses. The findings revealed that the chi-square
value is higher than the tabular value. This means that there are differences in the
weaknesses of Kapangan under pupil development. Therefore, the hypothesis, that
there are significant differences in the weaknesses of Kapangan under pupil
development as perceived by the respondents, is accepted. This also implies that
the differences in weaknesses as perceived by the respondents vary due to the
differences in the performance level of each school. It is inferred that the low
performance level under each item will mean an indication of weaknesses.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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National Achievement Test (NAT) is given to all Grade VI pupils yearly
to evaluate pupil performances in the different learning areas while regional
achievement test is given at randomly to selected schools or pilot schools. Most of
the respondents remarked that such tests are considered weaknesses in the district
due to the low results, which are only classified under nearing mastery level as
shown on the previous results. This finding is supported by the SY 2005-2006
National Achievement Test results where Kapangan District obtained 58.87%
MPS which is at least higher than the Division MPS that is 57.55% and the
Philippine MPS that is 54.66%. Results from the DepEd national development
plan showed that students in the basic education had very poor competences in
math, science, and English, which falls under below mastery as compared with
Kapangan that is at least nearing mastery. Although it is just nearing mastery
level, at least there is a little improvement on the performance of the pupils
yearly. This finding is supported by the report of Gonzalez (2000) that the results
of the National Elementary Achievement Test reveal some improvement in test
performance yearly, but still the progress toward target attainment has been rather
unsatisfactory due to decreased in other learning areas. This is also true with the
results of the Regional Achievement Test conducted to pilot schools where the
MPS is under nearing mastery level. Likewise, the division achievement test is
also conducted at randomly to selected schools. Based on the results in SY 2003 –
2004, the schools also obtained nearing mastery level. The cohort survival rate
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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was also perceived weaknesses of Kapangan. The cohort survival rate is
computed based on the number of Grade I enrollees six years back compared to
the number of Grade VI enrollees at present. Based on the district records,
Kapangan District has a cohort survival of 77.42% as of SY 2005 – 2006. This
shows that around 23% of the school children repeated or dropped on the other
grades.
Staff development. As revealed on the respondents’ observations, the
study leave (RA 4670 – The Magna Carta for Teachers); the teachers’ pre-service
trainings; and the subscription to educational magazines were the leading
weaknesses in the district under staff development. In order to avail of the study
leave with pay not exceeding a year, a teacher needs to earn at least seven years of
continuous service subject to approval of the head of office. Many teachers would
like to avail of these privileges but only one slot is given an opportunity yearly. In
this case, most of the teachers going for professional development support their
studies financially. Based on respondents’ remarks, teachers’ pre-service trainings
are inadequate to the point that some lack communicative skills and teaching
competences. The result of this study is inconsonance with the DepEd national
development plan that the teacher qualifications remain to be an issue, especially
at the secondary level.
This is one reason for considering it as a weakness. So in order to assess
the qualifications of teachers who will be employed, they have to undergo
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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selection processes. This study collaborate with guidelines in DepEd Order No. 4,
s. 2007 wherein in the selection and employment of new teacher applicants, each
is evaluated based on educational qualifications where everyone must be a
PBET/LET passer, teaching experience is preferred; shall undergo interview, and
demonstration teaching; and must take the written English Proficiency Test.
Teacher-applicants who belong to Registry A shall first fill-up vacant positions.
Priority is given to qualified local applicants as stipulated in R.A. 8170, The
Localization Law. Subscription to educational magazines helps in upgrading the
teachers’ professional development but due to the financial constraints, many
teachers stopped subscribing to such magazines. It is observed that these
educational magazines provide varied ideas in teaching. It also presents lesson
exemplars that may guide teachers.
As revealed in the findings, the computed chi-square value is higher that
the tabular value. So, the hypothesis, that there are significant differences in the
weaknesses of Kapangan under staff development as perceived by the
respondents, is therefore accepted. This implies that the differences in the
strengths under staff development based on respondents’ perceptions can be due
to inadequate income to support the teachers’ professional development. The
weaknesses vary because respondents’ educational needs differ.
Curriculum development. The respondents’ perception shows that
computer-aided instruction; library books and reading materials; H. E. facilities;
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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industrial arts and garden tools; and the prototyped lesson plans are the leading
weaknesses of the district under curriculum development.
Nowadays, we are living in an information and technology intensive world
where most of the gadgets and equipments are being used for teaching and
learning. But, since Kapangan District lacks most of these facilities such as the
computer-aided instruction, it really falls under the weaknesses. Based on district
reports, only 11 elementary schools out of the 27 schools have their own mini
library but according to inquiries most of these mini libraries have inadequate
supply of books, reading materials and references that should improve the reading
abilities of pupils. The finding of the study is congruent with the findings of
Romulo (1966) that inadequate supply of instructional materials; textbooks,
supplementary reading materials and classroom facilities are the problems
affecting the performance of the children in school. The home economic facilities,
the industrial arts, and garden tools are also lacking in schools. The home
economics facilities, industrial arts, and garden tools play an important role in the
operation of such projects. Schools within the district reported that said facilities
are so meager. The home economics facilities such as kitchen utensils, beddings,
furniture, etc. are vital in the preparation of pupils’ understanding of the basic
home chores. The finding of the study is related to the assumption of Eligio and
Ricamonte (1980) pointing out that the presence of the agricultural and industrial
tools makes work easier and faster. Each tool is made to perform a specific job,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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others are important in making farm structures and in repairing damaged or
destroyed tools. Prototyped lesson plans are the ready – made lesson plans
prepared by the national or division offices to be distributed to the teachers for
use. But this was perceived to be weaknesses because the prototyped lesson plans
expected by the teachers for use so as not to be preparing daily lesson plans was
not yet issued or distributed.
The study shows differences in the weaknesses under curriculum
development, based on the chi-square test. Therefore, the hypothesis, that there
are significant differences in the weaknesses of Kapangan, Benguet under
curriculum development as perceived by the respondents, is accepted. The
differences in strengths can be attributed on the absence of the curriculum
materials needed to enhance the teaching – learning instructions. It is inferred that
the absences of school facilities, the higher frequency of weaknesses.
Physical facilities management. The respondents perceived that the
playground facilities; the maintenance of the school building; and school
equipment and furniture were the foremost weaknesses under physical facilities
management. Playground facilities include the area for sports activities such as
volleyball court, basketball court, baseball diamond, etc. Based on observations,
most of the schools in the district lack these playground facilities. The result of
this study collaborates with the study of Ancheta (1993) stipulating that the
problems encountered by schools include the inadequacy of playground,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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recreational, and physical fitness facilities needed for the improvement of
instruction and a revitalized school organization. School buildings and facilities,
which lack proper care and maintenance, affect the teaching and learning
situation. The finding corroborates with the theory of Sutaria (1985) that the
designs of the various school facilities pose a serious interrelated problem in
regard to functionality, appropriateness, comfort, and the like. And that, under this
kind of learning environment, even the most skillful teacher will find it difficult to
gain and maintain the interest of pupils. Likewise, there is an inadequate supply of
these equipments and furniture for educational purposes especially the far-flung
schools. With all the identified weaknesses of the district, the presumptions of
Gloria (1997) supported the finding of the study that the school must be equipped
with delivery learning systems, laboratories, cupboards, computer laboratories,
language laboratories together with the basic minimum equipments – such
facilities are the strengths of a school needed to achieve its goals and objectives.
As per results of the study, it was observed that the chi-square value is
higher than the tabular value. Thus, the hypothesis, that there are significant
differences in the weaknesses of Kapangan under physical facilities management
as perceived by the respondents, is accepted. This entails that the differences in
weaknesses under physical facilities can be attributed on the inadequacy of funds
for the maintenance and improvement of these school facilities. This finding is
supported by the speculation in DECS (2000) that the presence or absence of the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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components of the school plant affects the teaching learning process, therefore the
physical resources should be planned in relation to the instructional program but
the plan shall be flexible to anticipate educational as well as social and
technological changes and innovations.
School-community
partnership. Based on observed data, the stakeholders
such as the foundations and businessmen were the leading weaknesses of
Kapangan District. Though there are schools that were able to acquire valuable
assistance from stakeholders such as the Fedrick Sayeg Foundation and Good Fire
Company, still most of the schools within Kapangan are unlucky because there
are no stakeholders who can give support to their schools. The other government
agencies were also perceived by the respondents as weaknesses. With regards to
pupil development and physical improvement of the school, there are many
government agencies, which can be approached, but sometimes they can not find
time to assist in school. The lack of assistance from these various government
agencies may also depreciate the quality of education. It was observed also that
only few Sangguniang Kabataan officials are active in school activities. Based on
reports, these youth organizations have not established a youth development
activities for the school children. This is one reason for considering them as
weaknesses in the community.
Based on the chi-square test, it shows that there are differences in the
weaknesses of Kapangan under school – community partnership. So, the
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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hypothesis, that there are significant differences in the weaknesses of Kapangan
under school – community partnership as perceived by the respondents, is
therefore accepted. This implies that the differences in the weaknesses can be due
to the lack of support in terms of finance and services. This shows that inadequate
support from these stakeholders will mean a weak school – community linkages.
Resource generation and fund management. As revealed on gathered data,
the utilization of school fund; the school canteen; prioritization of school needs;
and popularity contest are perceived to be the foremost weaknesses in the
municipality. Based on the findings, respondents remarked that their school has
insufficient fund to be utilized for the delivery of quality education. Most school
heads find difficulty in stretching the budget just to purchase the needed supplies
for the school. The school canteens are some sources of income for a school. But
at this point, it is considered as a weakness because most of the schools have no
school canteen, others may have but their gain is insufficient to support their
school needs. The prioritization of school needs serve as guide in the
disbursement of funds. However, most of the schools have an inadequate fund
that is why its prioritized needs are not being met or addressed. Looking at the
prioritized school needs in their organizational work plan, most of it were not
attained basing from their five – year implementation plan due to insufficient
budget. On the other hand, popularity contest, that are conducted, needs the
permit and approval of the Municipal Social Welfare and Development Office
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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159
(MSWD) and the Mayor’s permit before conducting it because this is a form of
solicitation. Respondents remarked that this form of fund raising is a weakness
because their schools were not able to avail of such opportunity due to the limited
permit given to those who wanted to avail of it. The MSWD only allows three
schools in a year to conduct said activity and that processing of permit shall be
done in October of a year and to be implemented within three-month period only.
Based on the gathered data, the chi-square value is higher than the tabular
value. This means that there are differences in the weaknesses of Kapangan under
resource generation and fund management. Thus, the hypothesis, that there are
significant differences in the weaknesses of Kapangan under resource generation
and fund management as perceived by the respondents, is accepted. This indicates
that the differences can be attributed to the inadequate funds and resources to
augment said school needs. Problems on these identified matters may result as
weaknesses.
Opportunities Among the School Indicators
Table 12 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as opportunities that may
contribute to the development of Kapangan, Benguet.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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160
Table 12. Opportunities of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Health & Nutritional Status
124
9.00
1
*
Achievement Level in District Test
112
8.13
2
* Scouting
activities
110
7.98 3
* Sports
activities
106
7.69 4
*
Size of class
105
7.62
5
*
Achievement Level in Division Test
104
7.55
6.5
*
Numerical skills and competencies
104
7.55
6.5
* Participation
Rate
102
7.40 8
*
Achievement Level in Regional Test
101
7.33
10
*
Reading skills and competencies
101
7.33
10
* Completion
Rate
101
7.33 10
*
Achievement Level in National Test
97
7.04
12
*
Cohort Survival Rate
86
6.24
13
*
Drop out Rate
25
1.81
14
1378 100
X2 = 68.23
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
* Graduate
studies
147
17.71
1
*
Subscription to educational magazines
139 16.75
2
* PPSTA
104
12.53
3
Study leave (RA 4670 – Magna carta for
*
Teachers)
97
11.69
4
School conferences / Learning Action Cells (LAC)
*
Sessions 93
11.20
5.5
*
Teachers’ morale (discipline, self-confidence, etc.)
93
11.20
5.5
Teachers’ competence on the different learning
*
areas 86
10.36
7
* Teachers’
pre-service
training
71
8.55 8
830
100
X2 = 46.05
df = 7
X2 .05 = 14.07
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Table 12. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Science facilities (TEEP supplies)
125 12.82
1
* Textbooks
119
12.21
2
* Indigenous
Instructional Materials (IMs)
116 11.90
3
* Instructional
Materials
102
10.46
4
*
Library books and reading materials
101 10.36
5
* Prototyped
lesson
plans
95
9.74 6
*
Lesson planning daily
87
8.92
7.5
*
Home economic facilities
87
8.92
7.5
*
Industrial arts/garden tools
82
8.41
9
*
Computer aided instruction
61
6.26
10
975
100
X2 = 34.79
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
* Acquisition
of
Facilities
116
15.30
1
*
Sanitation and safety
113 14.91
2
*
Size of classrooms
109 14.38
3
*
School equipments and furniture
83
10.95
4
* School
Building
82
10.82
5
* Playground
facilities
81
10.69
6
*
Maintenance of school building
68
8.97
7
*
Maintenance of school equipment and furniture
57
7.52
8
* Classroom
structuring
49
6.46 9
758
100
X2 = 55.97
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* Municipal
officials
132
17.93
1
* Barangay
Officials
121
16.44
2
* PTCA
Officials
103
13.99
3
Other stakeholders (Foundations, businessmen,
*
etc.) 99
13.45
4
*
Other Government Agencies
97
13.18
5
* Sangguniang
Kabataan
93
12.64
6
* Community
People
91
12.36
7
736
100
X2 = 13.59
df = 6
X2 .05 = 12.6
*Significant
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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162
Table 12. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Disbursement of funds
123 11.26
1
*
Special Education Fund (Municipal School Board) 119 10.90
2
*
Donation from civic minded people and NGOs
117 10.71
3
* Raffle
Draws
114
10.44
4
* Popularity
Contest
112
10.26
5
* Liquidation
procedures
106
9.71 6
*
Utilization of school fund
104
9.52
7
*
Prioritization of school needs
102
9.34
8
* School
Canteen
98
8.97 9
*
Income Generating Projects
97
8.88
10
1092 100
X2 = 6.79
df = 9
X2 .05 = 16.92
*Not Significant
Pupil development. The foremost opportunities of Kapangan in this
component as perceived by the respondents are the health and nutritional status of
the children; the achievement level in the district; scouting and sports activities
and size of class. As per results of the gathered data, the computed value is higher
than the tabular value. So, the hypothesis, that there are significant differences in
the opportunities of Kapangan under pupil development as perceived by the
respondents, is therefore accepted. This implies that the differences in the
opportunities of Kapangan under pupil development lie on the fact that schools
vary in performance level as to pupils are concern. The foregoing paragraph
supports this connotation.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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163
Based on the school – based health and nutrition program implemented
through the initiative of the DepEd – Kapangan District with support from the
LGU of Kapangan and Kapangan rural health unit, reported that there are no
severe health problem cases among school children that may deteriorate their
performance in school. This shows that the school children’s health and nutrition
status is one of the opportunities that may invigorate their performances in school.
This finding is collaborated with the assumptions of Laruan (2004) that good
health is an essential factor in the learning process of every child leading to good
school performance. Proper health supervision for school children must ideally
include systematic screening of their health status at their vulnerable stage. The
achievement level of pupils in the district test serves as their opportunity because
this is one way to evaluate the weaknesses of the pupils and to determine their
unmastered skills in preparation to the division or national achievement tests to be
conducted at the end of the school year. Likewise, to find out appropriate learning
styles, interventions, methods and strategies suited in the delivery of the lesson.
This corroborate the connotations of Reyes (2001) that appropriate learning styles
to suit pupils’ needs and interests, exposure to competitions and activities that
stimulates the creative mind, utilization of multi-media, field trips, group
interactions, leadership training, and involvement in decision making may
develop creative productivity or productive thinking skills among learners. The
scouting and sports activities are the motivating factors for pupils to study well
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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164
because pupils with failing grades are not allowed to participate in sports
competitions and scout camping. Furthermore, scouting and sports improve
pupils’ discipline and values development. As was mentioned earlier, the size of
class in the district is manageable which shows that most of the pupils can be
given time to be assisted.
Staff development. Based on the respondents’ perceptions, the graduate
studies; subscription to educational magazines; PPSTA; and the study leave (RA
4670 – Magna carta for teachers) were the leading opportunities in the district
under this component. As per results of the gathered data, the chi-square test
indicates that the computed value is higher than the tabular value, which means
that there are differences in opportunities under staff development. Thus, the
hypothesis, that there are significant differences in the opportunities of Kapangan
under staff development as perceived by the respondents, is accepted. The finding
implies that the differences can be attributed on the opportunities availed by the
respondents along professional development.
In support to the preceding paragraph, the graduate study gives
opportunities to teachers acquire new innovations in teaching coupled with new
teaching techniques and strategies to improve pupil performance in the different
learning areas. Likewise, it is one of the opportunities that qualify teachers to be
promoted to higher positions. Subscription to educational magazines also gives
opportunities to teachers to acquire new teaching techniques and knowledge on
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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the new information taking place in the department. The PPSTA that rank third is
also an organization that concerns on the welfare of teachers at the same time
fights for the benefits and privileges of teachers for staff development. It has also
a publication concerning issues and development in the department. The study
leave for teachers also obtained fourth rank. This is a privilege given to qualified
and lucky teachers to undergo professional studies. Through this privilege, a
teacher is given the opportunity to upgrade his/her professional competences
coupled with additional qualifications for promotions.
Curriculum development. A majority of the respondents perceived that the
Science facilities provided by the TEEP; the textbooks; the indigenous
instructional materials including the instructional materials purchased through
personal and school funds; and the library books and reading materials were the
leading opportunities in the district. Based on the gathered data, the computed
value is higher than the tabular value. Thus, the hypothesis, that there are
significant differences in the opportunities of Kapangan under curriculum
development as perceived by the respondents, is therefore accepted. This implies
that the differences can be attributed on the adequacy of facilities issued on the
different schools.
The foregoing discussion supports the findings of the study. Based on
results, respondents remarked that these facilities in Science give them comforts
in delivering their lesson because they were not hard up in preparing instructional
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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166
materials to motivate their pupils and to enhance learning. Likewise, the
textbooks were also on time because most of the textbooks they are using were
already torn out. So the coming of the TEEP supplies was really a good
opportunity for the attainment of quality education. The indigenous instructional
materials prepared by the teachers and the ready – made instructional materials
purchased by teachers were opportunities by which it contribute in enhancing
teaching – learning. It was mentioned previously that the kind of locality we are
in is an opportunity to everyone because it presents a good learning environment.
In relation, there are many indigenous materials found in the locality that could be
made into instructional materials to enhance learning. Likewise, the ready – made
instructional materials purchased by teachers also enhance learning situation.
Usually, these instructional materials being purchased by the teachers are the
illustrations or photos of objects that are not found in the community just to give
ideas to the school children. The library books and reading materials, based on
respondents’ perceptions are opportunities too. Truly, reference books and
reading materials are very vital in a school library in order to develop pupils’
interest in reading. This corroborates what was stipulated in the School-Based
Management primer (2004), that the school should provide adequate facilities like
library or learning resource center, science center, conference hall and others for
increasing personnel and pupil productivity. The school should also ensure the
effective utilization of these facilities to expand access to learning.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Physical facilities management. Most of the respondents perceived the
acquisition of facilities; sanitation and safety; and size of classrooms as the
foremost opportunities in Kapangan. Respondents remarked that through
acquisition of school materials or facilities, there will be an effective and efficient
transfer of learning. Materials that are acquired through school funds and from
other agencies contribute in the delivery of learning. The sanitation and safety
also pose an important role in the attainment of basic quality education. The
findings of the study shows consonance with what is stipulated in DECS (2000)
where school buildings must be stable and safe from typhoon, earthquakes, fire
and secured against thieves, stray animals, and other intruders. Furthermore, the
study shows observance of the provisions of R.A. 9155 or the Governance of
Basic Education specifies that the school shall create an environment that
conducive to teaching and learning. The size of classrooms is also an opportunity
for the district. Though it is substandard, it is still adequate for teaching and
learning purposes. The school equipments and furniture are also considered
opportunities of the district.
Based on the results of the study, the hypothesis, that there are significant
differences in the opportunities of Kapangan under physical facilities
management as perceived by the respondents, is therefore accepted. This finding
is based on the computed chi-square value that is higher than the tabular value.
This implies that the differences in the opportunities of Kapangan under this
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indicator can be attributed on the sufficiency of facilities present on the different
schools. The preceding paragraph supports this implication.
School-community partnership. Majority of the respondents perceived the
local officials such as the municipal and barangay officials including the PTCA
officials; other big time stakeholders; and government agencies as the foremost
opportunities of the municipality. The result of the study indicates that there are
differences in the opportunities of Kapangan under this indicator as shown by the
chi-square value that is higher that tabular value. Thus, the hypothesis, that there
are significant differences in the opportunities of Kapangan under school –
community partnership as perceived by the respondents, is accepted. The finding
entails that the differences under this indicator are due to the opportunities
acquired by the schools from the various sources, which contributed in the
improvement of their school and community.
In support to the findings, the Local Government Units such as the
Municipal and Barangay officials play a vital role in the improvement and
development of the school plant as a whole. Through their effort and assistance in
processing the needed documents for the school, the schools’ structures and
landscapes will at least be look into for some renovations. The PTCA officials and
members, that were perceived third rank, are the foremost partner of the school
personnel in the improvement of the school’s physical aspects. This finding
corroborates with the findings of Esumadia (2004) stating that the active
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participation of teachers in the community activities has greatly helped in the
improvement of the schools, communities and the district as a whole. The higher
the level of participation, the better is the improvement and development.
Furthermore, the observations of Casiano (2005) supported the findings where the
“Brigada Eskwela Program” of the Department of Education, which focuses on
repairs, cleanliness and orderliness program done for the school in full
cooperation and awareness of parents, teachers, volunteers, and government and
non-government organization was a success in the improvement of the school.
The other stakeholders such as the foundations and businessmen are also the
important partners of the school towards progress. They are considered
opportunities in the district due to the school improvement that they did like the
construction of school – community gymnasium, the school repairs and paintings,
provisions of school facilities and scholarship grants to deserving pupils, and
many more. Other government agencies that served as partners of the school are
the Philippine National Police, Municipal Social Welfare and Development,
Municipal Health Office, etc. These are the agencies that are usually invited in
schools to lecture on pupils’ discipline, children’s rights, and good health habits.
Other agencies also are invited for the improvement of the school landscapes and
structures.
Resource generation and fund management. The findings revealed that the
disbursement of funds pose as the leading opportunities in the district.
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Respondents remarked that the disbursement of MOOE fund give them a little
empowerment because they are given an allotment and lay way to disburse an
amount for their classroom needs provided they should submit an official receipt
of their purchases. The special education fund from the municipal school board
was also perceived as opportunities because these funds support the programs of
the district. This finding is supported with the guidelines of DECS (2000) that the
Special Education Fund was created to provide additional financial support
exclusively for public schools. The fund comes from the proceeds of an additional
tax of one percent on the assessed value of real property in addition to the real
property tax levied thereon under existing laws. The local school boards shall
administer the fund for each province, city and municipality. The donation from
civic minded people and non-government organizations, which were discussed
earlier to have been supporting the school children in higher-level endeavors, is
also an opportunity. There are really group of people and NGOs who are
supportive in school programs to the extent of donating cash or materials. the
findings of the study is correlated with the provisions of R.A 9155 that should
accept such donations, gifts, bequests and grants for the purpose of upgrading
teachers or learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipment. But such donations
or grants must be reported to the appropriate district supervisors and division
superintendents for records purposes and acknowledgment. The raffle draws and
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the popularity contests that are conducted to raise funds for the school projects are
opportunities too. The respondents perceived this as an opportunity because it
helps a lot to augment school expenses on projects and activities.
The chi-square test reveals that the computed value is lower than the
tabulated value. This means that there is no difference on the opportunities of
Kapangan under resource generation and fund management as perceived by
respondents. So, the hypothesis, that there are significant differences in the
opportunities of Kapangan under resource generation and fund management as
perceived by the respondents, is therefore rejected. The finding implies that the
respondents believed that these items were the opportunities that may help in the
development of the schools in the community.
Threats Among the School Indicators
Table 13 presents the components of the strategic plan such as the pupil
development, staff development, curriculum, development, physical facilities
management, school - community partnership, resource generation and fund
management which were perceived by the respondents as threats that may
deteriorate the quest of Kapangan, Benguet for quality education.
Pupil development. Majority of the respondents perceived the dropout
rate as the foremost threats in the district. There are many factors of pupils’
dropout, some of these are laziness of pupils to attend classes, health problems
and teachers factors.
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Table 13. Threats of Kapangan among the school indicators
INDICATORS F
%
RANK
A. Pupil Development
*
Drop out Rate
104 46.43
1
*
Reading skills and competencies
34
15.18
2
*
Cohort Survival Rate
19
8.48
3
*
Size of class
17
7.59
4
*
Health & Nutritional Status
13
5.80
5
*
Numerical skills and competencies
9
4.02
6
* Participation
Rate
8 3.57 7
* Completion
Rate
5 2.23 8
* Scouting
activities
4 1.79 9
*
Achievement Level in National Test
3
1.34
10.5
*
Achievement Level in District Test
3
1.34
10.5
*
Achievement Level in Division Test
2
0.89
12.5
* Sports
activities
2 0.89 12.5
*
Achievement Level in Regional Test
1
0.45
14
224
100
X2 = 588.75
df = 13
X2 .05 = 22.36
*Significant
B. Staff Development
*
Teachers’ morale (discipline, self-confidence, etc.)
23
48.94
1
* Teachers’
pre-service
training
9
19.15
2
Teachers’ competence on the different learning
*
areas 5
10.64
3.5
* PPSTA
5
10.64
3.5
School conferences / Learning Action Cells (LAC)
*
Sessions 3
6.38
5
*
Subscription to educational magazines
2
4.26
6
Study leave (RA 4670 – Magna carta for
*
Teachers)
0
0.00
7.5
* Graduate
studies
0 0.00 7.5
47
100
X2 = 67.5
df = 7
X2 .05 = 14.07
*Significant
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Table 13. Continued . . .
INDICATORS F
%
RANK
C. Curriculum Development
*
Lesson planning daily
31
35.23
1
*
Industrial arts/garden tools
12
13.64
2
* Instructional
Materials
11
12.50
3
*
Home economic facilities
9
10.23
4
*
Science facilities (TEEP supplies)
8
9.09
5
*
Computer aided instruction
7
7.95
6
* Indigenous
Instructional Materials (IMs)
5
5.68
7
* Prototyped
lesson
plans
3 3.41 8
*
Library books and reading materials
2
2.27
9
* Textbooks
0 0.00 10
88
100
X2 = 77.68
df = 9
X2 .05 = 16.92
*Significant
D. Physical Facilities Management
*
Maintenance of school building
37
36.27
1
*
Maintenance of school equipment and furniture
28
27.45
2
*
School equipments and furniture
8
7.84
3
* Acquisition
of
Facilities
7 6.86 4
*
Sanitation and safety
6
5.88
5
* School
Building
5 4.90 6.5
* Classroom
structuring
5 4.90 6.5
*
Size of classrooms
3
2.94
8.5
* Playground
facilities
3 2.94 8.5
102
100
X2 = 107.15
df = 8
X2 .05 = 15.51
*Significant
E. School - Community Partnership
* Community
People
11
28.95
1
*
Other Government Agencies
7
18.42
2
* Barangay
Officials
6
15.79
3
Other stakeholders (Foundations, businessmen,
*
etc.) 5
13.16
4
* Sangguniang
Kabataan
4
10.53
5
* Municipal
officials
3 7.89 6
* PTCA
Officials
2 5.26 7
38
100
X2 = 9.89
df = 6
X2 .05 = 12.59
*Significant
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Table 13. Continued . . .
INDICATORS F
%
RANK
F. Resource Generation And Fund Management
*
Utilization of school fund
26
25.24
1
*
Disbursement of funds
21
20.39
2
*
Prioritization of school needs
11
10.68
3
* Popularity
Contest
10
9.71 4
* Liquidation
procedures
9 8.74 5
*
Income Generating Projects
7
6.80
6.5
*
Donation from civic minded people and NGOs
7
6.80
6.5
* School
Canteen
5 4.85 8.5
* Raffle
Draws
5 4.85 8.5
*
Special Education Fund (Municipal School Board)
2
1.94
10
103
100
X2 = 49.52
df = 9
X2 .05 = 16.92
*Significant
Dropout cases affect greatly the result of the cohort survival rate and completion
rate. Kapangan District has a dropout rate of 2.18% for SY 2005 – 2006 compared
with the DepEd national result that is 7.34%, which is not a good indicator of
pupil development. The finding of the study is supported by the report of
Gonzalez (2000) explaining that the desired reduced level of dropout cases has
not been realized. Although dropout rate decreased slightly, the absolute level was
still of such magnitude it represents significant wastage in the system. Reading
skills and competencies of pupils is alarming nowadays because pupils lack
reading skills and comprehensions. Based on observation of teachers, pupils are
hard up in pronouncing words properly and understanding even just a simple
passage. The results of the study corroborates with the theory of Lardizabal, et. al.
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(1977) that methods must be suited to the pupil since they are considered the
center of educative processes. So, their age, grade maturity, ability, interests,
needs, experience, health and growth must be considered. On the other hand, the
cohort survival rate is low represented by 64.73% in SY 2005 – 2006 as shown on
the district records. This shows that many pupils failed or dropped in the lower
grades, this is one reason of not being able to reach Grade VI in a span of six
years.
The result of the study shows that the hypothesis, that there are significant
differences in the threats of Kapangan under pupil development as perceived by
the respondents, is therefore accepted as compared with the observed value of the
chi-square test. This implies that there are differences in the threats under pupil
development as perceived by the respondents. The differences indicate that the
threats among schools vary based on the seriousness of problems affecting the
educational system.
Staff development. Based on tabulated data, the teachers’ morale was
perceived as the foremost threats; followed by the teachers’ pre-service trainings;
and competencies on the different learning areas. The finding supports the
hypothesis that there are significant differences in the threats of Kapangan under
staff development as perceived by the respondents as shown on the computed chi-
square test. Thus, the hypothesis is accepted. This implies that the differences on
the threats can be attributed on the observations regarding teachers’ behaviors and
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performances in the delivery of their work. The foregoing paragraph supports this
observation.
Teachers’ morale includes teachers’ professional ethics such as discipline,
and confidence. There are other teachers who are going against the code of
professional ethics for teachers to the point that they become irresponsible with
regards to pupil development. Learners under their care are being affected
because of their attitudes and behaviors that sometimes cause pupils to drop or
transfer out. The teachers’ pre – service trainings was perceived to have been
inadequate. The members of the district ranking committee confirm that some of
the teacher applicants who were interviewed have insufficient pre-service
teachers’ training as was observed in their demonstration lessons. Teachers who
have inadequate pre – service trainings will also provide inadequate knowledge to
pupils. In this case, there are tendency that quality of education will decline.
Teachers’ competence on the different learning areas is one of the threats
perceived by the respondents. Truly, some teachers have inadequate teaching
competence in the different learning areas not only the new teachers who are still
adjusting on the actual classroom situation but also some of the old teachers that
are considered traditionally oriented who sometimes resist change. It is therefore
important that teachers shall undergo graduate studies and educational trainings to
improve their teaching competences.
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Curriculum development. Based on the results of the study, lesson
planning daily was perceived as the foremost threats in the district. Respondents
revealed that preparation of a daily lesson plan hamper teachers in the preparation
of instructional materials to make learning more effective. Instead of preparing
instructional materials for an effective and efficient delivery of the lesson,
teachers used most of their time making their daily lesson plan. It just seems to be
redundant; because there is a lesson guide based from the Philippine Education
Learning Competences (PELC); and a teacher’s manual that is use as guide,
which is more detailed than the lesson plan but still the higher offices are
requiring teachers to prepare daily lesson plans. The industrial arts and garden
tools were also perceived as threats that may affect the education of a child. Based
on respondents’ remarks, most of these tools and supplies issued in school were
dull and of poor quality to the extent that it is easily damaged. Additionally, it will
just create accident to the pupils using it. Some of these instructional materials
issued are of poor quality too, which are easily damaged.
The finding revealed that the chi-square test has a higher value that the
tabular value. This means that there are differences in the threats of Kapangan
under curriculum development. Thus, the hypothesis, that there are significant
differences in the threats of Kapangan under curriculum development as
perceived by the respondents, is accepted. This implies that the differences anchor
on the poor quality and functionality of the materials used in enhancing the
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curriculum. This findings corroborated with the study of Sutaria (1985)
stipulating that the designs of the various instructional facilities pose serious
interrelated problems with regards to functionality, appropriateness, comfort and
the like. Under this kind of learning environment, even the most skillful teacher
will find it difficult to gain and maintain the interest of pupils.
Physical facilities management. As revealed on the data, the maintenance
of the school building is the most prevailing threats in the district due to their
conditions. According to teachers’ reports, most of their school buildings are
deteriorating due to dilapidated and termite infected parts. These conditions may
harm the teachers and pupils incase of calamities. The maintenance of school
equipment and furniture were perceived by the respondents as threats too. Due to
lack of funds for the maintenance of these school equipment and furniture, most
were already damaged. Furthermore, these are already old and dilapidated. Some
problems encountered by teachers on the equipment and furniture supplied by the
DepEd are of the poor quality and durability where most are easily destroyed and
others are not functional.
The finding shows that the computed chi-square value is higher that the
tabular value. Therefore, the hypothesis, that there are significant differences in
the threats of Kapangan under physical facilities management as perceived by the
respondents, is accepted. This entails that the differences can be attributed to lack
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of funds to maintain the conditions of the school physical facilities. This finding is
supported by the preceding paragraph.
School-community partnership. Based on the findings, some respondents
perceived the community people as the foremost threats in Kapangan. Some
community members are not supportive in schools causing delay of school
projects. Sometimes, other members create baseless information that destroyed
the good relationship among teachers and hamper some proposed projects for the
improvement of the school. The other government agencies are also blamed by
some respondents as threats due to their lack of support in the implementation and
improvement of the school and the community. Furthermore, some of these
government agencies even disapprove and delay school projects, others also
approved substandard and incomplete projects that are not suppose to be accepted
by schools. A few respondents also indicated that some barangay officials lack
support in school. Accordingly, some barangay officials have no support in the
deliberation of school resolutions. The findings of the study is supported with the
assumptions of Casareno (1979) claiming that threats in school management arise
due to lack of cooperation and coordination among school administrators,
barangay, municipal and provincial officials in allocation of funds needed for the
survey, registration and acquisition of school site and facilities.
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The computed chi-square value shows that there are differences in the
threats of Kapangan under school-community partnership. Therefore, the
hypothesis that, there are significant differences in the threat of Kapangan under
school – community partnership as perceived by the respondents, is accepted. It is
inferred that the differences in the threats among this indicator lie on the support
provided by the different members of the society in the improvement of the
community as well as the school. This connotation is supported by the preceding
paragraph.
Resource generation and fund management. As per result of the findings,
the utilization of school fund was revealed as the leading threats under this
component, followed by the disbursement of fund, and the prioritization of school
needs. Some teachers moan on the utilization and disbursement of school funds
because their school heads used the funds without consulting the needs of the
teachers. Other teachers complained due to lack of transparency on funds used.
Due to this situation, the priority needs of the school were not attained. The
popularity contest conducted by schools is a means of fund raising activity.
Accordingly, due to the crisis that the country is facing contemporarily, there are
feedbacks that others are getting this opportunity to solicit without submitting the
collected funds. This situation destroys the trust of people on fund raising
activities of the community. So instead of giving financial support, doubts come
in to whether this will be used productively.
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Based on the findings, the hypothesis that there are significant differences
in the threats of Kapangan under resource generation and fund management as
perceived by the respondents is therefore accepted as based on the computed
value of the chi-square test that is higher than the tabular value. The finding
indicates that the differences in threats are due to the proper utilization of the
funds. Many claim that school and community funds are not well reported, which
means that there is lack of transparency. This is discussed on the preceding
paragraph.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research concerns on the analysis of the strengths, weaknesses,
opportunities, and threats of the educational scenario of Kapangan District,
Benguet Division.
Specifically, this aims to identify the strengths, weaknesses, opportunities,
and threats relative to the identified resources of Kapangan District; the factors
associated to its strengths, weaknesses, opportunities, and threats; and the
complementation and gaps between the results of the SWOT in Kapangan District
with the National Development Plan for Education.
This study was conducted at Kapangan District, Benguet Division in
School Year 2006 – 2007. A structured survey questionnaire was used in
gathering the data needed in the study. The data were analyzed with the use of
frequency count, percentage, and rank. The chi – square test was also use to test
the hypothesis.
The salient findings of the study are as follows:
1. The foremost strengths of the district as to human, physical, financial,
information and technological resources based on respondents’ perceptions
include the skills and performances of the female teachers; the desks and chairs;
the DepEd MOOE fund; the DepEd Orders and Memoranda; and the cell phone.
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2. The leading weaknesses of the district as to human, physical, financial,
information and technological resources which identified by the respondents are
the leadership and management style of the Regional Director; the Science room;
income generating projects; Internet; and Liquid Crystal Display Projector (LCD).
3. A majority of the respondents point out the following as the
opportunities of the district as to human, physical, financial, information, and
technological resources. These include the skills and performances of the male
teachers; the school ground; the municipal school board; the division orders and
memoranda; and the school computers.
4. Among the human, physical, financial, information, and technological
resources, the respondents perceived the subsequent items as the leading threats.
These are the leadership and management practices of the female school heads;
the school toilets or comfort rooms; the teachers fund; the DepEd Service Manual;
and the cell site.
5. The foremost strengths identified by the respondents among the social,
political, economic and ecological factors associated with the progress Kapangan
District includes the population of men; the teachers; income through government
employment; and water quality.
6. The leading weaknesses as perceived by the respondents among the
social, political, economic, and ecological factors that may affect the progress of
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Kapangan District includes the family income of the community; the community
lawyers; apiculture; and the roads.
7. As to the opportunities, based on the respondents’ perceptions, among
the social, political, economic, and ecological factors that may contribute to the
progress of Kapangan District includes the professionals in the community; the
municipal political leadership; the livelihood projects; and the beauty spots.
8. The leading threats considered by the majority among the social,
political, economic, and ecological factors that may deteriorate the quest for
development of Kapangan District includes the criminal cases in the locality; the
insurgences in the locality; the logging activities; and the extinction of flora and
fauna.
9. Among the school indicators such as the pupil development, staff
development, curriculum development, physical facilities management, school –
community partnership, and the resource generation and fund management, the
respondents perceived the following as the leading strengths of Kapangan District
which includes the pupil participation rate; the teachers’ competence on the
different learning areas; the lesson planning daily; the school building; the PTCA
officials; and the income generating projects.
10. The respondents perceived the following as the foremost weaknesses
of Kapangan District under the school indicators such as the pupil development,
staff development, curriculum development, physical facilities management,
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school – community partnership, and the resource generation and fund
management. This includes the achievement level in national test; the study leave
– RA 4670; the computer aided instruction; the school physical facilities; the
other stakeholders such as the foundations and businessmen; and the utilization of
funds.
11. The leading opportunities under the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school – community partnership, and the resource generation and
fund management as perceived by the respondents includes the pupils health and
nutritional status; the graduate studies; the Science facilities from the TEEP; the
acquisition of facilities; the municipal officials; and the disbursement of funds.
12. The foremost threats under the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school – community partnership, and the resource generation and
fund management as perceived by the respondents includes the dropout rate; the
teachers’ morale; the lesson planning daily; the maintenance of school building;
the community people; and the utilization of school funds.
Conclusions
Based on the findings the following conclusions are drawn:
1. There are significant differences on the strengths, weaknesses,
opportunities, and threats among the human, physical, financial, information, and
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technological resources of Kapangan, Benguet in terms of their extent of
contribution in the development of the municipality.
2. the social, political, economic and ecological factors associated with
the strengths, weaknesses, opportunities, and threats of Kapangan, Benguet differ
significantly in terms of sufficiency and availability of services rendered for the
progress of the community.
3. There are significant differences in the strengths, weaknesses,
opportunities, and threats among the school indicators such as the pupil
development, staff development, curriculum development, physical facilities
management, school-community partnership and resource generation and fund
management with regards to their effectiveness and efficiency in the development
of the educational goals of Kapangan, Benguet.
4. The complementation between the results of the strengths, weaknesses,
opportunities, and threats of Kapangan with the National Development Plan for
Education includes the human resources, ecological factors and school –
community partnership while the gaps include the financial resources,
technological resources, curriculum development, and resource generation and
fund management.
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Recommendations
Based on the findings and conclusions the following are recommended:
1. In improving the areas of pupil development, school personnel shall
adopt and implement the best practices of other schools such as giving cash
incentives to pupil accomplishments, provide feeding programs and conduct field
trips to encourage pupils to actively participate in school and improve their
performances.
2. With the absence or insufficiency of the various facilities such as the
curriculum and physical facilities that may enhance the teaching and learning, the
DepEd personnel in collaboration with the Local Government Unit (LGU) and
Parents Teachers and Community Association (PTCA) shall work together in the
acquisition of such facilities. They should plan together for the provision of the
needed facilities like electricity for the far-flung communities, LCD/OHP,
computers, library books, Internet connections and school buildings and
maintenance.
3. With regards to the financial constraints in the various schools in
Kapangan, the PTCA shall organize a school income generating projects or other
forms of fund raisings to address economic problems in school. Likewise, the
LGU and the municipal school board shall increase the allotment for the different
district activities in the municipality to give more opportunities for the school
children and teachers to enhance their skills and competences.
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4. The LGU shall coordinate with the other agencies like the DPWH for
the improvement of the physical condition of the roads and school structures in
the municipality; the DENR for the environmental problems; and other agencies
to address the community problems.
5. With the identified weaknesses and threats in the municipality, the
DepEd personnel have to implement the suggested strategic plan in collaboration
with the various stakeholders to address the objectives and gaps of education in
the municipality. Please refer to the attached matrix of the strategic plan (Table
14).
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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189
STRATEGIC PLAN
I. Rationale
The municipality of Kapangan is approximately located at 16° 33min to
16° 41min latitude and 120° 2.29min to 120° 40min longitude at the western
portion of the province of Benguet. The municipality of Kibungan bound
Kapangan on the north, of Atok on the east, La Union on the west and the
municipality of Tublay and Sablan on the south. Kapangan is 35 kilometers from
the city of Baguio and 29 kilometers from the Provincial Capitol of Benguet. The
municipality is accessible via land transportation. The common means of
transportation are jeeps and buses.
The total land area of Kapangan is 17,327 hectares or 6.68 percent of the
total land area of Benguet. About 70% of which is suited for agricultural
development. It has fifteen (15) barangays namely: Balakbak, Beleng-Belis,
Boklaoan, Cayapes, Cuba, Datakan, Gadang, Gaswiling, Kapangan Central,
Labueg, Paykek, Pongayan, Pudong, Sagubo and Taba-ao (Kapangan Socio-
economic Profile, 2005).
The highest elevation in the municipality is 1,200 meters above sea level
located within the boundary of the municipality of Kibungan. On the other hand,
the lowest is 200 meters above sea level located along the rivers near its boundary
with the province of La Union. Generally, Kapangan has more rolling terrain
compared with the other municipalities of Benguet. The flat areas could be found
at the barangays; Paykek, Cayapes, Balakbak, Datakan, Pongayan and Sagubo.
Likewise the municipality has irregular rugged terrain and towering Rocky
Mountains.
Kapangan District has eleven (11) complete elementary schools and
sixteen (16) barrio schools with a total population of 3,022 pupils, manned by a
Public Schools District Supervisor (PSDS), six (6) Principals, four (4) Head
Teachers and 140 active teachers.
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II. Statement of Vision and Mission
VISION:
Kapangan District envisions every individual imbued with a culture of
excellence through the development of their potentials; to become productive,
globally competitive and respected members of the society.
MISSION:
Specifically, its mission is to provide quality education to all individuals to
lay the foundation for lifelong and holistic learning, as well as critical and creative
thinking. Likewise, it shall provide effective instruction that contributes to the
development of individuals who are functionally literate, economically secure,
socially and morally responsible, makatao, makabayan, makakalikasan and maka-
Diyos.
III. Objectives
The objectives of this plan are as follows:
1. To establish schools as facilities where learners are able to learn a
range of core competencies prescribed for elementary education programs;
2. To define the roles and responsibilities of the various resources which
shall implement educational programs, projects and services in community they
serve;
3. To ensure that schools receive the kind of focused attention they
deserve and that educational programs, projects and services take into account the
interest of all members of the community;
4. To make schools an important vehicle and an environment conducive
for the teaching and learning;
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5. To encourage local initiatives for the improvement of schools and to
provide the means by which these improvements may be achieved and sustained;
6. To provide the framework for the governance of basic education
which shall set a general direction for education in Kapangan and establish
authority, accountability and responsibility for achieving learning outcomes;
IV. Implementation Plan
In the implementation of the strategic plan, the weaknesses and threats of
the municipality are the main focus or target for development. The DepEd
personnel have to implement the suggested strategies in collaboration with the
various stakeholders to address the objectives and gaps of education in the
municipality. Please see attached matrix of the strategic plan (Table 14).
V. Monitoring and Evaluation
A. Monitoring:
The monitoring process shall be done through the following:
1. Checklist shall be prepared for the procured and acquired curriculum
and physical facilities and equipments.
2. Interviews and conferences shall be conducted on the qualities and
functionality of the procured materials and its impact to education
B. Evaluation:
The evaluation tools that will be utilized are the assessment of teachers
and pupils performances based on acquired skills, facilities, materials and
equipments.
VI. Documentation
Pictorials and narrative reports shall be presented.
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Table 14. Strategic plan
PROGRAMS / PROJECTS
REMARKS
/ ACTIVITIES
STRATEGIES
AGENCIES
1. Pupil Development
a.Achievement Level
- Increase the achievement
- Closer supervision of
level of pupils in the
teachers and pupils
PSDS
National Achievement Test
activities.
School Heads
by at least 2% yearly
- Encourage teachers to
Teachers
construct / use appropriate
PTCA
indigenous/audio-visual
LGU
instructional materials
- Conduct supervised study
period and remedial reading
to address the non-
readers/non-numerates and
slow learners.
- Motivate pupils’ to actively
participate in academic
contests.
b.Cohort Survival Rate
- Raise the Cohort Survival
- Motivate pupils’ to actively
Rate by 2% yearly
participate in school and
PSDS
community activities such as School Heads
scouting and school
Teachers
intramurals
PTCA
- Conduct a regular parent’s
LGU
orientation to address pupil
problems.
c. Dropout Rate
- Decrease the dropout rate
- Conduct regular home
by 2% yearly
visitations
PSDS
- Orient teachers and parents
School Heads
on the various dropout
Teachers
interventions
PTCA
- Encourage pupils to join in
LGU
school clubs and activities
such as Math and Science
clubs, scouting activities and
sports activities
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2. Staff Development
a.Professional Growth (RA
4670)
- Improve teachers
- Motivate teachers to enroll
PSDS
professional proficiency
in graduate studies to avail of School Heads
the study leave under magna-
Teachers
carta if qualifies the
PTCA
requirements
LGU
- Encourage teachers to
apply on the national
summer schooling
b.Teachers’ Morale
- Improve qualities and
- Conduct conferences with
PSDS
teaching behaviors of
teachers on classroom
School Heads
teachers
management and behaviors
Teachers
- Encourage teachers to
PTCA
attend professional trainings
LGU
c. Pre-Service Training
- Update teachers’ skills and - Organize and conduct
PSDS
competencies on new modes INSETs based on teachers
School Heads
of instruction
weaknesses and training
Teachers
needs
LGU
- Encourage teachers to
Stakeholders
attend higher level trainings
to acquire more skills
3. Curriculum
Development
a.Computer-aided
instructions
- Adopt appropriate
- Request/Acquire computer
PSDS
alternative modes of
–aided instructions from
School Heads
delivering instructions for
DepEd supply officers if any
Teachers
pupils
or borrow from other schools
NGO/LGU
with such materials
Stakeholders
- Coordinate with other
PTCA
NGAs for assistance
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b.Liquid Crystal Display
and Overhead Projectors
- Promote quality education - Request/Acquire such
PSDS
through technology assisted technology from other NGAs School Heads
instructions
or from stakeholders
Teachers
- Coordinate with the local
NGA/LGU
school boards to at least
Stakeholders
purchase one for the
PTCA
municipality
c. Library Books and
References
- Improve pupils research
- Coordinate with NGA/Os
PSDS
skills and reading
in the acquisition of library
School Heads
comprehensions
books and reading materials
Teachers
- Request from the division
NGO/LGU
property custodian for some
Stakeholders
library books and other
PTCA
references
d.Internet
- Promote self-learning
- Coordinate with the LGU
PSDS
through ICT programs
and NGOs for the installation School Heads
of Internet connection in
Teachers
community
NGO/LGU
4. Physical Facilities
a.Science Rooms
- Improve pupils’
- Prepare resolutions/request
PSDS
performance in Science
for the completion or
School Heads
through appropriate
construction of Science room
Teachers
facilities
and installation of functional
NGO/LGU
facilities for the convenience
Stakeholders
- Conduct field trips with
PTCA
learners to nearby schools
with Science facilities for
pupils to gain ideas
b.Play Ground Facilities
- Improve pupils skills and
- Prepare resolutions/request
PSDS
talents in sports activities
for the procurement of
School Heads
playground facilities for
Teachers
school children
NGO/LGU
- Share with the playground
Stakeholders
facilities of the municipal
PTCA
area or the nearby schools
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just to enhance pupils skills.
c. Comfort Rooms / Toilets
- Promote community
- Prepare resolution fro the
PSDS
cleanliness and sanitation
construction of a comfort
School Heads
room or toilets.
Teachers
- Encourage community to
NGO/LGU
observe community
Stakeholders
cleanliness and orderliness to
PTCA
minimize pollution.
d.Cell Site / Cell Tower
- Promote the importance of - Coordinate with the LGU
PSDS
ICT in the community
and Cell site owners to
School Heads
enlighten the community on
Teachers
the benefits and advantages
NGO/LGU
of the tower.
Stakeholders
- Disseminate the importance
PTCA
of this on Information and
Communication Technology
in education.
5. Budget and Finance
a. Income Generating
Projects
- Raise funds for various
- Organize at least an income
PSDS
District activities
generating such as canteen or School Heads
agricultural plantation to
Teachers
augment expenses in district
NGO/LGU
activities, which may be
Stakeholders
manage by the PTCA or
PTCA
teachers.
b. Utilization of Funds
- Address priority needs of
- Conduct conferences
PSDS
the District
among concern personnel on
School Heads
the utilization of funds to
Teachers
prioritize school/district
NGO/LGU
needs and for proper
Stakeholders
reporting and auditing of
PTCA
funds.
c. Teachers Fund
- Raise funds to support
- Coordinate with the LGU
PSDS
teachers’ training needs
to allocate funds from the
School Heads
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special education fund to
Teachers
augment teachers’ expenses
NGO/LGU
on higher level trainings
Stakeholders
- Coordinate with the
PTCA
chairman on teachers
cooperative to allocate at
least an amount to support
teachers training
d. Family/Community
Income
- Increase income of the
- Coordinate with the LGU
PSDS
community through
and NGOs to supply
School Heads
livelihood projects
communities who have
Teachers
available resources for
NGO/LGU
livelihood projects to at least
PTCA
increase their income
6. Data Management
a.DepEd Service Manual
- Update personnel on new
- Request from the national
RD
guidelines and policies in
office updated DepEd
SDS
DepEd
service manual to serve as
PSDS
guides to DepEd personnel in School Heads
the municipality
Teachers
b.DepEd Handbooks
- Inform personnel on
- Request DepEd handbooks
issues, development and
from higher offices to at least
innovations in DepEd.
update personnel on issues
and development in
education.
7. Conflict Management
a.School Heads and
Teachers
- Minimize conflicts
- Organize a district
PSDS
between the teachers and the grievance committee to act
School Heads
school head’s leadership and on concerns and issues to
Teachers
management practices
arrive at a settlement.
PTCA
- School heads shall be
transparent in all school
matters especially money
matters to avoid conflicts
- School heads especially
females shall not require too
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many bulk of reports from
teachers and shall minimize
being a fault-finder
b.Other Community
Members and School
Personnel
- Neutralize the conflicts
- Coordinate with DepEd
PSDS
between DepEd personnel
personnel, PTCA, Municipal School Heads
and other community
and barangay officials to
Teachers
members
include in the barangay
LGU
assemblies matters on
PTCA
community problems toward
schools to enlighten
everyone
c. Insurgences and
Government
- Neutralize the conflicts
- Establish a good rapport
Community
between the insurgences and with the insurgents to be of
Teachers
government in the
help in the community.
Insurgents
community
- Encourage them to
introduce livelihood projects
in the community and vice
versa
8. School – Community
Partnership
a.DepEd Officials
- Update teachers and
- Coordinate or invite DepEd
PSDS
employees on the current
officials to enlighten teachers School Heads
issues and information in
and employees on DepEd
Teachers
DepEd
programs
NGO/LGU
- Strengthen good rapport
Stakeholders
with the DepEd higher
PTCA
b.Stakeholders
officials
(Foundations and
Businessmen)
- Improve school plant
- Invite stakeholders as guest
PSDS
through the support of the
on programs to see the
School Heads
stakeholders
condition of the district
Teachers
- Prepare request from
NGO/LGU
stakeholders to finance or
Stakeholders
donate materials for
PTCA
improvement.
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198
c. Other Community
Professionals
- Address teachers,
- Seek assistance from the
PSDS
employees and community
other community
School Heads
on legalities through other
professionals
Teachers
community professionals
- Utilize their skills and
NGO/LGU
specialization voluntarily
Stakeholders
PTCA
d.Environmental Concerns
- Promote an environment
- Encourage the community
LGU
conducive to teaching
and concern agencies in
DPWH
learning situations
maintaining the natural
DENR
resources in order to present
DepEd
a rich learning resource for
learners
9. Research
a. Action Researches
- Promote the importance
- Encourage teachers and
DepEd
researches related to the
pupils to conduct studies or
Officials
development of all aspects of researches for school or
LGU
education
district improvement
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199
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APPENDICES
Appendix A. Communication
Kapangan, Benguet
October 2006
The School Principal
DepEd – Kapangan District
Kapangan, Benguet
Sir / Madam:
The undersigned is a student of the Benguet State University conducting a
study entitled “SWOT Analysis of the Educational Scenario of Kapangan
District, Benguet Division SY 2006 – 2007”. In relation, I am seeking your
favorable approval to gather the needed data for my study. Rest assured that the
data collected would be treated with utmost confidentiality.
I will be profoundly grateful for the help extended in the pursuit of this
study. Thank you very much.
Very
truly
yours,
(sgd)
ALADIN
M.
DOBINTO
Student
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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Appendix B. Survey questionnaire
Name: ___________________________ Age: ________ Sex: __________
Civil Status: _____ single _____ married _____widow/er _____ separated
Educational Attainment:
___ Elementary ___
Secondary
___ College
____ Vocational
Occupation: _________________ School/Agency: ___________________
Legend:
Strengths (S) – refers to the resources or factors that the school or district has or
can do to sustain its development.
Weaknesses (W) – refers to the resources or factors that the school or district
doesn’t have or cannot do to sustain its development
Opportunities (O) – refers to the potential favorable conditions that contribute to
the development of the school or district.
Threats (T) – refers to the potential unfavorable conditions that hinder the
development of the school or district.
Remarks – Kindly indicate why you mark the factors or resources as Strength,
Weakness, Opportunity or Threat.
I.
The following are the resources associated with the development of Kapangan,
Benguet. Kindly check whether these identified resources are considered strengths,
weaknesses, opportunities or threats this current School Year 2006 -2007
I. A. Human Resources
S
W O
T
Remarks
Leadership and management style of the Regional
1 Director
Leadership and management style of the Division
2 Superintendent
Leadership & supervisory style of the Division
3 Supervisors
Leadership & supervisory style of the District
4 Supervisor
5 Leadership & Management practices of the male
school
heads
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6 Leadership & Management practices of the female
school
heads
7 Skills & performance of the master teachers
8 Skills & performance of the male teachers
9 Skills & performance of the female teachers
Skills & performance of the District Administrative
10 Aides
Skills & performance of the ALS/Non-Formal
11 Education
teachers
12 Municipal Mayor
13 Municipal Vice Mayor
14
Municipal
Councilors
15
Barangay
Officials
16
SK
Officials
17
PTCA
Officials
18
Community
members
B. Physical Resources
S
W O
T
Remarks
1 School site (acquired with documents)
2
School
Ground
3
Agricultural
areas
4 School building
5 Home Economics Building
6
Shop
Room
7
Science
Room
8
Library
Room
9 Desks & Chairs
10 Teacher’s chair and table
11
Water
system
12
Electricity
supply
13
Comfort
Rooms
C. Financial Resources
S
W O
T
Remarks
1 DepEd MOOE Fund
2
TEEP-SBM
Fund
3 Congressional Development Fund
4 Provincial School Board
5 Municipal School Board
6 Barangay Allocation Fund
7 SK Allocation Fund
8
PTCA
Fund
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208
9 Donations from NGOs
10
School
Canteen
11 Teachers Fund (Penalties from unfiled Absences)
12 Pupil Fund (pupil government)
13 Other Income Generating Projects
D. Information Resources
S
W O
T
Remarks
1
Internet
2 DepEd Orders and Memoranda
3 Regional Orders and Memoranda
4 Division Orders and Memoranda
5
Publications
/Education
News
6
Bulletins
7 DepEd Service Manuals
8
DepEd
handbooks
E. Technology Resources
S
W O
T
Remarks
1
Cell
site
2
Cell
phone
3
Telephone
4 Over Head Projector
5 Liquid Crystal Display (LCD)
6
Television
7
Radio
8
Xerox
Machine
9
Computer
10
Video
Camera
11
VCD
Player
12
DVD
Player
II.
The following are factors that can be associated with the development of
Kapangan, Benguet. Kindly check whether these identified sub-factors are
considered strengths, weaknesses, opportunities or threats this current School Year
2006 - 2007.
II. A. Social Factors
S
W O
T
Remarks
1 Educational attainment of parents
2 Professionals in the community
3 Skilled workers in the community
4
Population
of
men
5 Population of women
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
209
6 Family income of the community
7
Cases
of
morbidity
Family preservation of pagan traditions and
8 customs
9
Ethnic
diversity
10
Filipino
mentality
11 Criminal cases in the locality
12 Mass Media
13 Lifestyle of the people in the locality
B. Political Factors
S
W O
T
Remarks
1
National
Political
leadership
2 Provincial Political leadership
3 Municipal Political leadership
4 Barangay Political leadership
5 Community Health Workers
6
Community
Lawyers
7
Community
Engineers
8 Insurgences in the locality
9 Community religious leaders
10
Farmers
11 Business minded people
12
Military
13
Policemen
14
School
Heads
15
Teachers
16 Community Elders (old folks)
C. Economic Factors
S
W O
T
Remarks
1 Income from agricultural products or farming
2
Livelihood
projects
Business establishments (stores, videoke bars,
3 billiards,
etc.)
Small-scale industries (rice mill, vulcanizing/iron
4 works,
furniture)
5 Employment abroad or to more urbanized centers
6 Wages from occasional work /labor
7 Income through government employment
8 Income through private employment
9
Sericulture
10
Apiculture
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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210
11
Community
Cooperatives
12
Gold
panning
13 Logging (felling and transporting
trees)
D. Ecological Factors
S
W O
T
Remarks
1
Landmarks
2
Beauty
spots
3 Flora and fauna (plants and animals)
4
Forests
and
mountains
5
Agricultural
lands
6
Roads
7
Water
quality
8
Air
quality
9
Soil
quality
10 Climate in the locality
11
Geographical
location
III.
The following are the school indicators that can be associated with the
development of Kapangan, Benguet. Kindly check whether these sub-components
are considered strength, weakness, opportunity or threat this current School Year
2006 – 2007.
III. A. Pupil Development
S
W O
T
Remarks
1 Achievement Level in National Test
2 Achievement Level in Regional Test
3 Achievement Level in Division Test
4 Achievement Level in District Test
5 Reading skills and competencies
6 Numerical skills and competencies
7 Size of class
8
Participation
Rate
9 Drop out Rate
10
Completion
Rate
11 Cohort Survival Rate
12 Health & Nutritional Status
13
Sports
activities
14
Scouting
activities
B. Staff Development
S
W O
T
Remarks
1
Teachers’
pre-service
training
2 Teachers’ competence on the different learning
areas
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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211
3 School conferences / Learning Action Cells (LAC)
Sessions
4 Study leave (RA 4670 – Magna carta for Teachers)
5
Graduate
studies
6 Subscription to educational magazines
7 Teachers’ morale (discipline, self-confidence, etc.)
8
PPSTA
C. Curriculum Development
S
W O
T
Remarks
1 Indigenous
Instructional
Materials
(IMs)
2
Instructional
Materials
3 Science facilities (TEEP supplies)
4
Prototyped
lesson
plans
5 Lesson planning daily
6 Computer aided instruction
7 Home economic facilities
8 Industrial arts/garden tools
9 Library books and reading
materials
10
Textbooks
D. Physical Facilities Management
S
W O
T
Remarks
1
Acquisition
of
Facilities
2
School
Building
3 Maintenance of school building
4
Classroom
structuring
5 Size of classrooms
6 Sanitation and safety
7 School equipments and furniture
8 Maintenance of school equipment and furniture
9
Playground
facilities
E. School - Community Partnership S
W
O
T
Remarks
1
Municipal
officials
2
Barangay
Officials
3
Sangguniang
Kabataan
4
PTCA
Officials
5
Community
People
6 Other Government Agencies
Other stakeholders (Foundations, businessmen,
7 etc.)
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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212
F. Resource Generation And Fund Management
S
W O
T
Remarks
1 Disbursement of funds
2 Prioritization of school needs
3 Utilization of school fund
4
Liquidation
procedures
5
School
Canteen
6 Income Generating Projects
7 Special Education Fund (Municipal
School
Board)
8 Donation from civic minded people and NGOs
9
Popularity
Contest
10
Raffle
Draws
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
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213
BIOGRAPHICAL SKETCH
The researcher was born on January 25, 1976 at Datakan, Kapangan,
Benguet. He was the seventh siblings of Danny B. Dobinto and Derina L. Menzi,
both natives of Kapangan, Benguet. The researcher finished his elementary
education at Longboy Elementary School, Labueg, Kapangan, Benguet in 1989.
He graduated from St. Theresita’s High School, Labueg, Kapangan, Benguet in
1993. He continued his college education at the Benguet State University, La
Trinidad, Benguet as a Sangguniang Kabataan scholar and through the assistance
of his parents, brothers and sisters. Finally, he completed the Bachelor of
Elementary Education in a span of three years through his patience and
perseverance in March 1996. Luckily, in December of the same year the result of
the Licensure Examination for Teachers was released.
In January 1997, he was immediately taken as substitute teacher at Paykek
Elementary School, Paykek, Kapangan, Benguet for seven months from January
to March and June to November. After his term, he was advice to process his
supporting papers for a permanent position. So, in June 1998, he was assigned at
Baguionas Barrio School, Gaswiling, Kapangan, Benguet at the same time the
Teacher In – Charge where he conducted his thesis entitled “SWOT Analysis of
Baguionas Barrio School”. As a classroom teacher, he was involved in various
activities related to educational development of the children such as scouting,
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
214
athletics and others. In November 1999, he was requested to transfer at Paykek
Elementary School due to the absence of a Shop Teacher.
Within three years he was luckily promoted from Teacher I to Teacher II
and finally Teacher III. In June 2003, he was encouraged to head at Pongayan
Barrio School as Teacher In – Charge to gain more experience. After a year, he
was promoted to Head Teacher III and was transferred back at Paykek Elementary
School up to the present.
Due to his perseverance and desires for professional development, he
pursued his Doctor of Philosophy, major in Educational Management with the
guidance and encouragement of his adviser and the members of the Advisory
Committee.
Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the
Educational Scenario of Kapangan, Benguet / Aladin M. Dobinto. 2007
Document Outline
- Strengths, Weaknesses, Opportunities and
Threats (SWOT) Analysis of the Educational Scenario of Kapangan, Benguet
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Resources Associated with the Strengths, Weaknesses,Opportunities and Threats of Kapangan, Benguet
- Human Resources
- Physical Resources
- Financial Resources
- Information Resources
- Technological Resources
- Factors Associated with the Strengths, Weaknesses,Opportunities, and Threats of Kapangan, Benguet
- Social Factors
- Political Factors
- Economic Factors
- Ecological Factors
- School Indicators Associated with the Strengths, Weaknesses,Opportunities,and Threats of Kapangan, Benguet
- Pupil Development
- Staff Development
- Curriculum Development
- Physical Facilities Management
- School - Community Partnership
- Resource Generation and Fund Management
- Conceptual Framework
- Operational Definition of Terms
- Hypotheses of the Study
- Resources Associated with the Strengths, Weaknesses,Opportunities and Threats of Kapangan, Benguet
- METHODOLOGY
- Locale of the Study
- Respondents of the Study
- Instrumentation
- Data Collection
- Statistical Analysis
- RESULTS AND DISCUSSION
- Resources Associated with the Strengths, Weaknesses,Opportunities, and Threats of Kapangan, Benguet
- Factors Associated with the Strengths, Weaknesses, Opportunities,and Threats of Kapangan, Benguet
- School Indicators Associated with the Strengths, Weaknesses,Opportunities, and Threats of Kapangan, Benguet
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- BIOGRAPHICAL SKETCH