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Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and

Objectives of the School of Education: Stakeholders' Evaluation

Research · November 2021

DOI: 10.13140/RG.2.2.34116.35201

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 School of Education Research Journal
2021, Volume 2, Issue 1
<
ISSN Print: 2799-0230

Awareness and Acceptance of the Philosophy,

Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
Sol G. Simbulan, Ph.D.a and Evan P. Taja-on, MSb
School of Education, San Isidro College, Malaybalay City, Bukidnon, 8700
a
[email protected], [email protected]

How to cite this paper:

Simbulan, S. and Taja-on, E. (2021).
ABSTRACT
Awareness and Acceptance of the
Philosophy, Vision, Mission, Goals and The Philosophy, Vision, Mission, Goals and Objectives
Objectives of the School of Education: (VMGO) of the School of Education at San Isidro College
Stakeholders’ Evaluation. School of
Education Research Journal, 2, 29-44. served as the main highlights of this study, with the rallying
points on the evaluation of the objectives and the assessment
Received: October 21, 2021
Accepted: October 23, 2021 of the awareness and acceptance of the VMGO by the
Published: November 22, 2021 stakeholders, which include the faculty, students, and alumni.
Copyright © 2021 by authors and School of One hundred forty-nine respondents served as the online
Education Research Journal. participants of the study. Their role is to evaluate the
This work is licensed under the Creative
Commons Attribution International License statements in the objectives as to their agreement on what is
(CC BY 4.0). stated and to assess their agreement on their awareness and
http://creativecommons.org/licenses/by/4.0/
acceptance of the VMGO of the School of Education.
Findings revealed that the stakeholders strongly agreed to the
objectives as stated indicative of their clarity and relevance.
Majority of the respondents also affirmed their awareness of
the School of Education’s VMGO as well as their acceptance
of these as the essential raison d'être of San Isidro College’
existence.

Subject Area
VGMO Evaluation
Keywords: Awareness, Acceptance, VGMO, Stakeholders

INTRODUCTION
Even in the incunabula of the school’s existence the development of a school’s mission
statement represents the school’s readiness and willingness to take charge of its own affairs and to
manage change positively in the light of its vision. The school’s philosophy, mission and vision
statements are the bases of a school’s policies and practices. There is no doubt that the values and
beliefs that guide the life of the school have important bearing of its vision, mission, goals and
objectives (VMGO).

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
The mission and vision of a school must be developed and clarified through a process of shared
reflection on the values, beliefs and aspirations of the school community. They will reflect the
school’s efforts to reconcile conflicting values within the school community (Vanderelst, 2017).
The awareness and acceptance of the vision and mission of the school is important. A school can
accommodate a range of objectives provided there is a range of core values. The time spent in
exploring the vision, mission, goals and objectives of the school is time well spent and will affect
everything else done in the school.
Why is it important that the stakeholders are aware and have accepted the vision, mission,
goals and objectives of the school? Most often people look into the “what” of something, instead
of the “why” of that thing. If people never get at the why, all the activities, plans, projects become
dull things to check off the to-do list in order to survive the day. Yet, all these should be geared
toward helping students learn, grow, and become the best versions of themselves. There should be
a common vernacular, that is, values that the community agrees as important — a why that compels
students, educators, and parents to pull in the same direction allowing the school to become
mission-driven (Woytek, 2018). It is the “why” that keeps the school going. “Why” for instance is
San Isidro College still in existence for the past 70 years? This “Why” is the vision and mission
of San Isidro College. Why do teachers persist to continue to teach at San Isidro College when they
could very well transfer to a state school or public school and enjoy the tenure and retirement
benefits? Very likely, teachers persist because of those lightbulb moments that their students have
or maybe on their lightbulb moments to reflect on the vision, mission, goals and objectives of the
school.
It would seem that people take the vision and mission of a school for granted and relatively
unimportant. Yet, developing the school’s vision and mission are two of the most important steps
toward creating a successful program. Done well, they give clarity and direction for a school. A
muddy vision or mission can help lead to continuing conflicts, and a school that has difficulty in
identifying priorities. One proverb states “Without a vision, the people perish” (centerforschool,
n.d.). The stakeholders especially the faculty, students, alumni and the community need to be
aware and to understand the vision and mission of the school.
San Isidro College has its vision, mission, goals and objectives (VMGO). It also has its core
values and graduate attributes that an Isidran graduates should possess. Every unit/school in the
College also has its own VMGO that are patterned and framed from the home-based VGMO.
In preparation for the PAASCU accreditation, the School of Education (SED) revisited its
VMGO and realized that the objectives of the SED are not articulated clearly. The graduate
attributes served to mirror its objectives as these gave the focal outcomes of what will become of
a SED graduate. Because of the seemingly unwritten objectives, the dean had a meeting with the
faculty to craft the objectives which have to be presented for consultation to the stakeholders.
Awareness and acceptance of the VMGO is one concern of the PAASCU accreditation, hence after
the meeting and consultation with the faculty, the objectives were floated online via Google Meet.
Virtual consultation with the faculty, students, and alumni was through a questionnaire via the
Google Meet.

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 Simbulan, S. and Taja-on, E.

This study would therefore examine the evaluation of the stakeholders on their awareness and
acceptance of the VMGO, and the evaluation as to the agreement of the stakeholders on the
objectives of the SED as stated based from the graduate attributes of the College.
CONCEPTUAL FRAMEWORK
Mission and vision both relate to an organization’s purpose and aspirations, and are typically
communicated in some form of brief written statements. A mission statement communicates the
organization’s reason for being and how it aspires to serve its key stakeholders. The anchorage of
formulating the vision and mission of an institution comes from the Theory of Change, which can
be traced to Peter Drucker's articulation of Management by Objectives, popularized in his 1954
book “The Practice of Management”. Theory of Change emerged from the field of program theory
and program evaluation in the mid-1990s as a new way of analyzing the theories motivating
programs and initiatives working for social and political change (Weiss, 1995). The theory
requires identifying higher-order Goals, and lower-order Objectives which, if achieved, are
expected to result in the Goals being achieved. Theory of Change extends beyond Goals
(commonly named Outcomes in Theory of Change terminology) and Objectives to include Impact
– the anticipated result of achieving stated goals (Wikipedia, n.d.)
Theory of Change is focused not just on generating knowledge about whether a program is
effective, but also on explaining what methods it uses to be effective (Chris, et al., 2011). Theory
of Change has strong roots in a number of disciplines, including environmental and organizational
psychology, but has also increasingly been connected to sociology and political science
(Stachowiak, 2010). This also goes true in the field of education, where institutions post their
vision and mission for the stakeholders and the general public to see and read.
Vision and Mission of SED
The School of Education has for its vision:
“As a vibrant community of learners, the School of Education envisions to form
professionals imbued with the high standards of excellence in education.”
The SED has for its mission:
“To produce dedicated and competent professional teachers for the Basic
Education schools and who are sincere witnesses to the Gospel values.”
The Philosophy of the School of Education
As a Filipino, Catholic, and Integral Institution of Higher Learning, the School of Education
at San Isidro College epitomizes the virtues of San Isidro Labrador and upholds the motto Ora et
Labora which values prayer and work. Its philosophy embraces the following:
1. Education as centered in the Catholic faith where Jesus Christ is the model of total
obedience to God the Father
The School of Education strives to make each learner realize his/her origin from God,
and that through His Son Jesus Christ, the learners could emulate Him as the model for
total obedience and surrender to the Will of the Father.

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
2. Education as an integral and life-long process exemplifying the attributes of being God-
fearing, competent, disciplined, and service-oriented
The School of Education instills in the learners that learning is an essential lifelong
process guided by the graduate attributes on fear of the Lord, competence, disciplined, and
as men and women for others. The ultimate goal is to achieve the harmonious development
of knowledge, skills, experience, attitudes, values and virtues that will prepare them for
life’s challenges as they find their niches in the world.
3. Education as a collaborative partnership between the school and the home in the
Filipino community
The School of Education believes that the collaborative endeavor of the home, school
and the community would contribute to the wholistic development of the learners and will
prepare them for life even after their formal schooling.
The SIC Graduate Attributes:
The SIC graduate attributes are the basis for the crafting of the SED’s objectives. These
graduate attributes include 4 characteristics.
First, is God-Fearing (Faith in God). The graduate must be professional and ethical teacher
of Basic Education; God-fearing, competent, service-oriented and disciplined.
Second, is Competent (Competence). The graduate must be communicatively competent in
spoken and written English and Filipino; Proficient in numeracy and problem solving; Competent
and conversant with theories, concepts and principles of learning and their application; Adept at
recognizing and using Basic Education students’ physical, social, mental, emotional characteristics
and needs in the educational process; Skilled in socio-civic, historical, and philosophical concepts
and principles as applied in the teaching-learning tasks; Competent in choosing and utilizing tasks
and activities from a repertoire of outcome-based teaching strategies; Competent in curriculum
choice and preparation of materials for selected target learners; Versatile in planning and carrying
out specific learning tasks with appropriate assessment; Proficient in critical decision-making
processes to generate creative and innovative problem solutions and alternatives; Well-versed in
national/international issues/concerns/advocacies and espouses those relevant to the profession.
Third, is Disciplined (Self-Disciplined). The graduate must be adept at recognizing and using
Basic Education students’ physical, social, mental, emotional characteristics and needs in the
educational process; and is capable as a leader and model community member.
The fourth, is Service-Oriented (Service Orientation). The graduate must be capable as a
leader and model community member; Professional ethical teacher of Basic Education.
The conceptual framework in this study as shown in Figure 1 illustrates the IPO model of
input-process-output. The Input variables are the VMGO of San Isidro College. The Objectives
are crafted in the Process Variable. Then there is consultation from the stakeholders as to their
agreement of the objectives and as to whether they are aware and have accepted the VMGO of the
School of Education. The Output variables show the results of the evaluation of the stakeholders
on the objectives of SED and their assessment as to whether they are aware and have accepted the
VGMO of the SED.

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 Simbulan, S. and Taja-on, E.
Figure 1. Teaching and Learning Engagements observed during the online class observations
Input Process Output
Evaluated Objectives
as to the stakeholders’
· Meeting with Faculty
School of Education agreement
& crafting of the
Vision, and
SED Objectives
Mission, Assessed VMGO as to
· Consultation with the
Goals and Objectives stakeholders’
stakeholders
awareness and
acceptance

STATEMENT OF THE PROBLEM

This study evaluated the responses of the stakeholders when they were consulted online as to
their agreement on the stated objectives of the School of Education and as to whether they are
aware and have accepted the VMGO of the SED.
Specifically, it answered the following:
1. What is the percentage of agreement of the stakeholders on the San Isidro College School
of Education’s Objectives?
2. What is the percentage of awareness and acceptance on the VGMO of the stakeholders of
School of Education?
METHODOLOGY
San Isidro College, the only Catholic higher education institution in Malaybalay is the locale
of this study. The College has been in existence for more than seven decades and as such it has
already established its vision, mission, goals and objectives since its start of operation. The School
of Education as one of its units has created in 1969 its course in secondary education and in 1995
for the elementary education to serve as its laboratory schools for the course offering in education.
The School of Education’s VMGO has for its springboard the VMGO of the College whose
Philosophy centers on its being Filipino, Catholic, and Integral Institution of Higher Learning
epitomizing the virtues of San Isidro Labrador and upholds the motto Ora et Labora that values
prayer and work. The crafting of the VMGO of SED was done collectively by the administration,
faculty, staff, students, alumni and other stakeholders and approved by the BUACs Board.
The PAASCU self-survey instrument is the basis where the instrument of the study was crafted.
Since the SED has not clearly put into writing its objectives, this has to be well articulated this
time when the school will be subjecting itself for the accreditation. Therefore, from the graduate
attributes expected to be demonstrated by the SED graduates the objectives of the college was
constructed.
After the construction of the objectives, these were presented to the faculty during the meeting
for them to improve and make comments and suggestions. The plan was to have this open for
consultation online to stakeholders like the faculty, students, alumni, and parents, considering that
it is covid time and no group meetings are allowed.

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
The questionnaire simply asked the respondents to evaluate whether they agree on the
objectives of the SED. Each objective is presented and the respondents would merely choose their
responses from strongly agree, agree, undecided, disagree, and strongly disagree. These were
floated via the Google Form. Another set of questionnaires asked them on their awareness and
acceptance of the SED’s VMGO. The questions were merely answerable by Yes, Uncertain or No.
Again, this was floated via Google Form to the SED faculty, students, alumni, and parents.
However, only the faculty, students and alumni responded and this is very understandable
considering that these are the respondents who have access to the technology and to San Isidro
College online platform.
A total of 149 participants were recorded among the respondents of the questionnaire. The
respondents included 9 faculty members, 108 students, and 32 alumni. The whole month of July
was the timeframe for gathering the responses.
Since the questionnaire is more of a survey, the results were simply treated using the frequency
count and percentages. Each objective was taken singly, counting the frequency for those who
strongly agree, agree, uncertain, disagree and strongly disagree with the statement. Then, their
percentages were also computed. This procedure is to ascertain that each objective is taken
distinctly as to how many evaluated this considering the extent of agreement of the stakeholders.
Similarly, for the questionnaire on awareness and acceptance of the VMGO, the frequency and
percentages were taken. More or less, the SED will be able to see that the objectives are clear and
relevant if the percentage of agreement of a good number of respondents reaches at least 75%. The
same percentage is applied to the result on the awareness and acceptance of the stakeholders of the
SED’s VGMO.
RESULTS AND DISCUSSIONS
Evaluation of the SED Objectives
Table 1 shows the result of the evaluation of the SED stakeholders on the crafted objectives
of the school. The result of the survey shows the frequency and percentage of the stakeholders
on their agreement to the SED Objectives.

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 Simbulan, S. and Taja-on, E.
Table 1. Frequency and Percentage of stakeholders who agree/disagree on the objectives of the School
of Education
Strongly Strongly
Objectives of the School of Agree
Agree Uncertain Disagree
Disagree
Education f % f % f % f % f %
1. To instill in the students the Isidran
attributes of being God-fearing,
competent, disciplined, and service
115 77 34 23 - 0 - 0 - 0
oriented.
2. To become a professional and ethical
teacher of Basic Education who is God- 116 78 31 21 2 1 - 0 - 0
fearing and has faith in God.
3. To exhibit competence in written and
spoken communication, proficient in
mathematical skills, and conversant in 99 66 49 32.5 1 0.5 - 0 - 0
theories and principles of teaching and
learning.
4. To show versatility in planning and
carrying out specific learning tasks 99 66 49 32.5 1 0.5 - 0 - 0
with appropriate assessments
5. To develop competence in choosing
and utilizing tasks and activities from a
repertoire of outcome-based teaching 109 73 38 26 2 1 - 0 - 0
strategies and in curriculum choice and
preparation of materials for the learners
6. To demonstrate proficiency in critical
decision making processes generating
creative and innovative problem
100 67.5 46 31 2 1 1 0.5 - 0
solutions and alternatives
7. To be adept at recognizing and using
Basic Education student’s physical,
social, mental, emotional 105 70.5 41 28 2 1 1 0.5 - 0
characteristics and needs in the
educational process
8. To be skilled in socio-civic, historical,
philosophical concepts and principles 103 69.5 43 29 2 1 1 0.5 - 0
as applied in the teaching-learning tasks
9. To be well-versed in national and
international
issues/concerns/advocacies and 97 65 49 33 3 2 - 0 - 0
espouses those relevant to the
profession
10. To demonstrate capability as a leader
and model community member
contributing to the upliftment of life 107 71.5 40 26.5 2 1 - 0 - 0
especially for the marginalized group
through moral and legal means

As shown in Table 1, all the objectives have an outstanding percentage of agreement from the
stakeholders. The number of respondents that agree to the objectives ranged from 146 to 149
indicating percentages from 98 to 100%. With this percentage of agreement, it is deduced that

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
these objectives are clearly stated and are relevant, since these exceeds the 75% level set in this
study.
The first objective “To instill in the students the Isidran attributes of being God-fearing,
competent, disciplined, and service oriented” got a 100% agreement from the stakeholders with
77% strongly agreeing and 23% agreeing. The four attributes of an Isidran graduate are stipulated
in this objective that is God-fearing, competent, disciplined, and service oriented. This objective
really encompasses everything that is expected from an Isidran graduate.
Table 1.1. Assessment of Objective Number 1
5 (SA) 4 (A) 3 (U) 2 (D) 1 (SD)
SED Objectives Respondents
f % f %
Objective 1. To instill in the Alumni 29 19.46 3 2.01 - - -
students the Isidran attributes of Faculty 7 4.69 2 1.34 - - -
being God-fearing, competent, Student 79 53.02 29 19.46 - - -
disciplined, and service oriented Total 155 77.18 34 22.82 - - -

The combined percentage of strongly agree and agree is 100% which indicates that the
objective is most acceptable. In fact, this is the objective where all the respondents agree, either
strongly agree or simply agree.
The third and fourth objectives “To exhibit competence in written and spoken communication,
proficient in mathematical skills, and conversant in theories and principles of teaching and
learning” and “To show versatility in planning and carrying out specific learning tasks with
appropriate assessments” got a 99% of agreement from the stakeholders with 99 responding to
strongly agree and 49 responding to agree. In these objectives, it is clear that the graduates are
expected to be proficient in communication, mathematics and in teaching. They should know their
work as a teacher, basically in teaching as well as in preparing assessment tools. As observed from
the responses, there is one student respondent who answered uncertain. Very likely this student
felt that he/she has not fully developed his/her competence in written and oral communication,
mathematics, and in the theories and principles in teaching. There was no negative response. The
combined percentage for strongly agree and agree is 99% which exceeds the set 75% for
considering it acceptable, hence these objectives are accepted.
Table 1.2. Assessment of Objectives 3 and 4
5 (SA) 4 (A) 3 (U) 2 (D) 1 (SD)
SED Objectives Respondents
f % f % f %
Objective 3. To exhibit Alumni 23 15.44 9 6.04 - - -
competence in written and
spoken communication, Faculty 5 4.02 4 2.68 - - -
proficient in mathematical
skills, and conversant in Student 71 47.68 36 24.16 1 0.67 - -
theories and principles of
teaching and learning Total 99 66.44 49 32.89 1 0.67 - -
Objective 4. To show Alumni 24 16.11 8 5.36 - - -
versatility in planning and Faculty 5 3.35 4 2.68 - - -
carrying out specific Student 70 46.98 37 24.83 1 0.67 - -
learning tasks with
appropriate assessments Total 99 66.44 49 32.89 1 0.67 - -

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 Simbulan, S. and Taja-on, E.

The second, fifth and tenth objectives “To become a professional and ethical teacher of Basic
Education who is God-fearing and has faith in God”, “To develop competence in choosing and
utilizing tasks and activities from a repertoire of outcome-based teaching strategies and in
curriculum choice and preparation of materials for the learners”, and “To demonstrate capability
as a leader and model community member contributing to the upliftment of life especially for the
marginalized group through moral and legal means”, got a 98.66% number of respondents who
agree, indicating that these objectives are clear and relevant. For the 2nd objective 78% strongly
agree, 21% agree, although 1% among the student was uncertain. The fifth objective shows that
73% strongly agree, 26% agree and 1% of the student was uncertain. The tenth objective shows
that 71.5% strongly agree, 26.5% agree, and 1% of the students were uncertain. Again, it is evident
that generally the stakeholders find these objectives clear and relevant, hence these objectives are
accepted.
As observed from the results there were two out of the 108 students who responded that they
were uncertain. It is also observed that although the faculty generally agrees to these objectives,
some did not indicate strong agreement. For instance, in Objective 2, out of the nine faculty, six
strongly agreed but the three merely agree. In Objective 5, out of the nine faculty, four strongly
agreed while five just agree. Similarly, in Objective 10, out of the nine faculty, four strongly agree
while five simply agree. What could be the implication to these? Could it be that the teachers agree
that the graduates ought to develop these outcomes but still they doubt if they really can? Could
it be that even if these objectives are essential for the graduate there is still a long way to be able
to truly achieve these? Could it imply that even the teachers are doubtful if they could successfully
deliver these objectives? Could it be that the teachers find the students less capable and therefore
would not fully accomplish these objectives? These are some questions that need some reflections
on the part of the faculty and of the students.
Table 1.3. Assessment of Objectives 2, 5, and 10.
5 (SA) 4 (A) 3 (U) 2 (D) 1 (SD)
SED Objectives Respondents
f % f % f %
Objective 2. To become a Alumni 28 18.79 4 2.68 - - -
professional and ethical Faculty 6 4.02 3 2.01 - - -
teacher of Basic Education
Student 82 55.03 24 16.11 2 1.34 - -
who is God-fearing and has
faith in God Total 116 77.85 31 20.80 2 1.34 - -
Objective 5. To develop
competence in choosing and Alumni 26 14.45 6 4.02 - - -
utilizing tasks and activities
from a repertoire of outcome- Faculty 4 2.68 5 3.35 - - -
based teaching strategies and
in curriculum choice and Student 79 53.02 27 18.12 2 1.34 - -
preparation of materials for
the learners Total 109 73.15 38 25.50 2 1.34 - -
Objective 10. To demonstrate Alumni 28 18.79 4 2.68 - - -
capability as a leader and
model community member Faculty 4 2.68 5 3.35 - - -
contributing to the upliftment
of life especially for the Student 75 50.33 31 20.81 2 1.34 - -
marginalized group through
moral and legal means Total 107 71.81 40 26.85 2 1.34 - -

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
Table 1.4 shows the rest of the objectives, i.e., 6, 7,8, and 9 reflects a 98% of agreement
from the stakeholder, indicative of their being clearly stated and have relevance to the Isidran
graduate.
Table 1.4. Assessment of Objectives 6, 7, 8, and 9.
5 (SA) 4 (A) 3 (U) 2 (D) 1 (SD)
SED Objectives Respondents
f % f % f % f %
Objective 6. To Alumni 20 13.42 11 7.38 1 0.67 - -
demonstrate proficiency in
critical decision making Faculty 5 3.35 4 2.68 - - -
processes generating Student 75 50.33 31 20.81 1 0.67 1 0.67 -
creative and innovative
problem solutions and Total 100 67.11 46 30.87 2 1.34 1 0.67 -
alternatives
Objective 7. To be adept Alumni 24 11.16 8 5.37 - - -
at recognizing and using
Basic Education student’s Faculty 5 3.35 4 2.68 - - -
physical, social, mental, Student 76 51.01 29 19.46 2 1.34 1 0.67 -
emotional characteristics
and needs in the Total 105 70.47 41 27.52 2 1.34 1 0.67 -
educational process
Objective 8. To be skilled Alumni 22 14.77 9 6.04 1 0.67 - -
in socio-civic, historical, Faculty 3 2.01 6 4.02 - - -
philosophical concepts and
Student 78 52.35 28 18.79 1 0.67 1 0.67 -
principles as applied in the
teaching-learning tasks Total 103 69.13 43 28.26 2 1.34 1 0.67 -
Objective 9. To be well- Alumni 18 12.08 13 8.72 1 0.67 - -
versed in national and
international Faculty 5 3.35 4 2.68 - - -
issues/concerns/advocacies Student 74 49.66 32 21.48 2 1.34 - -
and espouses those
relevant to the profession Total 97 65.11 49 32.89 3 2.01 - -

In the overall picture, looking into the frequency and percentages of the respondents who
strongly agreed to the stated objectives, it is observed that Objective 2 has the most number,
followed by Objective 1, third is Objective 5, followed by Objective 10, 7, 8, 6, 3&4, and 9.
The number of participants who responded on agreeing to the objectives shows objectives 3,4
& 9 have the highest frequencies, followed by Objective 6, 8,7,10, 5, 1, and 2. There were one,
two and three participants who were uncertain, with 2 participants in objectives 2, 4 to 8 and 10,
while objectives 3 and 9 has one participant each who were uncertain.
One student participant who disagreed can be seen in Objectives 6, 7, and 8. These objectives
include “To demonstrate proficiency in critical decision making processes generating creative and
innovative problem solutions and alternatives”, “To be adept at recognizing and using Basic
Education student’s physical, social, mental, emotional characteristics and needs in the educational
process”, and “To be skilled in socio-civic, historical, philosophical concepts and principles as
applied in the teaching-learning tasks”. While there was only one deviating opinion, it is still good
to look into the content of these objectives and analyze how these could be improved.

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 Simbulan, S. and Taja-on, E.

In a nutshell, the online consultation with the stakeholders on the objectives of the School of
Education showed that the combined percentages of those who strongly agree and those who
simply agree exceeds the 75% level, hence all the objectives are accepted. The evaluation from the
stakeholders is a good academic exercise that could help to strengthen the objectives of the SED.
This exercise is a good vehicle to keep the stakeholders aware of the SED’s VMGO and to realize
that SIC recognizes the participation and involvement of the stakeholders in important decision
making.
Awareness and Acceptance of the Stakeholders on the VMGO of the School of Education
The second problem in this study is to assess the awareness and acceptance of the VMGO by
the stakeholders. The VMGO of SIC relate to its purpose and aspirations. The mission and vision
statements communicate the SIC’s reason for being and how it aspires to serve its stakeholders. It
is therefore essential that these stakeholders should be aware and should accept the VMGO of the
school.
The VMGO provide a vehicle for communicating an organization’s purpose and values to all
key stakeholders. Typically, these statements would be widely circulated and discussed often so
that their meaning is widely understood, shared, and internalized. The better the stakeholders
understand the VMGO, the better they will understand the school’s programs, projects and
activities. The better they will become aware and knowledgeable on the VMGO and they could
accept these within their hearts.
Table 2 reflects the awareness and acceptance of the stakeholders on the VMGO of the SED.
As shown in the result of the survey on the awareness and acceptance of the VMGO of the SED,
majority of the participants responded affirmatively from 140 to 148 out of the 149 participants.
The first 8 questions were related to awareness and acceptance of the VGMO. The awareness
items were in 1, 3, 5, and 7 and the acceptance items were in 2,4,6, and 8. The highest item was
on the “acceptance of the mission of SED” with 99.5% responding affirmatively and only 0.5%
who were uncertain.
Generally, the participants gave a 95 to a 99.5% Yes rating on their awareness and acceptance
of the VGMO. The implication to this result indicates that the stakeholders are aware of the
VMGO of SED. They have knowledge and they are well-informed about the VMGO of SED.
This could be because the VMGO are posted in every classroom of the school. These are also
given during the orientation of the students. These are explained to them and they are told to put
these in their minds and hearts because these are the expected things that they must do as an Isidran
graduate.

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Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
Table 2. Awareness and Acceptance of the Stakeholders on the VMGO of the School of Education.
Yes Uncertain No
Awareness and Acceptance of the VMGO of the SED
f % f % f %
1. I am aware of the vision of the School of Education. 147 99 2 1 -
2. I accept the vision of the School of Education. 147 99 2 1 -
3. I am aware of the mission of the School of
142 95 7 5 -
Education.
4. I accept the mission of the School of Education 148 99.5 1 0.5 -
5. I am aware of the goals of the School of Education. 142 95 7 5 -
6. I accept the goals of the School of Education 146 98 3 2 -
7. I am aware of the objectives of the School of
142 95 7 5 -
Education.
8. I accept the objectives of the School of Education. 147 99 2 1 -
9. The vision-mission-goals –objectives of the School
145 97 4 3 -
of Education are clearly stated
10. The vision-mission-goals are in harmony with
148 99.5 1 0.5 -
national goals and desirable Filipino cultural values.
11. The vision-mission-goals of the institution are
143 96 6 4 -
published in a catalogue or prospectus.
12. There is harmony between actual educational
practices and activities and the stated vision, 140 94 9 6 -
mission, goals and objectives.
13. The Mission, Vision, goals and objectives are
adapted to the educational needs of the local, 145 97 4 3 -
regional, and national community.
14. The institution includes among its goals the
completion of an adequate program of general 144 96.65 5 3.35 -
education by each of its students.

Specifically, Table 2.1 reflects the items that indicated the awareness of the stakeholders of the
SED’s VMGO. From the result of the survey, scrutinizing the awareness items for 1, 3, 5, and 7,
generally the stakeholders were very much aware of the VMGO of SED. Their awareness ranged
from 95.30% to 98.66%, indicating that they strongly agree that they are aware of the VMGO.
There are a few who responded that they were uncertain as to whether they agree or not. However,
these were minimal from 0.67% to 4.70%. In spite of the few who were uncertain, still, there is a
need for SED to look into the VMGO and to enhance the awareness of these during the orientation
period and during students’ forum and convocations. It is understandable that they seem not to be
aware of the objectives because these are presented as graduate attributes of the college. It is for
this reason why the SED has really to state these objectives distinctly. As a whole the SED
stakeholders generally affirmed their awareness on the VMGO. The non-awareness of the VMGO
were from the students and the alumni, although in item 5 and 7 one faculty responded with an
uncertain answer.

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 Simbulan, S. and Taja-on, E.
Table 2.1. Awareness and Acceptance of the Stakeholders on the VMGO of the School of Education.
YES UNCERTAIN NO
Awareness of the VMGO Respondents
f % f %
1. I am aware of the vision of the School Alumni 31 20.81 1 0.67 -
of Education Faculty 9 6.04 - -
Student 107 71.81 1 0.67 -
Total 147 98.66 2 1.34 -
3. I am aware of the mission of the Alumni 30 20.13 2 1.34 -
School of Education Faculty 9 6.04 - -
Student 103 69.13 5 3.36 -
Total 142 95.30 7 4.70 -
5. I am aware of the goals of the School Alumni 30 20.13 2 1.34 -
of Education Faculty 8 5.37 1 0.67 -
Student 104 69.80 4 2.68 -
Total 142 95.30 7 4.70 -
7. I am aware of the objectives of the Alumni 29 19.46 3 2.01 -
School of Education Faculty 8 5.37 1 0.67 -
Student 105 70.47 4 2.68 -
Total 142 95.30 7 4.70 -

Table 2,2 shows the items on acceptance, found in numbers 2,4,6, and 8. The results of the
survey generally show that the stakeholders accepted very well the VMGO of SED. The group
showed a very high percentage of acceptances from 97.99% to 99.33%. This means that out of the
149 respondents, there were 146 to 148 who responded with a resounding yes. There was no
negative response, which indicates that the stakeholders accepted the VMGO of the SED.
However, there were sprinkles of uncertainty from the students’ group. Out of the 108 students
one to three of them were not sure to accept some of the items. Although there were three students
and one alumna who responded with their uncertainty, the general picture indicates that the VMGO
were clearly stated.
Table 2.2. Awareness and Acceptance of the Stakeholders on the VMGO of the School of Education.
YES UNCERTAIN NO
Awareness of the VMGO Respondents
f % f %
2. I am aware of the vision of the School Alumni 31 20.81 1 0.67 -
of Education Faculty 9 6.04 - -
Student 107 71.81 1 0.67 -
Total 147 98.66 2 1.34 -
4. I am aware of the mission of the Alumni 30 20.13 2 1.34 -
School of Education Faculty 9 6.04 - -
Student 103 69.13 5 3.36 -
Total 142 95.30 7 4.70 -
6. I am aware of the goals of the School Alumni 30 20.13 2 1.34 -
of Education Faculty 8 5.37 1 0.67 -
Student 104 69.80 4 2.68 -
Total 142 95.30 7 4.70 -
8. I am aware of the objectives of the Alumni 29 19.46 3 2.01 -
School of Education Faculty 8 5.37 1 0.67 -
Student 105 70.47 4 2.68 -
Total 142 95.30 7 4.70 -

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 Awareness and Acceptance of the Philosophy, Vision, Mission, Goals and Objectives of the
School of Education: Stakeholders’ Evaluation
The acceptance on the mission of SED got a very high percentage turn-out from the
respondents, since only one student from the total 149 respondents was uncertain of his/her
response. The SED has for its mission: “To produce dedicated and competent professional
teachers for the Basic Education schools and who are sincere witnesses to the Gospel values.”
Table 2.3 shows the acceptance and awareness of the stakeholders on the characteristic features
of the SED’s VMGO. These are on items 9 to 14. As shown in the Table, majority of the
stakeholders indicated awareness and acceptance on the characteristic features of the SED’s
VMGO. There were no negative responses. Item no. 9 shows that 97.32% agreed to this with an
affirmative response. Item no. 10 “The vision-mission-goals are in harmony with national goals
and desirable Filipino cultural values” shows that 99.5% of the respondents answered this
affirmatively. This implies that the stakeholders agree that the VMGO of the SED are in sync with
the national goals and the Filipino cultural values.
Table 2.3. Awareness and acceptance on the characteristic of the SED’s VMGO.
YES UNCERTAIN NO
Awareness of the VMGO Respondents
f % f %
9. The vision-mission-goals – Alumni 31 29.81 1 0.67 -
objectives of the School of Faculty 9 6.04 - -
Education are clearly stated Student 105 70.47 3 2.01 -
Total 145 97.32 4 2.68 -
10. The vision-mission-goals are in Alumni 32 21.48 - -
harmony with national goals and Faculty 9 6.04 - -
desirable Filipino cultural values. Student 107 71.81 1 0.67 -
Total 148 99.33 1 0.67 -
11. The vision-mission-goals of the Alumni 30 20.13 2 1.34 -
institution are published in a Faculty 8 5.37 1 0.67 -
catalogue or prospectus. Student 105 70.47 3 2.01 -
Total 143 95.97 6 4.02 -
12. There is harmony between actual Alumni 29 19.46 3 2.01 -
educational practices and activities Faculty 9 6.04 - -
and the stated vision, mission, Student 102 68.46 6 4.02 -
goals and objectives Total 140 93.96 9 6.04 -
13. The Mission, Vision, goals and Alumni 32 21.48 - -
objectives are adapted to the Faculty 8 5.37 1 0.67 -
educational needs of the local, Student 105 70.47 3 2.01 -
regional, and national community. Total 145 97.32 4 2.68 -
14. The institution includes among its Alumni 32 21.48 - -
goals the completion of an Faculty 8 5.37 1 0.67 -
adequate program of general Student 104 69.80 4 2.68 -
education by each of its students Total 144 96.64 5 3.36 -

Item No. 11 “The vision-mission-goals of the institution are published in a catalogue or

prospectus” indicated 95.87% respondents who answered yes. There are however six respondents
from the alumni, faculty and students who answered uncertain. Most likely, they have seen the
prospectus with the VMGO but they have not seen the catalogue. Item No. 12 “There is harmony
between actual educational practices and activities and the stated vision, mission, goals and
objectives” shows that 94% of the respondents rated this as yes. So far, all the items got a 94 to

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 Simbulan, S. and Taja-on, E.

99.5% “yes”, indicating that they faculty, students and alumni are aware of the VMGO and they
accepted the VMGO as essential in their education at San Isidro College.
Item No. 13 “The VMGO are adapted to the educational needs of the local, regional, and
national community” was responded with a yes by a 97.32% of the respondents. This means that
the SED’s VMGO addressed the needs of the community. It is good to note that the teacher
graduates of SIC are employed in the schools in Malaybalay and neighboring places in Bukidnon.
This implies that the SED graduates of SIC respond to the need of the community, locally and
regionally.
Item No. 14 “The institution includes among its goals the completion of an adequate program
of general education by each of its students” was answered yes by majority of the respondents.
There were however four from the students and one from the faculty who responded with an
uncertain response. It would be good to note that the Program that the SED follow is mandated
by the Commission on Higher Education (CHED) and that the students are declared as graduates
by the President of the College upon completion of the requirements of the degree, hence objective
14 implicitly embed the inclusion of the adequate program of the general education.
In a capsule, majority of the stakeholders’ agreed to the VMGO of the SED. They also
indicated that they are aware of these VMGO and that they accepted these VMGO to be the overall
raison d'être of San Isidro College. Hence, the VMGO of SED are accepted.
CONCLUSIONS AND RECOMMENDATIONS
The VMGO of the School of Education at San Isidro College could be the compass that leads
the students to their destination. As such these VMGO must be clearly articulated by the school’s
administrators, faculty, staff, students, alumni and other stakeholders especially in the academe.
The academic heartbeats translated to its VMGO gives the direction towards the enthusiasm,
passion, and expertise that the teachers bring to the classrooms.
The findings of the study revealed that the stakeholders strongly agreed that the objectives of
the SED clearly state the intent found in the SIC graduate attributes of being God-fearing,
competent, disciplined, and service-oriented. The online consultation with the stakeholders
revealed that they were aware of the VMGO of the SED. They accepted these VGMO as the
essential raison d'être of San Isidro College’ existence in this part of Mindanao. Therefore, the
VMGO of the School of Education are accepted. The Philosophy and the formulated objectives of
the SED will be incorporated in the report for the PAASCU accreditation.
Based from the findings and conclusions of the study, the SED will espouse the objectives and
include these under its mission and vision. Since the VMGO reflects the policies, priorities and
shared reflection on the values, beliefs and aspirations of the school community these have to be
constantly revisited by the stakeholders, and updated to keep abreast with the social and cultural
milieu of the time.
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School of Education: Stakeholders’ Evaluation
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