Improving School Processes in Department of Education Camarines Sur through Continuous Improvement Program

Abstract

INTRODUCTION

Implementation of projects was done in a traditional way because one's notion is that they were needed to address issues and concerns in schools and in the workplace. In this research, we employed a continuous improvement process. Voice of the customers was listened to and the root causes of the problems were analyzed and validated prior to the implementations of the interventions. Projects had been effective in varied levels.

METHODS

Multiple methods design was employed. Anchored on a systems approach, face-to-face training, intensive mentoring and coaching were conducted using the three major stages such as assess, analyze and act. These three stages have ten process steps. Seven teams with five members per team were involved using purposive sampling. These teams were from elementary and high schools with a team from the division office. The commitment of support from the school heads and from the process owners was sought. Pilot implementation was conducted before the rollout to the bigger size of respondents.

RESULTS

All the outputs were achieved in varying levels of accomplishments. Projects had varied focus. Solutions implemented were drawn from the voice of the customers and from root cause analysis conducted. interactive and innovative teaching and learning materials were used including interactive and game-based activities. Varied assessment techniques were employed in three types such as written works, performance tasks, and quarterly assessments.

DISCUSSIONS

Results were remarkable; however, the CI Teams somehow found difficulty in implementing their projects without the direct guidance of the CI Coaches. Availability of finished CI projects following the ten CI process steps is highly appreciated. institutionalization of the CI in the workplace will be the next effort.