POLYTECHNIC UNIVERSITY OF THE PHILIPPINESQUEZON CITY BRANCHRepublic of the PhilippinesPolytechnic University of the PhilippinesCommonwealth, Quezon City

Change Commitment and Change Efficacy: An Organizational Readiness for Change of SJDM Cornerstone College Inc. towards K+12 Implementation

Authors:Mandiit, Ma. Vangeline B.Bueno, Lara Marie M.Paigma, Judy AnnCastillo, Jenny P.

March 1, 2014

Abstract

Implementation of K+12 program is needed for the betterment of education. With the new 12-year curriculum in place, future Filipino students will be ready and better equipped to join overseas universities at the undergraduate level. The reason why is because this curriculum will give Filipino students enough time to master skills and concepts so that they are ready for tertiary education.

In light of this changes in the countrys education, are schools ready for this new program? What are the perceptions of the teachers about these educational changes?

In this study, three teachers in SJDM Cornerstone College were interviewed. They were asked about the relationship of the dropout problem in the K to 12 curriculum, the assurance that the K to 12 graduates will be employed, their perceptions about the additional teaching load and required National Certification due to the K to 12 program, the preparation of the teachers, the reason why our country needs K to 12 curriculum, the effectiveness of the program, and the readiness of the school for these changes in education.

The SJDMCCI has established a college level which will offer Education and Vocational courses. The management is improving the facilities that are needed for the new curriculum. This will prepare students to pursue their courses which offer quick employment opportunities.

This study will definitely determine the organizational readiness for change of SJDM Cornerstone College Inc. towards K+12 implementation which involves change commitment and change efficacy.

Keywords: self-efficacy; role theory; getzels-guba model; world culture theory; organizational readiness; change commitment; change efficacy

Background of the Study

Changes in the education system of the Philippines have been made. The Philippines is the only country in Southeast Asia that requires 10 years of combined elementary and secondary education prior to entering a college or a university. This relatively short period of time spent in school has been said to contribute to graduates unpreparedness for work and to poor recognition of college degrees that consequently curtail their contributions to overall national development. (DepEd and SEAMEO INNOTECH 2012) Because of this, implementation of K to 12 educational reforms is needed.

The K to 12 model to be implemented in the country is an educational system for basic and secondary education patterned after the United States, Canada, and some parts of Australia. The current basic education system is also an archetype of American schooling but with a 10-year cycle. ( De Justo,et.al 2012)

The K-12 Basic Education Program aims to provide every Filipino child with the education they need to compete in a global context. The goal of the new curriculum is to give Filipino students enough time to master skills and concepts so that they are ready for tertiary education when the time comes.

K to 12 is a basic education curriculum that will see a mandatory kindergarten year and two additional senior high school years added to what was a 10-year education curriculum to make basic education 12 years. It will pave the way for an ever brighter future for young Filipinos by equipping them with basic education up to international standards (Aquino 2012).

This study sought to find answers on how privates schools, specifically SJDM Cornerstone College Inc. adapt educational and academic changes brought by Kto12 Program.

SJDM Cornerstone College Inc.

The SJDM Cornerstone College Inc. was founded by Engr. Roberto B. Robes Ph.D, a Philanthroper, with the help of his wife Mrs. Racquel Manahan Robes and their families. Engr Roberto B. Robes finished a Degree of Civil Engineering and a license Civil Engineer at the Technological Institute of the Philippines. Mrs. Racquel Manahan finished her studies at the Philippine Christian University with the Degree of Computer Programming.The School Structure was first bored on May 11, 2002, with several discussions and brainstorming; the school was established on January 6, 2004 were it was registered and recognized by the Security and Exchange Commission (SEC). On that same year the school opens to its constituents on June 4, 2004, by then Engr Robes tries to manage the school with the help of his friend Dr. Susana Ibay who acted as the principal of the school that time. On the same manner Engr Robes pursue his studies of Masteral Degree in Education so that he could prepare himself as Director and Principal of his school in the future. On year 2006, with the grace of the LORD the school received positive outcomes of enrollees from 22 students on S.Y. 2004 - 2005 reaches as high as 420 on the S.Y. 2006 - 2007, with several achievements to mention.Engr Roberto B. Robes Ed.D / Ph.D. is now a Doctor of Philosophy in Management. He finished his Masteral Degree at Wesleyan College of Manila and his Doctoral Degree at Wah Har College in Hong Kong. The founder personally runs the School as President and CEO, and School Director as well. The only Private School in Region III which accumulated more than a thousand students in span of five years based on the Department of Education Region III for Basic Education Courses.SJDM Cornerstone College Inc. (formerly SJDM Cornerstone Academy Inc.) is located along Fortunato Halili Provincial Road, 190 Libis II, Muzon, City of San Jose Del Monte, and Province of Bulacan, where numerous numbers of subdivisions exists. With the scenario, THE CHILDREN NEED GREATER HELP TOWARDS EDUCATION.The School envisions raising self actualized Filipinos who are MAKABAYAN, MAKATAO, MAKADIYOS and MAKAKALIKASAN. With this belief, it develops the whole human being by encouraging the students to use the tools to explore and acquire intellectual, social, moral, physical concepts, ideals, attitudes, and skills.From this Great concept, the founder is looking forward of better achievement of every individual and student of SJDM Cornerstone Academy Inc. to become a successful individual, better and responsible person as the mission and vision of the school, as they say The Few, The Proud, The Cornerstonian I AM A REAL CORNERSTONIAN

SJDMCCI will not stop there, for this school aims higher. The school has established a college level which will offer Education and Vocational courses. Today, as Kto12 Curriculum has been starting, the school adapts this program for the betterment of education. Under RA 10533, students will be prepared to pursue either vocational courses, which offer quick employment opportunities, or regular college courses. They are in the process of improving the facilities that are needed for K+12.

De Justo, et.al (2012) stated that with the proposed K to 12 program, various arguments and criticisms were formulated. Different conditions generate different assumptions, which in turn create different policies.

To determine the perceptions of the teachers in the said school about these changes in education, three teachers were asked the following questions:

Will the dropout problem be addressed by the K to 12 curriculum? What would be the assurance that the kto12 graduates will be employed? How will k to12 help in ensuring employment for our graduates? Will teachers be burdened by additional teaching load due to the kto12 program? How will teachers be prepared for the kto12 program? How do they commit themselves to these educational changes? Why does Philippines need K to 12 Curriculum? Is the Kto12 program effective? Is the school ready for these changes in education?

A lot of time, effort and resources went into the development of the K to 12 program, now embodied in RA 10533 or the Basic Education Program law. The measure is meant to upgrade Philippine education, whose quality has deteriorated in recent decades, and improve national competitiveness. Every effort must be made to ensure the success of its implementation.

DiscussionWe need to add two years to our basic education, those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. -His Excellency President Benigno S. Aquino III As a comprehensive reform of the basic education, the Philippines launched its K to 12 Program in year 2012. Because of this change, the structure, curricula, and philosophy of the Philippines education system needs to undergo reform and improvement.

During the interview sessions of the three teachers in SJDMCCI, their perceptions and opinions about the change efficacy and change commitment towards K to 12 program were revealed.

Teachers Perceptions (interview data) and Related Theories

The teachers were asked about how the K to 12 curriculum will address the dropout problem. According to the official gazette website of the government, DepEd prefers the term school leavers rather than dropout, recognizing that most students who discontinue schooling were pushed out of the system due to factors beyond their and their parents; control. Keeping students in school is a responsibility of the entire community.

With regards to this matter, when the teachers were asked if the K to12 Curriculum would be the solution to lower the number of dropouts and out of school youth, they documented the following answers:

Teacher A: Hindi. Bakit? E hindi naman iyon ang problema e. Pera ang problema. Hindi curriculum. Anong kinalaman nyan? Tama?... Kaya maraming out of school youth kasi maraming walang pera.wala naman tayong libreng libro, wala tayong libreng notebook, uniform, wala tayong allowance sa estudyante kaya kahit kto12 yan hindi pa rin masosolusyonan nyan yung problema sa out of school youth kasi walang fund e.Teacher B: Walang koneksyon don. Parang hindi naman konektado.

Two of the teachers have the same opinion about the dropouts and out of school youth problems. One teacher insisted that the problem of the Philippines is not the education, instead, our country doesnt have fund. We are very much well educated, according to him. Well-equipped na tayo hanggang grade six, he added.

Self-efficacy theory of Bandura is associated to dropouts problem. This theory refers to peoples belief about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. It determine how people feel, think, motivate themselves, and behave.

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. What would be the assurance that the K to12 graduates will be employed? How will K to12 help in ensuring employment for our graduates? The teachers answered:

Teacher A: Walang kasiguraduhan to. Sa mundo, walang sigurado, yan ang tatandaan nyo. E kahit naman hindi ka nakapag-aral, kung masipag ka, may trabaho ka. The whole system na nagwowork dito is corrupted. Naintindihan nyo? For example, the same thing palakasan, corruption, diba? Kakilala ni ganito.. kahit hindi naman qualified kahit hindi nag k-12.. dahil kaibigan, kumpare, kamag-anak, tama? So pano naging sigurado? Magiging sigurado lang yung trabaho mo kapag meron kang kakilala di ba? Yung kasabihan nga ang mag rurule over dito. Its not what you know. Its whom you know pagdating sa trabaho. Teacher B: Advantage yung pagkatapos ng Grade 12 na yon, puwede na silang maka-gain ng trabaho. Puwedeng hindi na sila pumasok ng college dahil nga meron nang at least two years na specialization na kinuha para magamit. Teacher C: Para sa akin, and advantage ng K+12 after 10 years na pag-aaral ng estudyante, meron silang skill na pag-aaralan, so after 2 years (Grade 11 & 12), puwede na silang makapagtrabaho, kung gusto nilang tumuntong ng college, puwede because of K+12 dahil skilled na sila.One of the teachers said the theres no assurance of employment for K to 12graduates. Two of the teachers were agreed that students under K to 12 program may gain job after their 12-year education.

This matter is supported by World Culture Theory of Joel Spring (2009). In this theory, the spread of mass schooling and a uniform curriculum accompanied the spread of the Western concept of the nation state and that national policy leaders select from a global flow of best educational practices.

It holds that there is a common world culture in various social dimensionspolitical, economic, social, cultural, and even educational. Educational reform in the Philippines is integrating that countrys educational system into the common global one. As a result, Filipino students after graduation are expected to behave as good laborers in the Philippines and in overseas markets. (Okabe, 2013)Another question is, Will teachers be burdened by additional teaching load and requirements like National Certification II due to the kto12 program? They replied:

Teacher A: Hindi pabigat yon. Ang NC is National Certification. Ibig sabihin competent ka. Its another training na tinitingnan. Ang problema naman don kung meron man ay yung pamamaraan kung paano mo nakuha. Mapapagaan yung trabaho dapat ng teacher. Okay, dahil ang k to12 na program is self-paced. Ang teacher, facilitator. Ang problema, ayaw umalis sa comfort zone.Teacher B: Siguro sa iba pero sa mga teacher na gustong lumago, actually learning is a continuous process e. Parang buhay yan e. Hindi ka naman puwedeng manatiling ito lang ang alam mo. Hindi pasakit yon. Karagdagang kaalaman at confident sa sarili yon. Nag-aral ka ng marami, mahabang panahon kaya in the future, fruitful ang mangyayari sayo.Teacher C: Hindi. Hindi iyon pabigat.

All faculty members interviewed were disagreed that teachers will be burdened because of additional teaching load and requirements like National Certification II due to the kto12 program.

Regarding to this, Role theory Shapiro (2000) should be considered. It is based on the idea that perceptions of a role define how individuals are expected to behave, how individuals occupying roles perceive what they are supposed to do and the perceived behavior of individuals. When an individual puts the rights and duties that constitute the status into effect, he is performing a role. ( Santiago, 2009)

Furthermore, teachers were asked, How will teachers be prepared for the K to12 program? How do they commit themselves to these educational changes? They explained:

Teacher A: Dapat retraining hindi naman talaga kailangan pang paghandaan yung K to 12. Kailangan mong iadapt. Wala namang choice eh. Kung gusto mong iimplement ito kailangan mong sumunod. So ang paghahanda mo, ihanda mo yung sarili mo kung paano sumunod. Pag-aralan mo paano susundin tapos i-execute.alam nyo number one dyan yung dedication mo sa pagtatrabaho e. Whether its a teaching profession or not lahat ng paghahanda mo don yung dedikasyon mo sa trabaho. Ang ano lang diyan e, ginagawa yung trabaho e, whether its BEC, its K+12, ang sinumpaan mo dito yung magturo, to educate, yon lang.

Teacher B: A naghanda ako, kaya nga kumuha ako ng National Certificate at the same time on-going yung teachers methodology, assessment methodology and next don yung NTTC, yung pinaka-magiging assessor ka na.

Teacher C: Sa nakikita ko kasi, lalo na sa public kasi, ni-require sila na magkaroon ng NC II. So, ibig sabihin, paghahanda na yon bilang teacher sa mismong school.

One of the teachers said that the important points to consider for the preparation and commitment to educational change were retraining and obedience. Two teachers explained that teachers should have a National Cerification II.

The comment of the first teacher matched the statement in the official gazette website of the government about the K to 12 education program which is Teachers will be given sufficient in-service training on content and pedagogy to implement this program. Current DepEd teachers shall be retrained to meet the content and performance standards of the enhanced K to 12 curriculum. The pre-service education training for aspiring teachers will also be modified to conform to the requirements of the program. DepEd, in coordination with CHED, shall ensure that the Teacher Education curriculum offered in Teacher Education Institutions will meet the necessary quality standards for new teachers. Training of teachers will follow the phased-in introduction of the enhanced curriculum.

The questions asked to the teachers are based on the change commitment. It refers to organizational members shared resolve to pursue the courses of action involved in change implementation. In this theory, organizational members can commit to implementing an organizational change because they want to (they value the change), because they have to (they have little choice), or because they ought to (they feel obliged). Commitment based on want to motives reflects the highest level of commitment to implement organizational change. (Weiner, 2009)

De Justo, et.al (2012) mentioned the action steps for the successful development and implementation of the K to 12 program. One of these is teacher training. He also stated that enhancing the quality of basic education in the Philippines is urgent and critical. Why does Philippines need K to 12 Curriculum? The teachers said:

Teacher A: Siguro, kaya kailangan ng K+12 ng Philippines para doon sa mga bansa na kulang tayo. No? Para maging qualified tayo. Wala akong ibang nakikitang ibang rason pag pumupunta tayo sa ibang bansa kulang tayo ng two years. Iyan ang sinasabi nila. Yung sa aspect na kulang ng two years yon ang nasolusyonanKahit ano pang programa ang ilagay, kahit k to12 man yan kung hindi naman maganda yung ekonomiya ng bansa wala ring pag-unlad sa edukasyon.Teacher B: Actually, ang K+12 hango yan sa ibang bansa. For example sa US, yun lang naman yun e para mataas yung quality of education dito sa Pilipinas. So, nakita ng ibang bansa na effective, so ginaya ng Pilipinas, yun ang nangyari don, kailangan nila yon for betterment ng education dito sa Pilipinas. Habang mas bata pa mas marami ng alam.Teacher C: Puwede na nilang ipangsuporta yung kanilang knowledge, puwede silang kumuha ng sideline pare ipangtustos sa pinansyal. Puwede silang maging working student. Halimbawa, kung marunong ka na ng like sa TESDA, meron kang knowledge sa Commercial Cooking, Food and Beverages, o kaya sa autocad, o kaya sa Computer Hardware Servicing, puwede ka namang maging free lancer. Kahit sa bahay ka lang, puwede kang tumanggap ng trabaho.

One of the faculty members said that Philippines need K to 12 Curriculum for us to be qualified in other countries. Two teachers agreed that K to 12 Curriculum is a way for the better quality of education.This is also based on world culture theory and educational borrowing theory of Spring (2009). The progression of education in the Philippines from kindergarten to tertiary education is corresponding more closely to the common one existing in most countries. In a global society, Philippines education has no choice but to transform itself into a global-friendly system.What about the effectiveness of K to 12 program? The teachers assumed that:

Teacher A: Yung sinabi ko, yung effectiveness, siguro ang dapat dito implementation and the contingency plan towards K+12.Teacher B: Kaya nga inimplement yan para sa betterment ng education. So hindi yan sa magsasayang lang ng panahon, para sa kabutihan talaga. So may mga disadvantage at advantage yan. Pero lamang pa din and advantage kaya makakatulong at makakatulong yan. Teacher C: So far, siguro effective naman, effective. Pagdating ng 2016, probably, almost lahat ng students ng 4th year dito, siguradong dito sila papasok kasi mas maganda ang pasilidad dito, magiging kumpleto na pagdating siguro ng 2016 kaya nga inaayos na yung mga facilities, lahat ng kailangan. Pinoprovide yon ng management.

Two of the teachers were in favor for the effectiveness of the K to 12 curriculum.One teacher said that with regards to effectiveness, implementation and contingency plan is needed.

This matter is based on the theory of change efficacy. It is a function of organizational members cognitive appraisal of three determinants of implementation capability: task demands, resource availability, and situational factors. In formulating change-efficacy judgments, organizational members acquire, share, assimilate, and integrate information bearing on three questions: do we know what it will take to implement this change effectively; do we have the resources to implement this change effectively; and can we implement this change effectively given the situation we currently face? (Weiner, 2009)According to the official gazette website of the government, private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1 and final year of Kinder, (2) duration of program , and most importantly, (3) content of curriculum offered. Is SJDM Cornerstone College Inc. ready for these changes in education? The interviewed teachers replied:

Teacher A: Ito? Kasi iyon nga yung sinasabi ko sa inyo e, lack of education yung educator. So ibig sabihin, kaya naging ready kasi merong tao na nakakaalam at nakakaintindi sa sistema. Pero kung wala, hindi ready.Teacher B: Actually, kung iisipin, itong school na to handang handa kasi ito nga ang kauna-unahan dito sa Bulacan na may TESDA course e. So nagpeprepae nga sila, naga-assume sila na mas mataas yung number of students na madadagdag next year. Yon and pinakanakikita ng may-ari nito. Kung sa handa, definitely talagang handa.Teacher C: Handang-handa sa K+12. Kaya nga ang ginagawa ng school president natin e pineprepare niya yung TESDA. Ibig sabihin lahat ng TESDA courses, gusto niyang ma-achieve yung accrediataion para pagdating ng year 2016, lahat ng gagraduate ng 4th year high school dito, hindi na kailangang pumunta pa sa ibang school. Dito na sila mismo. I-aadapt nila mismo yung TESDA.Two of the teachers were agreed that SJDM Cornerstone College Inc. is ready for the changes in education. One teacher explained that the readiness of the school depends on the knowledgeable teachers.

The readiness of the school is related to a theory of organizational readiness for change. It is a multi-level, multi-faceted construct. As an organization-level construct, readiness for change refers to organizational members; shared resolve to implement a change (change commitment) and shared belief in their collective capability to do so (change efficacy). It varies as a function of how much organizational members value the change and how favorably they appraise three key determinants of implementation capability: task demands, resource availability, and situational factors. When organizational change is high, organizational members are more likely to initiate change, exert greater effort, exhibit greater persistence, and display more cooperative behavior. (Weiner, 2009)

The actions of the management, particularly the owner, show leadership which is supported by Getzels-Guba model (1951). It offered that the ideographic leadership is associated with the needs of the group members and defines the personal dimensions of the group activity. (Santiago, 2009)

It was important that each teacher view the interview as a pleasant task to share their stories, perceptions, and experiences as SJDMCCI teachers. But then, theories are also necessary. As mentioned by Santiago (2009), theory might grow as it is shown to explain more phenomena or as it incorporates more constructs to explain phenomena.

Summary

For the development of the K to 12 program, a lot of time, effort, and resources are needed. This study examined the perceptions of the teachers in SJDM Cornerstone College Inc. through interview method. This was done to determine the preparedness and readiness of the school towards the K to 12 implementation.

Various theories were used. These are needed to explain more and support the information gathered. Self-efficacy theory of Bandura refers to peoples belief about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. In World Culture Theory, the spread of mass schooling and a uniform curriculum accompanied the spread of the Western concept of the nation state and that national policy leaders select from a global flow of best educational practices.

Role theory is based the idea that perceptions of a role define how individuals are expected to behave, how individuals occupying roles perceive what they are supposed to do and the perceived behavior of individuals.

Change commitment refers to organizational members shared resolve to pursue the courses of action involved in change implementation. Change efficacy is a function of organizational members cognitive appraisal of three determinants of implementation capability: task demands, resource availability, and situational factors. The theory of organizational readiness for change is a multi-level, multi-faceted construct. As an organization-level construct, readiness for change refers to organizational members; shared resolve to implement a change (change commitment) and shared belief in their collective capability to do so (change efficacy). Getzels-Guba model (1951) offered that the ideographic leadership is associated with the needs of the group members and defines the personal dimensions of the group activity.

Based on the interview, these are the following conclusions:

1.Two of the teachers have the same opinion about the dropouts and out of school youth problems. One teacher insisted that the problem of the Philippines is not the education, instead, our country doesnt have fund.2.One of the teachers said the theres no assurance of employment for K to 12 graduates. Two of the teachers were agreed that students under K to 12 program may gain job after their 12-year education.3.All faculty members interviewed were disagreed that teachers will be burdened because of additional teaching load and requirements like National Certification II due to the kto12 program.4.One of the teachers said that the important points to consider for the preparation and commitment to educational change were retraining and obedience. Two teachers explained that teachers should have a National Cerification II. 5.One of the faculty members said that Philippines need K to 12 Curriculum for us to be qualified in other countries. Two teachers agreed that K to 12 Curriculum is a way for the better quality of education.6.Two of the teachers were in favor for the effectiveness of the K to 12 curriculum.One teacher said that with regards to effectiveness, implementation and contingency plan is needed.7.Two of teachers were agreed that SJDM Cornerstone College Inc. is ready for the changes in education. One teacher explained that the readiness of the school depends on the knowledgeable teachers.

References:

De Justo, et.al (2012). An Analysis of the Policy K-12 Education Program. University of Southeastern PhilippinesDepEd & SEAMEO INNOTECH (2012). K to 12 Education in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and Adequacy of Basic Education. PhilippinesOkabe (2013). Where Does Philippine Education Go? The K to 12 Program and Reform of Philippine Basic Education. Institute of Developing Economies, Jetro, JapanSantiago (2009). A case study in public K-12 education: Hispanic female school administrators perceptions of their role and experiences as principals within Central Florida. University of South FloridaWeiner (2009). A theory of Organizational Readiness for Change. University of North Carolina, Chapel Hill, USA

Websites:https://www.academia.edu/1525168/K12_Educational_System_in_the_Philippines_-_A_Policy_Paperhttp://monitor.icef.com/2013/08/philippines-creates-opportunities-in-overhaul-of-k-12-education-system/Official gazette: http://www.gov.ph/k-12/

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