La Union Provincial Library

Bibliography: pages 164-168.

This study determined the level of readiness of 11 Central Schools and 11 Non-Central Schools of the Public Elementary Schools of the Division of La Union to Accreditation as basis for formulating a Three- Year School Improvement Plan. It specifically looked into the level of readiness of the public elementary schools along the Accreditation Program for Public Elementary Schools (APPES) components, namely: the school head, the learner, the teacher, the curriculum, instruction and support materials, the assessment program, the school plant, facilities and services and the community stakeholders. Furthermore, it also tried to determine if there is significant difference between the central and non-central schools and between and among the APPES components. Finally, to look into the capabilities and inadequacies of the public schools and to formulate a three-year school improvement plan. The study used the descriptive research design with the Accreditation Program for Public Elementary Schools (APPES) tool as the main instrument for data gathering. School Accreditation teams were mobilized for the assessment and the results were utilized to craft a Three-Year School Improvement Plan. The findings show that the public elementary schools in the
division of La Union were much ready for the APPES. The central schools were not more ready than the non-central schools and vice versa. A component in the APPES was not more prepared than the other components and vice versa. The components that identified as capabilities were those rated very much ready and much ready which included the following: administrative management, instructional leadership, literate individual, critical thinker and problem solver, productive individual, socially responsible individual, mastery of subject, teaching skills, classroom management skills, evaluation skills, professional skills, public relations and interpersonal skills, curriculum, instruction, instructional support materials, school testing program, school report card, school grounds, furniture, facilities and equipment, community partnership, extent of involvement, and nature of assistance. The inadequacies were those rated fairly ready, slightly ready and not ready which included the following: physical structures and support services. The School Improvement Plan was found to be a very good material that can address the inadequacies of the schools along APPES readiness. The study then recommends the following: The schools should adopt the three-year school improvement plan; Each school should study how to address all its distinct concerns along all the components of APPES; Committees on APPES areas should be created and strengthened in the schools to evaluate, re-evaluate and monitor the component area assigned to them; A study should be conducted to determine the effectiveness of the Three-Year School Improvement Plan; and A similar study should be conducted in other divisions or in other provinces throughout the country.

CHED-La Union Donation May 29, 2019