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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction In todays world, demands on the employability and productivity of the education graduates have increased substantially. With the kind of graduates produce at present, people place the pressures on schools and the kind of educational system being rendered. We live in a nation longing for a global change, affecting youth, families, educational policies, practices and institutions worldwide. Brown (2004) defines employability as a persons capability of gaining initial employment, maintaining employment, and obtaining new employment if required. It is about being capable of getting and keeping fulfilling work. More comprehensively, employability is the capability to move self- sufficiently within the labor market to realize potential through sustainable employment. Moreover, employability depends on the knowledge, skills and abilities (KSAs) of an individual, the way they use those assets and present to employers, and the context within which they seek work. The Philippines has experienced its fair share of economic and social distress during the last decades. But the Philippines has a proud history of educational

development. It did everything right in the early years to build a strong foundation of human resources. It produced graduates that are prized for their industriousness,

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ingenuity and resourcefulness. This in turn brings about the productivity that our nation is longing for. External productivity as defined by Coombs (1970), is the relationship between the cumulative benefits over time (as distinct from the immediate outputs) and the original educational inputs that made these benefits possible. Applied to educational programs, external productivity measures the private and societal returns of education. On the other hand Flores (2009) reported that based on the 2009 Labor Force Survey released by the National Statistics Office (NSO) recently, most of the 2,885,000 unemployed Filipinos today are new graduates and 49.2% of the total numbers of unemployed sector are under the age bracket of 15-24 years old. This is one of the main reason why the People Management Association of the Philippines (PMAP), through the initiative of its Academe- Collaboration Committee, joined hand- in- hand with the Coordinating Council of Private Education Association (CoCoPEA) for a special project which involved the need for information on the current gaps on the competencies needed by the graduates in applying for a job. In addition, Trade Union Congress of the Philippines (2010) reported that since the onset of the global crisis, between 2007 and 2009, unemployment among young people has increased by 7.8 million and the highest number ever struggling to find work in 2009 is 80.7 million. These grim statistics have been highlighted by the International Labor Office (ILO) in its latest report on Global Employment Trends for Youth, August 2010.

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In the light of the aforementioned situations, the proponent of this research decided to conduct a study on determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III to respond to the thrust of relevance, responsiveness, quality and excellence which is a challenge to keep curricular program responsive to the needs of the society. This

explains why today Higher Learning Institutions are mandated by the Commission on Higher Education (CHED) to look into internal efficiency and external productivity which also serve as basis for coming up with recommendations for the improvement of the quality of instructions in these institutions.

Statement of the Problem The general problem of the study is: What are the determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III during Academic Year 2005- 2010? 1. What is the profile of the graduates in terms of: 1.1 age; 1.2 sex; 1.3 civil status; 1.4 educational attainment; 1.5 relevant trainings/seminars attended; 1.6 scholastic achievement; 1.7 eligibility and

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1.8 student teaching performance rating? 2. How may the school related factors be described in terms of : 2.1 2.2 teaching competencies; physical plant and facilities and

2.3 curriculum and instruction? 3. What is the level of employability of graduates in terms of: 3.1 waiting time; 3.1.1 employment after graduation, 3.1.2 first employment or job after graduation, and 3.1.3 number of times application, 3.2 job relevance to training; 3.2.1 relevance of present job to course; 3.3 employment status? 4. What is the level of productivity of graduates in terms of: 4.1 readiness to the requirements of the job; 4.4.1. knowledge of work, 4.4.2. quality of work, 4.4.3. quantity of work, and 4.4.4. work values and attitudes? 4.2 salary increase; 4.2.1 number of times increased in salary, 4.2.2 years passed for the last salary increased and

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4.2.3 range of salary increase? 4.3 number of times promoted; 4.3.1 number of years passed since the last promotion? 4.4 incentives/ benefits/ privileges and 4.5 awards, honors, recognition? 5. How do the profile of the secondary education graduates, the school related factors affect their level of employability and productivity? 6. Which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates? 7. What are the implications of the study in relation to educational management?

Significance of the Study

This study is deemed significant to the following entities: Graduates. This study may provide an opportunity to look back and appreciate their Alma Mater as they evaluate their present status in connection with their previous academic trainings and skills and other experiences learned from school. It may also provide them wider insights about the significance of employability and productivity that they may be utilized in the world of their work and profession which are shaped by their assessments, perceptions and performance. Private Colleges. As the preferred alternative source of educational needs,

private colleges may directly benefit from this study. Findings may serve as a basis for

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improving the many facets of school operation, its facilities and equipment, faculty, administrators, the quality of employability of the graduates and the like. Further, since these institutions have long been a partner of the government in educating the youth, the government or other private institutions may come up with resolutions for assistance to the private school sector for the improvement of facilities and instruction in every area of operation. Students. The students are the direct beneficiaries of the results of this study. It will also give them an idea of the demand picture of the curricular programs and insights on what and where they would be in the future. Such information would be useful in making decisions relative to the career plan considering financial resource situation, academic performance, skills development and likewise serve as a motivation to enhance their interest to finish the course as a proud graduate embedded with employability skills ready to face the world. Parents. The findings may also benefit the parents in their efforts to help their children land a job by giving them full support in the program they intend to pursue. Likewise, their utmost concern in making sure that their children may get the employment and an assurance that they receive the highest quality of education possible and relevant trainings, given their meagre resources which may enable them to give their full trust and support to the institution. It will also ensure them that the college is serious and optimistic in attaining its vision, mission and objectives anchored on its philosophy. Commission on Higher Education (CHED). As the local arm of the

government in ensuring quality in tertiary education and as envisioned to be the lead

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catalyst in transforming the country into a prime knowledge center in Southeast Asia revitalizing the HEIs and ensuring that the renewed roles in a dynamic environment are fulfilled. Results of the study may serve as input in meeting the demands of the workforce. With the very essential information that would come out from this study, they would have a basis for determining the extent by which private tertiary education institution have been actually producing graduates who will be employable and productive employees in the chosen field. Board of Regents/Board of Trustees. As decision and policy makers of private colleges, findings of this study may be beneficial on their part as bases for planning, monitoring, evaluating and modifying the rules, regulations and policies needed to carry out the efficient and effective functions and purposes of the institution. This may also serve as guidelines in the decision making process in terms of employees appointment as recommended by the board. This will also serve as an additional data to initiate projects and programs as managerial practices are concerned to foster commitment to the faculty members and vice versa. Executive Council. Since this serves as the consultative council, this may give them the idea of improving themselves in such a way that they may be reminded for their role behavior towards employees and working environment conditions in terms of employability and productivity of graduates. The result of the study may stimulate the council to identify the strengths and weaknesses of the institutions functions and help improve the performance of the school that will bring about desirable changes for the future need of the work force.

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Administrators.

Findings of this study may serve as guidelines for policy

direction in the formulation and implementation of relevant, appropriate and efficient faculty development program. It may also give them knowledge on the whereabouts of the graduates, whether they have successfully landed on teaching job or are they employed in different field or are still unemployed at present. This result may be used as effective bases for the improvement of the institutions educational system and give a better insights on the present status of the curriculum program, facilities, teachers teaching competencies which are the factors in producing well- equipped teachers ready to face the challenging world of teaching and contribute to the positive insights in the maintenance of favourable climate for teachers and students. College Deans. As school middle level managers, findings of the study may

create a significant insights on how they will prioritize and appraise college policies and school organizations to upgrade the quality of instruction. To better administer and supervise the faculty members to enhance their knowledge and skills in order to produce quality graduates not just employed but rather employable. Faculty. As potent factors in the organization, results of the study may create among the teachers renewed awareness of their primary responsibility in the development of sound values and better work attitude among the students. Such awareness may lead them to be more sensitive to specific aspects of their works as these are affected by their personal values. This in return may motivate them to modify their methodology of instruction suited and appropriate to the needs, interest and level of students.

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Future Researchers. Future research investigations may find materials from this humble undertakings. They may benefit from this study by using the study as a basis for replication in another time and place. It may also provide them a view of how teaching could be very interesting.

Scope and Delimitation of the Study This study is focused on the determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III for the Academic Year 2005-2010. Included in the study are the College of the Most Holy Trinity, a private non - stock and non- sectarian tertiary educational institution in Brgy. Sacrifice Valley Hermosa, Bataan, Columban College, which is the oldest and the biggest private sectarian tertiary educational institution in the City of Olongapo, St. Joseph College, which is another private sectarian school, located in Olongapo City which has been in operations for seven years now and Tomas Del Rosario College, located in the City of Balanga, Bataan, which is a family - owned corporation and has been in operation for almost eight years now. Variables included in this study were the school related factors in terms of teaching competencies, physical plant, facilities, curriculum and instruction. On the person related factors, included age, sex, civil status, educational attainment, relevant trainings and seminars, scholastic achievement, eligibility and student teaching performance rating. Dependent variables namely: the graduates employability includes waiting time, job relevance to training and employment status. Productivity includes

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readiness of the graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. The main instruments used in this study were interview and questionnaires. Involved in the study are the presidents, deans and registrars of the private colleges. The researcher designed a questionnaire to be able to gather the necessary data needed in the study. Such questionnaire, which contents was opted from the reviewed instruments of unpublished materials with some modification and revisions. The nature of question in this study justified the use of questionnaire as a major tool for data gathering. There were two sets of questionnaires intended for the administrators and faculty members as respondents. Questionnaire for the administrators focus on productivity in terms of the readiness of the graduates to the requirements of the job while the other set focus on the employability and productivity of the faculty members as the respondents of the study. The questionnaire consist of five parts. The first part covered the personal data of the respondents consisting of name, age, sex, civil status performance rating, the second part covered the school related factors namely: teaching competencies; physical plant and facilities, curriculum and instruction . The third part covered the employability of the graduates in terms of: waiting time; job relevance to training; employment status and the fourth part covered the productivity in terms of: Readiness of the graduate to the requirements of the job; salary increase; number of time promoted;

incentives/benefits/privileges; awards, honors and recognition. The fifth part dealt with the effects of school related factors to the productivity of the graduates, namely: teaching competencies; physical plant and facilities; curriculum and instruction; readiness of the

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graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. The data that was gathered from the study was organized and processed using the SPSS version 17.0 to ensure the accuracy of the computation. The data gathered were tallied, scored, interpreted and analyzed were treated using various descriptive and inferential statistical tools. Likewise, stepwise regression analysis was used to determine which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates. Multiple regression analysis procedure involves assumptions that should be met in order for the output to be reliable. This procedure includes statistical methods such as multiple correlation, multiple coefficient of determination, F-test, t-test, and other statistical tests. In a regression analysis, ANOVA or F-test is used to measure the significance of the regression equation and t-test is employed to determine the significance of each independent variable as predictor of the dependent variable. The standard error of the estimate is a standard deviation type summary of the dependent variable that measures the deviation of observations around the best fitting straight line. Betas are standardized regression coefficients and are used to judge the relative importance of each of several independent variables (SPSS Training Department, 2000). The statistical significance of all the statistical tests used in this study are readily provided by the statistical package, SPSS. These exact significance or probability values

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are compared to 0.05 level of significance which was set as the accepted level of significance prior to the conduct of the study.

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Notes in Chapter 1

P. Brown and A. Hesketh. The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy. Oxford University Press, Oxford, 200 Philippines.http://www.seameoinnotech.org/resources/seameo-country/educ_data / philippines_ibe.htm,2003. Retrieved: 20 December 2011 Philip Coombs. Planning of Agricultural Education and Training with Freework of an Integrated Approach to Rural Development. Copenhagen, Denmark, 1970. Labor Code of the Philippines, Presidential Decree no. 442, Book Three on Conditions of Employment and Book Four on Health, Safety and Social Welfare Benefits. http://www.chanrobles.com/legal14 labor.htm. Retrieved: 28 October 2011 Trade Union Congress of the Philippines. Key findings of the ILO Youth Unemployment Report. http://www.tucp org.ph/news/index. Php/2010/08/ key findings-on the ilo- youth- unemployment-report/# more -25270,2010. Retrieved: 28 October 2011 International Labor Organization. Record Youth Unemployment at 81M- ILO. http:// www.tucp.org.ph/news/index.php/2010/08 record youth unemployment at Retrieved: 28 October 2011 Marija J. Norusis, SPSS 12.0 Statistical Procedures Companion. SPSS Inc. Published by Prentice Hall, Inc. 2003. New Jersey Jack R. Fraenkel, and Normal E. Wallen, How to Design and Evaluate Research in Education. (McGraw-Hill Higher Education (Asia), 5th ed., 2003) SPSS Training Department. SPSS 10. 2000 Sevilla et. Al. Research Methods. Manila, Philippines. 1992

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literatures and studies, the conceptual framework, hypothesis and the definitions of terms used in the study.

Relevant Theories This study is premised on the theories conceptualized by Schultzs (1971) Human Capital Theory, Ludwig von Bertalanffys (1940) Systems Theory and the Psacharopoulos and Woodhalls (1997) Scientific Management Theory. The Human Capital Theory rests on the assumption that formal education is highly instrumental and even necessary to improve the production capacity of a population. In short, the human capital theorists argue that an educated population is a productive population. It emphasized how education increases the productivity and

efficiency of workers by increasing the level of cognitive stock of economically productive human capability which is a product of innate abilities and investment in human beings. The provision of formal education is seen as a productive investment in human capital, which the proponents of the theory have considered as equally or even more equally worthwhile than that of physical capital. The rationality behind investment in human capital is based on three arguments, that the new generation must be given the appropriate parts of the knowledge which has already been accumulated by previous

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generations, that new generation should be taught how existing knowledge should be used to develop new products, to introduce new processes and production methods and social services; and that people must be encouraged to develop entirely new ideas, products, processes and methods through creative approaches. It provides a basic justification for large public expenditure on education both in developing and developed nations. The theory was consistent with the ideologies of democracy and liberal progression found in most Western societies. Its appeal was based upon the presumed economic return of investment in education both at the macro and micro levels. Efforts to promote investment in human capital were seen to result in rapid economic growth for society. It is related to the present study since it dealt with the significance of education which increases the employability and productivity of secondary education graduates in the selected private colleges in Region III, thereby subjected these private colleges to maintain the highest performance in as much the competition today most specially with regards to employment status which is highly globalized. Hence, school administrators should have contingency plans which are based on the information gathered in the feedback so as to redirect the school set-up and programs in order to meet the dictates of the global village. As claimed by Okemakinde (2008) Educate part of the community and whole of it benefits. The employees or workers benefited in specializing or focusing on specific task resulting to effective results or output. Employability entails complex learning. The main implication of education as an investment is that employability policies are not well-served by piecemeal actions rather it is associated with systematic

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thinking about programs and learning environments. Moreover, base on the recent UK Government report (2000), human capital directly increases productivity by raising the productive potential of employees. It is important in promoting growth, both as an input to production and by aiding technological progress. This has been recognized both in endogenous growth theory and also in empirical studies comparing growth in different countries. (HM Treasury, 2000). The System Theory as inspired by a biologist, Ludwig von Bertalanffy was proposed in 1940 emphasizing that the real systems are open to, and interact with their environments and that new properties through emergence can be acquired quantitatively, resulting in continual evolution. Rather than reducing an entity, like the human body, to the properties of its parts or elements, like organs or cells, system theory focuses on the arrangement of relations between the parts which connect them into a whole. This particular organizations determines a system, which is independent of the concrete substance of the elements like particles, cells, transistors, people and the like. Systems theory applies system principles to aid a decision maker with socio- technical organization, while taking into account multiple objectives, constraints and resources. It aims to specify possible courses of action together with their risks, cost and benefits. It also views educational system as one of the many peer systems in the government which are working together in close cooperation and coordination for the attainment of the goals of the government and society as well. The educational system and its

component parts are in continuous interaction and integration with one another for the achievements of its objectives. Such interdependence in the educational system may

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mean that any change in one part of the system affects the other parts of the whole system. The task of our educational system as embodied by the Constitution is to develop the student to become a fully integrated human being ready to face the world in promoting the general welfare in earning a living and an asset of the nation. It also noted that the products of an educational institution can therefore be assessed by the output, that is, by the graduates and their occupation or field of work. And that in the assessment of output, there necessarily is a need to measure the quality of inputs. Other variables worth looking into are the percentage of mismatch, unemployment and underemployment which burden the graduate with learning new concepts, attitudes and skills on one has and force the graduate on the other hand to either seek a job lower than his qualifications or a second occupation in order to satisfy his needs. Moreover, it assumes that people will work harder if they were given freedom to make decisions, and this relies on internalised motivation, the satisfaction people get from being free to do a good job more or less in their own way. As Herzberg noted, achievement leads to the feeling that one is becoming more of a person by growing in the direction of self- actualisation. People

find it intrinsically rewarding to perform assigned task since the act of performance is itself a motivator. Truly, workers need a minimum amount of guidance in the

performance of assigned task. They still need to be supervised, but effective supervision is recognized by these workers as supportive in nature for the attainment of individual and organizational goals. It is related to present study because it dealt with the graduates perception on the kind of educational system rendered by the institution showing not only how an

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organization function but also how it interacts with its environment. It is essentially concerned with the notion that an organization consists of interrelated parts and functions that can develop the employability and productivity of an individual and achieve relevant goals. On the other hand, the Scientific Management Theory stressed the need to increase productivity of workers through work methods. It is concerned with the

development of management principles to increase productivity of complex organizations. Taylor believed in economic rationality, hard work and defined social roles and positions. It is believed that people could be programmed to become like machines, efficient and flawless. The machine metaphor is the symbol of scientific management theory. Taylorism or the classical theory treats work primarily as an

economic activity and is obsessed with scientific measurement of productivity to the neglect of human aspect of work. Its basic assumption of organization members are that employees are primarily passive instruments capable of performing work and accepting directions but not initiating actions or influence in any significant way. This theory is very relevant to the study since it affirms that the implementation of effective management would not only benefit the graduates but of the institution as a whole. The significance and impact of Taylors principles are promulgated even to this

day. His associates among them, Henry Gantt, Peter Drucker, Galbraith and Emmerson helped in the development of management techniques. The techniques of production planning, work study, innovative plans and quality control have their origins in this theory. This could be done through the Deans ability in developing sustainable

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employability policies, economic growth, employment of qualified workers, wage, incentive programs, awards, honors and recognition. Generally, the aforementioned theories provided the researcher significant foundations on how employability and productivity of the secondary education graduates in the selected private colleges be given focus. The human capital and system theories provided the researcher an anchor on how to assess the employability, efficiency and effectivity of institutions, while the scientific management theory purports that the function of every educational institution would come out very well and hypothesizes the productivity status of the graduates so as to describe its importance in the workforce through its globally competitive performance for the attainment of nations growth and development.

Related Literature

Employability of the Graduates. Most private colleges and universities around the world particularly that of the College of Education acknowledge the employability of the graduates which aim is to gather information about the employment status of graduates from the various curricular programs of universities/colleges for program evaluation. The employability of education graduates has become a big social

education issue. Employers are no longer looking for graduates who are just successful academically. A well-rounded individuals who know what it means to be employed and know how to present themselves are prioritized.

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According to Websters Third International Dictionary (2007) employability is defined as the state or quality of being physically and mentally capable of earning a wage at a regular job and available for hiring. Moreover, Encyclopedia Americana cited statistically that workers are considered employed if they have either full or part time jobs or are self- employed, even if they are not working at specified period of time. However, there are other consideration to deal when employment is being referred to. The

developed and still developing countries apply different approaches to measure employability. On one hand, the term employability has, in recent years, become more dynamic and diverse. It still covers concepts of preparing students for work, of improving career chances through enabling students to become more employable, embedding selfreflection into the curriculum to enable students to evaluate the skills and attributes they have, and significantly, to communicate these effectively. It has also been an employer engagement, especially relevant in today's world of increasing work-based learning (Work Placement) as well as entrepreneurship. Entrepreneurship, encourages students to become more innovative and creative both within their own discipline areas and the wider world of work. Much that has taken place in higher education over the years has supported the promotion of employability - and this is a continuing feature of the higher education landscape depending on the status of their respective economies (Wikepedia, 2007). Furthermore, Paderanga (2007) reported that one of the indicators that a school is fulfilling its mission statement is through the employability of its graduates. Once that

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the graduates of the institution finds their job after graduation school fulfil its mission, but of course much fulfilling is the school if the job find by the graduates is in line with what he had finished. Employability is not for a profit organization that manages and facilitate the attraction, selection and recruitment of disabled undergraduates and graduates disability inclusive of employers seeking to attract and recruit disabled people into internship, graduate programs and permanent roles. Employability is more than simply being employed, it a means owning particular transferable skills and knowing how to use them effectively. If graduates are

employable, rather than just employed, it is

more likely to be working at a level

appropriate to the graduates potential. Wikipedia (2007) stated that employability depends on the knowledge, attitudes, the way you to use the knowledge and skills and present them to employers, the context (personal circumstances and labour market environment) within which the graduates seek work. On the same note, the Counselling Career and Academic Development (2009) stated that employability is about the ability to get and keep fulfilling work. An individual is therefore responsible for his own career management. It also refers to the ability to gain initial employment, maintain employment and obtained employment. Meanwhile, Goodyear (2002) cited that employability is viewed as the confluence of understanding, subject specific and general social practices or skills mental recognition, the reflection or strategic thinking and self theories. It shall refer to this the USEM model curriculum, the acronym referring to understanding, skills, efficiency beliefs (self-theories) and mental recognition. The skills plus position has some profound

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implication for higher education systems that have the promotion of student employability as curriculum goal. It could be objected that higher education is primarily about developing advance understandings of worthwhile subject matter, not about employability. However, learning, teaching, assessment and curriculum experts regularly say that good subject matter understanding comes from the active construction of meanings. In other words graduates employability is fostered y teaching approaches that take this set of factors into account. Accordingly, employability skills were defined and introduced by the National Quality Council, (2008) in consultations with employers and industry reference groups across Australia, which employers value in the faculty staff and embedded in most training packages which mean that to undertake nationally recognized training with CCWT both the Training and assessment will cover some if not all of the skills. The soft skills, are non-technical that are an important part of effective and successful participation in the workplace. Also known as transferable skills, because the

employability skills learned in one workplace can be applied and further developed in other workplaces and roles as well. The employability skills are: communication,

teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning and technology. Robinson (2000), accorded that employability skills are those basic skills necessary for getting, keeping and doing well on the job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Different ways in correcting employability deficiencies

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explained as follows: employability skills are all sometimes referred to a generic skills capabilities, enabling skills in key competences and teachable skills which may be taught in both school and employment settings. Goals and objectives for teaching employability skills should be set. Instruction should be designed to ensure those goals and objectives are reached. (Australia Business Council 2002). It is then very clear that parents need to be involved in goal setting and modelling behaviour for the school youth. Teaching employability skills should be in a democratic approach so that students awareness of values, attitudes and worker responsibilities are increased. On the same premise, supervisors, trainers and teachers should set good examples of the desired behaviour while students observe the type of work place behaviour that is being required of them. In addition, classrooms should replicate the features of real work settings, must communicate high expectations and hold students responsible for the present behaviour, differentiate the concept between teaching and telling. Teachers and trainers tend to be most effective when assumed the role of a coach or facilitator. Furthermore, employability according to the Enhancing Student Employability Coordination Team (ESECT) (2010) is a set of skills, knowledge and personal attributes that make an individual more likely to secure and be successful in their chosen occupation(s) to the benefit of themselves, the workforce, the community and the economy. For individuals, employability depends on their assets in terms of the knowledge, skills and attitudes possess, the way of using and deploying those assets, the way in presenting themselves to employers crucially, the context within which to seek

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work. It is also two-sided equation and many individuals need various forms of support to overcome the physical and mental barriers to learning and personal development this is, updating their assets. It is not just about vocational and professional skills rather the possession of the behavioural competencies that will make the graduates employable. The person-related and school-related factors have the greatest influence with regards to the graduates employability and productivity. In recent survey of the People Management Association of the Philippines (PMAP) member companies, it was shown that 40% applicants fail in their job interviews. Most who failed were fresh graduates. Graduates failed not because of lack of technical skills but without prioritizing or possessing the behavioural competencies such as initiative, communication and critical thinking. Similarly, according to the findings of International Labor Organization (2010), the youth unemployment rate rose sharply during the economic crisis more sharply than ever before from 11.9% to 13% between 2007 and 2009. Between 2008 and 2009, the rate increased by 1 percentage point, marking the largest annual change over the 20 years of available global estimates and reversing the pre- crisis trend of declining youth unemployment rates since 2002. These trends, the ILO points out, will have significant consequences for young people as upcoming cohorts of new entrants join the ranks of the already unemployed. It further warns of the risk of a crisis legacy of a lost generation comprised of young people who have dropped out of the labor market, having lost all hope of being able to work for a decent living.

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Comparatively, based on the study of Dominado (2011) the number of unemployed youth increased by 3.0% between 1998 and 2008 to 74.1 million in the latter years. The average annual growth rate of youth unemployment over the period was 0.3% while the average annual growth rate of the youth labor force was 0.6%, hence the over all trend decline in the youth unemployment rate. Worldwide, the youth unemployment rate increases, 4.3% for the adult unemployment rate. The rate increased from 2007 by 0.2 percentage point. The report underscores that youth unemployment rates continued to be much higher than adults rates in all regions. In most regions, youth were nearly three times more likely to be unemployed than adults, resulting in a global average ratio of youth to adult unemployment rate of 2.8 in 2008. Waiting Time. Employability maybe measured by the length of waiting time in finding a job, the number of times a graduate applies for a job, and by the nature of the job the graduate finds. The length of waiting time in finding a job is computed by calculating the span of time a graduate is without a job and the time he spends looking for a job. While when one speaks of number of times a graduate applied for a job, he is referring to the probability of getting employed given the total application attempts made. When one speaks of the nature employment he is referring to the extent of relatedness of the degrees attained in the school and the job (Wikepedia, 2007). Coleman & Keep, (2001) further stressed that HEIs contribution to employability can be appraised by looking at the employment rates approximately 6 months after graduation. Higher Education Funding Council for England (HEFCE), (2000) stressed that there is a conceptual and practical objections regarding the practical problems which

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include the first destination. Surveys insensitivity to the type of job graduates get and the difficulties of getting recent graduates to respond to request for information about what have been done; the conceptual reservation whereas employability surely signifies a fitness for graduate employment, these first destination data says as much about the graduate labour market and it is nothing like a perfect market. Moreover, the labour market discriminates against some groups that, when taken in conjunction with regional variations and the impact of economic cycles on hiring patterns, means that it is naive to assume that employability should correlate closely with getting a graduate job. Empirical research into employability does not lead to consensus about what it subsumes. Employers want graduates with knowledge, intellect, willingness to learn, self-management skills, communication skills, team-working and interpersonal skills, but the Association of Graduate Recruiters (2000) suggests it comprises career management skills and effective learning skills: self-awareness, selfpromotion, exploring and creating opportunities, action planning, networking, matching and decision-making, negotiation, political awareness, coping with uncertainty, development focus, transfer skills and self-confidence. Job Relevance to Training. Davidson (2005) pointed out that individual

behaviour is a complex phenomenon, thereby attitudes towards training will contribute to the success and failure of an employee to the job. On the other hand, Job Relevance to Training refers to the acquisition of knowledge, skills and competencies as a result of the teaching and learning of practical skills and knowledge that relate to specific useful competencies. Most often the on- the-job training forms the core of mentoring and even

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provides the backbone of content at many colleges and universities. On the job training program is a course requirement that provides supervised work experiences in application of theories and principles learned inside the classroom setting. This is an experience that involves education through participation in a professional work settings under the supervisor of a practitioner and a faculty member. On- the- Job Training or OJT is a job training that occurs in the workplace. It has many advantages, but it can also have a few disadvantages if the OJT is not planned and executed properly. It is part of a college curriculum that aims to train and orient students about the work and their future career. It is very important not only to teach students their chosen career but to show students the reality about working. (Wikipedia 2007) On one hand, Austero, (2006) cited that mismatch between skills and jobs is not an issue unless there are factors affecting the achievement of the OJT program learning objectives. Students, for instance with no reported on- the job relevance or

development, training or learning are at risk of unemployment or underemployment. The performance of on-the-job training mentors matter in the learning process of the student trainee. Poor OJT performance of the mentor in the workplaces will most likely produce poor performer graduates and a possible poor performer workforce member. While, it is a fact that OJT or pre-service teacher education is a course requirement set by the Commission on Higher Education (CHED), there has been a gap in understanding the objectives of the pre-service teacher education or the on the job training as well as in its learning process. OJT as defined by Fon Van Wieringen (2000) concerns activities which are explicitly aimed at training by supporting, structuring and monitoring the

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trainees learning.

The learning process of on-the-job training includes educational Nonetheless, data

strategies which the workplace mentors should value and apply.

revealed that in courses targeting generic basic skills, the learning process tends to be overlooked. On the Job training program requires a high level of commitment from the practitioner in the workplace. Therefore, the program administration and

companies/cooperating schools involved need to define each role and responsibility in the development of trainee. Responsibility for the program should involve individuals at all levels and practitioners must be responsible in monitoring its learning process and outcome. This means that even the trainee should be accountable to monitor the work progress as defined before the deployment. Sanyal and Alcantara (2001) cited that: the employability of graduates depends on the relevance of their training to the needs of the job. Relevance is estimated in terms of usefulness as perceived by the graduates and checked for concordance with the perception of the employees. The continuous professional growth of every teacher in every school in education is of utmost concern on the part of the school authorities who are charge with managing the schools. This concern is not confined to beginning

teachers who have had not great opportunity to try out their pre-service preparation, but extends to older and more experienced teachers as well. While great emphasis is placed upon the pre-service preparation of teachers today before assuming their teaching duties and responsibilities, there appears to be no systematically planned and managed inservice continuing education program for the professionalization of teachers. The school authorities recognize the desirability of up-dating and up-grading their professional

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competence and for them to keep abreast of new ideas and current development in the fields of teaching. Teachers are obliged to broaden their educational outlook, improve their teaching effectiveness, and continue to grow professionally, morally and socially while on the job through a well-planned and organized continuing education program. The EDCOM reports states that poor training is one factor that causes the deplorable performance of teachers in the government administered tests. The EDCOM reports several controversial findings which include: Education as delivered by the formal system suffers from poor quality and irrelevance to the countrys goals and needs. This is evidenced by the dismal performance of students and graduates in the national and international examinations administered at different points in time. Further attesting to these is the lack of concordance between national goals and curricular contents, resulting in a mismatch between manpower supply and demand and in the unsatisfactory societal conditions that education is supposed to address the faculty members at different educational level. Employment Status. According to Civil service Commission Laws and Rules 2008 , appointment in the career service shall be permanent or temporary. Permanent appointment shall be issued to a person who meets all the requirement for the position to which employee is being appointed, including the appropriate eligibility prescribed, in accordance with the provisions of law, rules, and standards promulgated in pursuance thereof. Temporary appointment in the absence of appropriate eligible and it becomes necessary in the public interest to fill a vacancy, a temporary appointment shall be issued to a person who meets all the requirements for the position to which employee is being

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appointed except the appropriate civil service eligibility: provided, that such temporary appointment shall not exceed twelve months, but the appointee may be replaced sooner if a qualified civil service eligible becomes available. Productivity of Graduates. Productivity of the graduates is the relative their services

efficiency of the graduates economic activity- that is, the amount of

rendered compared to the amount of goods and labor used to produce it. It is the rate of production or the ability to produce. To some Filipino economist, productivity may refer to the value of gross output per worker or per man hour or t may refer to the physical output of labor return of the contribution of other productive factors, such as land, capital and others. It has been entirely dependent on physical efforts of the worker and had become institutionalised in both government and industry. These include factors such as education, training and experience. Wikipedia (2007) Ayeni (2003) stressed out that education significantly influences productivity in a dynamic condition but not in a static setting. This opinion was base on the basis of four countries studied, namely: Britain, India, America, and Brazil. The Philippines which is basically an agricultural country exceeds high level of manpower in agriculture, fisheries and forestry. However, because of the imbalance in the output of the educational system, there were more graduates in the Liberal Arts, Business, Commerce and Education than in areas needed for industrial and agricultural development. Moreover, college graduates are inadequately equipped in the basic skills needed for the world of work. On the other hand, the use of System approach is a conceptual framework in the evaluation of educational programs of integrated rural development. It measures the

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extent to which the benefits or added value acquired through the educational process have been utilized by the learner in the course of time, to ensure his personal growth and to improve the quality of his life and that of his community. These educational benefits which come by way of added knowledge, values and skills acquired by the educated individual and exercised in his community actualizes his personal, social economic, cultural, political, and technological competencies and likewise in new employment if required. Moreover, Turabian (2004), shares a similar view, that although the productivity per man in the United States industry is almost twice than in West European industry, West has an increasingly well educated young labor force. The crucial point is that, knowledge, which is transferable between people, has become by far the most important world economic resource. Furthermore, Bloom (2002) argues that increasing efforts to improve basic education particularly in developing countries will surely help narrow income gaps with developed countries. Education, is clearly a strong trigger for positive development spirals and estimates that in the developing world, each additional year of basic education corresponds to a rise of over 10% in the individuals earning power. The challenges and opportunities brought about by globalization include a more competitive world economy, the increasing importance of cross national communication and the rapid speed of change. Globalization bring about opportunities for education, particularly in the ways that new technologies can be put to work to improve both the quantity and quality of education worldwide.

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In addition, the following are ways to improve productivity: One is a positive attitude were the graduates performed the job up to his best, immediately refer an inquiry to the right person and share information and learning. Secondly, good human relations which compliments an employee for good work by avoiding bad moods and treating coemployees with respect. Third, punctuality which ensures work within deadlines, coming to work on time and avoiding the waste of time because delay lessens productivity. According to National Wages and Productivity Commission (2010) Productivity leads to competitiveness: quality education and training through practice, information and education. Harmonious relationships through communication, helpfulness, care and concern. Good labor relations through trust, effective management and good salary. In order to achieve higher productivity and better nation, everyone must be: industrious, systematic, time conscious, innovative and theres a strong value for work. Productivity will be measured through the readiness of the graduates to the

requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. Readiness of the Graduates to the Requirements of the Job. Thesaurus (2011) defines readiness as willingness, gameness, keenness, inclination and eagerness. Readiness to the requirements of the job is an important factor or element that a graduate must take into consideration. Before an applicant will be hired to a job, preparation is needed. It is entails investments of human capital. Alcantara (2001) stressed the following factors which will be an additional requirements to be considered by the graduates in applying for the job. They are as

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follows: Knowledge of Work, wherein the graduate must have a thorough knowledge of the job and other related job, performs the requirements of the job in conformity with instructions given and shows capability in doing more important works; Quality of Work, wherein the graduate maintains accuracy and orderliness in performing job, manifests commitment, reliability in the completion of tasks and shows consistent neatness and efficiency to make work favourable; Quantity of Work, wherein the

graduate executes work assignment with desirable results without supervision, handles more than one assignment very satisfactorily and must shows ability to complete regular work well within a reasonable time; Work Values and Attitudes, wherein the graduate possesses the love of work, responsibility, cooperation, punctuality and attendance, honesty and cost- consciousness. According to the research performed by CBI which has revealed that just 30% of jobs for new graduates require a specific degree discipline. Cliched it may be, but todays employers are looking for graduates with a positive attitude and employability skills. The top three factors they consider in the readiness for the job are positive attitude, employability skills such as self- management, teamworking ,business and customer awareness, problem solving, communication and literacy, application and numeracy for 86% and the third one is relevant work experience for 62% and 56% for other degree subject. Salary Increase. According to Buy (2004), the old saying you get what you pay for tends to be true when it comes to staff members. Salary is not a motivator to employees, but everyone wants to be paid fairly. If individuals believe they are not

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compensated well, dissatisfaction could be felt and working in the company could result in poor performance. On the other hand, Thomas (2000) asserted that keeping good employees is one of the major problems confronting organizations today. To retain valuable employees, senior management needs to have a good understanding of what is most important. First, the salary increase or payment, the relationship of job performance to the promotion, awards, incentives, fringe benefits, honors and recognition. On the same note, salary or payment is often expressed in annual terms, usually of non-manual workers. For

example, a teacher's salary might be more or less P450,000 per year. Salaried workers are most unlikely to receive overtime payments, though they may receive bonuses. Although teachers are contracted to work for a specific number of hours per week, but still

expected to work the number of hours sufficient to do the job to a satisfactory standard . Salary or compensation is at or above union scales. Heavy emphasis is placed on merit raises instead of routine, across- the board- increases. Profit sharing and stock purchase plans help employees identify with the company. Meanwhile, Landingin (2000) stated that according to the experts on the Human Resource Development, the changing attitudes of todays workers had prompted companies to find innovative ways to compensate their workers. Money isnt the only thing that attracts people to a job. Non-monitory matters such as the workplace or the opportunities for self-development are now also becoming equally important to most salary earnings. Truly, employees love to see the increased salaries and benefits received regularly. But aside from these, growing number of workers and teachers today, most of

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them are also seeking fulfillment of the jobs and rendering service to fellowmen which creates satisfaction on their part. Teachers and other workers want to take on more responsibility but not the work to rule their lives. According to Ativo (2000), monthly salary is the motivator and powerful irrational force that makes people do what they do. It may refer to the salary, wages, benefits received by the employee. To the average employee salary present security and also purchasing power, without which, one is at the mercy of environment. In a sense, salary is a vehicle to an improvement in ones standard of living. Further, the teaching profession varies from country to country. In many

countries teaching is a highly respected and prestigious profession. In Japan, teachers receives significantly better salaries and benefits than do teachers in the United States. In developing nations, teachers often have prestige, but their salaries are often meager and their working conditions are generally poor. In some nations, such as Ireland and Spain, the Roman Catholic Church participates in all aspects of education including teacher training. All countries but particularly developing nation, lose many of their most

qualified teachers to more lucrative positions in commerce and industry. Wikipedia (2006) The Magna Carta for Public School Teachers, stated that teachers salaries shall correspond to the following criteria: salary shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities which insures to have a reasonable standard of life for themselves and families. The teachers shall be properly graded to recognize certain positions requiring higher

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qualifications and greater responsibility than others: provided, that the general salary scale shall be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative to the upper end provided for a gradual progression from a minimum, to a maximum salary by means of regular increments, granted automatically after the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten years. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government. Additional financial advantages are frequently awarded to teachers who work in isolated and rural areas. In some countries, these advantages take the form of a salary increase, 20% after 12 years of service in Venezuela, 25% in the Philippines, in areas where conditions are difficult. An allowance, which is more directly related to the actual practice of the teaching profession, is paid to teachers who work in schools operating double shift system, other compensation is designed to cover the travel expenses of teachers or their families. In the Solomon Island, for example, teachers employed as replacements received a fixed annual subsidy, regardless of the number of journeys they make. When first engaged and each time being transferred, every teacher is paid an allowance covering travel expenses, by sea or overland, including coverage of spouse and up to four children under the age of 18 year. The teachers also receive annual- home leave grant to cover the cost of journey from the school to their home or that of their

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spouse, provided this is inside national territory.

Finally, if teacher dies during

employment, the spouse and children receive a preparation allowance. On one hand, the Department of Labor and Employment is the main agency making and implementing labor policies and government programs. Guidelines set by the Labor Code of the Philippines guarantee equal work opportunities to all, equal compensation for work of equal value, secure work tenure, overtime and vacation benefits, safe working conditions, right to collective bargaining and social- security benefits. According to the Teachers in Developing countries (2009) allowances as being referred to as professional or technical are paid in some countries to teachers with civil service status and will be added to the basic salary set forth in the civil service grid for the corresponding category. This permits certain professional qualifications to be taken into account without the necessity of the modifying the grid. However, the

allowances granted to teachers are generally very modest: in Morocco, it is equivalent to 1% of the initial salary, however in Kuwait 25% of the salary and even more so in Qatar 40%. Teachers are essential to national development, it is therefore reasonable to expect that share in the economic benefits which could not be created without them. At the very least, there should have an enjoyment of the same protection as the cost of living increases. Relative thereto, the teachers should upgrade themselves in order to come up with salary increases. On the other hand, Education is a significant part of the Philippines life and this is translated in the budget structure of our government receiving the highest slice in

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annual appropriations as mentioned by Dr. Nilo T. Rosas (2009) in one of his writings. However, as compared to ASEAN countries, the Philippines has an underinvestment in education. As part of Sec. Glorias report the countrys public spending on education is only 2.8 percent of the Gross National Product (GNP). Malaysia spends 6 percent and while Indonesia and Thailand spend 4 percent of their GNP for education -- our public allocation for education is relatively low. Over 70 percent of total expenditures go to salaries. Actual expenditure per student increased from Php 783.00 in 1986 to P 1,380.00 in 1994 in the elementary level. During the same period in the secondary level, a slight decline was observed from Php 1,271.00 to Php 1,257.00 per student. Last October 5, 2004 as the world celebrated the 10th World Teachers Day at least 500 teachers from Central Luzon led by Mr. James Pagaduan, spokesman of Action and Solidarity for the Empowerment of Teachers-Central Luzon (Assert-CL) launched a caravan, which end in front of Congress, Tuesday, which pushes for the passage of a 14year old bill that aims to upgrade the salaries of public school teachers in the country. Their placards bore the slogan, My take-home can no longer take me home! decry the low and dwindling salaries teachers receive as the government failed to upgrade their salaries since 2001. Since 2001, the salaries of government employees, which include teachers, has been frozen. The last salary increases were given in 2000, a 10 percent increase (P440) and five percent in 2001 (P242). It can be said that all these problems the learning and instruction problems are just but a product of the governments failure to allocate the highest proportion of its budget to education. In a Special Report written by Carl Marc Ramota of Bulatlat

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revealed that the Arroyo governments 2005 budget, signed into law March 15, has no provisions for salary increases of state workers. Aside from that, by year 2005 State Colleges and Universities no longer received their Maintenance and Other Operating Expenses (MOOE) from the government. This of course, again adversely affected the quality of teacher education institutions that can be offered to the would-be teachers in the Philippines. Number of Times Promoted. Garmston (2000) stated that the full journey from novice to expert teacher is not one that all teachers make. The novice stage might last for the first year of teaching and that most teachers would reach the third stage within three or four years. Similarly, with job promotion which is a factor that attracts, keeps, and develops good employees. This policy is along with training, education, career

counseling and job posting. Training for larger jobs on company time or at company expense breeds loyalty and enthusiasm, and promotes high levels of productivity. A promotion is a powerful form of job training. It forces an employee to grow - or sink. With appropriate mentoring and coaching, a promotion is a form of development. It is also a movement by a person into position of higher pay and greater responsibilities. Teachers from the public school sector whose excellence in teaching were recognized primarily by either promoting to administrative positions or shifting them to administrative responsibilities. This practice in promotions resulted in encouraging the excellent classroom teachers with unknown administrative positions and removing from classrooms those teachers who are capable and highly competent in classroom teaching. The position of Master Teacher was implemented per Executive Order No. 500 entitled

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Establishing a New System of Career Progression for Public School Teachers. Specific in the Order is a provision for the creation of a new system of classification in the Teaching Group, namely: Master Teacher I, Master Teacher II, Master Teacher III and Master Teacher IV. These position classification are equivalent in terms of rank and salary to the existing Administrative Group to wit: District Supervisor Master Teacher IV; Elementary Principal III Master Teacher III; Elementary Principal II Master Teacher II; Elementary Principal I Master Teacher I. Furthermore, the Manual on Position Classification and Compensation (2003) as provided under DECs Order No. 57, series of 1997, contained the requisites / qualifications needed for a candidate to be considered for the Master Teachers position with emphasis on length of service, they are as follows: for Master Teacher I is a permanent teacher, finished a bachelors degree for teachers or equivalent as provided in the Magna Carta for Public School Teachers, has a very satisfactory performance rating for the last two years, has at least three (3) years teaching experience, and at least 25 points in leadership and potential or has been a demonstration teacher in the district level plus 15 points in leadership and potential; for Master Teacher II Master Teacher I for at least one year, very satisfactory rating as Master Teacher I, finished a bachelors degree for teachers a equivalent as provided in the Magna Carta for Teachers, plus completion of academic requirements for Master Arts and at least 30 points in leadership, potential and achievement, or has been a demonstration teacher in the division level plus 20 points in leadership and potential, provided the activities or accomplishments listed for this purpose had not been credited or used for similar promotions; for Master Teacher III M

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aster Teacher II, M.A. in education or equivalent; bachelors degree for teachers or equivalent plus 20 years experience and at least 20 M.A. Units, bachelors degree for teacher or equivalent plus at least 20 graduate units and the least 18 credit allowances, very satisfactory performance rating as Master Teacher II, and at least 45 points in leadership, potential and achievement, provided the activities or accomplishment cited for the purpose had not been credited for an earlier promotion, for Master Teacher IV, Master Teacher II, at least M.A. in education M.A. in Teaching or Masters in Education outstanding performance rating Master Teacher III; and at least 60 points in leadership, potential and achievement promoted the accomplishment and achievement cited for this purpose had not been credited for an earlier promotion. Requests for reclassification of teaching positions to Master Teacher I and from Master Teacher I for Master Teacher II shall be supported by the plantilla and the pertinent and verified by the DBMRO concerned, subject to the budget rules and regulations on release of funds prescribed under National Budget Circular No. 303 and National Compensation Circular No. 24, Respectively. On the same note, the Manual of Regulations for Private Higher Education (2008) section 38, regarding faculty classification and ranking, academic teaching positions shall be classified in accordance with academic qualifications, training and scholarship preferably into Professor, Associate Professor, Assistant Professor and Instructor without prejudice to a more simplified or expanded system of faculty ranking at the option of the institution. An academic teaching personnel, who does not fall under any of the classes or ranks indicated in the preceding paragraph shall be classified

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preferably as professional lecturer, guest lecturer or any other similar academic designation on the basis of his qualification. Incentives/ Benefits/ Privileges. Collins (2010) asserted that benefits are

awarded to employees since benefits are tools used by employers to attract potential applicants, improve employee satisfaction, reduce turnover and maintain competition. This include payments made or an entitlement in available accordance with a wage agreement, an insurance policy, or a public assistance program, paid vacation, sick leave, maternity leave, health care, insurance, company security, social security system and medical services. The basic benefits for employees covered by the Philippine Labor Code are the Social Security System (SSS) contributions, Republic Act No. 8282, otherwise known as the Social Security Act of 1997, refers to the social security system in the Philippines that is initiated, developed and promoted by its government. The Social Security System is aimed at providing protection for the SSS member against socially recognized hazard conditions, such as sickness, disability maternity, old age and death, or other such contingencies not stated but resulted in loss of income or results to financial burden. The employee and his/ her employer(s) are to contribute for the social security benefits of the said employee in accordance to a given schedule by the Philippine Social Security System. Some fringe benefits are fairly standard such as offering a few days of sick time or paid vacation time. Further, others can be significantly greater and more rare. Key executives in large companies might also enjoy fringe benefits like use of time share condominiums, paid continuing education, use of a company jet, use of a company credit card,

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discounted or free health club membership, and a significant amount of paid vacation. Most people who work full time in the US could probably not get along without fringe benefits. For example, offering health insurance to employees, where the employer pays part of the insurance. According to the laws in some states, companies of a certain size must offer health insurance with some sharing of payment at least to a full-time employee. On the other hand, in fields where there is a high demand of workers, such as nursing and teaching, some unusual fringe benefits may be offered to attract employees. Some school districts have gotten quite creative in this respect. Some have been offered paid housing, or use of private lakes for fishing. More likely are paid incentives for joining a teaching staff such as hiring bonuses, offers to fund continuing education so teachers get higher degrees and thus higher pay, or offering mentor programs for new teachers. Monthly employee contribution depends on the employees actual monthly salary; Contribution to National Health Insurance Program (NHIP)- the employee and employer(s) contribute for the medical insurance of the said employee in accordance to the Republic Act 7835 on Medicare Program which is administered by the Philippine Health Insurance Corporation (Philhealth). Monthly employee contribution depends on the employees actual monthly salary. The contribution schedule is provided by Philhealth; Contribution to Home Development and Mutual Fund (HDMF)- the employer(s) is required to contribute per month not less than P100. 00 to the employees Home Development and Mutual Fund.

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In accordance to the periodic remittance schedule provided by HDMF, the employer(s) will remit this contribution, in addition to that of the employees which is to be deducted from his payroll; .The 13th Month Pay- as mandated by the Presidential Decree No. 851, the employee shall receive a bonus salary equivalent to ( 1) one month, regardless of the nature of his/her employment, not later than December 24 of every year; Service Incentive Leave- Book III, chapter III of the Labor Code of the Philippines covers the employees benefit for Service incentive Leaves. On the other hand, Article 95 indicated that an employee who has rendered at least one year of service is entitled to a yearly five days service incentive leave with pay; Meal and Rest Periods- under Article 83, the employee is provided a one hour employee benefit for regular meals, when working on an eight (8 hour) stretch. Employees are also provided adequate rest periods in the morning and afternoon which shall be counted as hours worked. Awards / Honors / Recognition. Mary Johnson Gerard (2003) stated that recognitions / awards are one way companies organizations and business honor employees or individuals for their service. May times recognition awards are given for achieving a high accomplishment or exceeding expectations. No matter what the reason for the award, everyone enjoys receiving an award thats useful and one can enjoy. Selecting an appropriate recognition award means thinking about what the award signifies and choosing a gift that is complementary. Recognition award plays an

important role in many fields, from education to employment. The following can be useful as a recognition award: Employee recognition program, plaques or wall plaques

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certificates, tokens, trophies to properly inspire and motivate the employees. Studies have shown that employees who are recognized for the merit and contributions are happier and work harder. In fact businesses that have an employees recognition program in place tend to have higher employee retention rates. This programs create success for the business. Moreover, the workplace is not the only place where recognition awards fit. Many schools, colleges and universities use rewards for the student and faculty. For instance, a college that is presenting a scholarship may hold a scholarship recognition award ceremony to highlight those students who are being rewarded. Scholarships are not the only things that are worthy of awards in schools. Many elementary and high schools reward students for perfect attendance, with special student recognition award. The same is true for honor roll students. On the college level, students who achieve certain grade point averages are often rewarded with trophies, plaques, medals or award certificates at graduation. Another way of using awards is to give honor and appreciation to the faculty and staff. It is not uncommon for staff members to receive service awards after working at a school for a certain number of years. Teachers and professors who achieved advanced degrees are sometimes rewarded as well. Similarly, besides school and regular business, large cooperation can also use recognition awards. Many times corporate awards are given to those who contribute significantly to the success of a corporation. Unlike traditional employee awards, these awards are often quite showy and are delivered at special ceremonies. A large plaque or trophy would work well for this situation. Also corporations sometimes gives service

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recognition awards to people who are outside the business. Perhaps a humanitarian or charity group has caught the eye of the CEO of a corporation. That corporation may give that group or individual an award along with some funds for the work. For example, sometimes a nationally known business will hand out teacher of the Year awards. Often teachers receiving these awards will be given certificates or acrylic awards, along with money to use in the schools. This type of recognition award helps the company improves its image within a local community. The need for an award, honors and recognition system in any type of human service organizations is strong, the human service worker deals with someone elses problems every day, then goes home to deal with their own. The pay range for this work is low to average, and the stress and disagreement level is high. These employees endure a host of emotions from clients on a daily basis, which is bound to affect the worker at some point. The management in these types of organizations should reward the employee for a job well done, or just a reminder to them that employees best performance is something worthwhile. Study after study has shown that praise and recognition tend to build employees loyalty. People want to feel that what have being done makes a difference. Money alone does not do this; personal recognition does. Employers often fail to realize that some of the most effective way to develop, sustain and motivate, committed employees cost very little or nothing at all.

School Related Factors

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Teaching Competencies:

Katane et al.(2006) stressed the significance of

teaching competencies of teachers in transferring changes into educational system and defined the competencies as the set of knowledge, skills and experience necessary for future, which manifest in activities. Competencies also are values, motivation and beliefs of people in order to be successful in a job. Teaching Competencies are divided into nine areas which are as follows: Field competencies, Research competencies, Curriculum competencies, Lifelong learning competencies, social cultural competencies, emotional competencies, communication competencies, information technology competencies (ICT) and Environmental competencies. Field competencies refers to the content that the teacher and students will study. Research competencies help to improve all of the

teachers competencies and also support research-based teacher education that is a new approach in teacher education. Curriculum competencies which contain the knowledge about curriculum philosophies and skills in curriculum development, curriculum design, elements of the curriculum development, models of curriculum development, approaches of designing curriculum development, curriculum development process, selecting and organizing the content, planning the teaching and testing conditions and preparing research for curriculum development. Curriculum competencies are related to the understanding of the curriculum plans for the teaching and learning. Curriculum

competencies are the competencies of teachers oriented towards carrying out their teaching role more effectively. These competencies are related to both theoretical and practical competencies. These competencies defined as learning-teaching related

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competencies determine the framework of the knowledge and skills that teachers will gain. Without curriculum competencies, it is quiet difficult to produce an effective education service in schools.; Lifelong learning competencies include the abilities of learning to learn, and teachers responsibilities of their own professional development. Lifelong learning competencies are related to the ability of learning and skills of using the means or tools of learning to improve the learning throughout the human life. Lifelong learning competencies refer to the teachers responsibilities for their own

learning and development of lifelong learning skills for students. It means that lifelong learning includes two main abilities. The first one is related to teachers own lifelong learning ability and the second one is related to teachers responsibility to develop students lifelong abilities. Emotional Competencies are composed of teachers and students values, morals, beliefs, attitudes, anxieties, motivation, empathy and so on and are related to the implementation of psychological consultation and curriculum of guidance in school. Teachers emotional competencies can help students to learn and students willingness to learn can be increased if teachers know how to improve the emotional dimension of studentslearning. Emotional competencies also help teachers

become effective teachers while monitoring the students learning. Learning requires emotional supports that create positive feeling for learning-teaching process. Teachers become a learning consultant and mentor about learning for their students. Social-

cultural competencies include the knowledge about social-cultural background of students and teachers, local, national and international values, democracy and human rights issues, team and collaborative work with others, and social studies. All of them

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provide freedom to students and teachers in learning-teaching process and also promote the learning. The individual become social and cultural being in social life. Thus, there is a strong relationship between learning and students social-cultural background. Some of the learning theories discussed learning as social cultural context and teachers socialcultural competencies can promote students learning. Humanistic approach and social theories can be put into practice in the classroom by means of teachers social-cultural competencies. Communication competencies include communication models, interaction among teachers, students, social environment and learning topics. Teachers also have competencies in using oral, body and professional language in their fields. Communication competencies include voice, body language and words such as

speaking, singing and sometimes tone of voice, sign language, paralanguage, touch, eye contact, or the use of Kiymet SELVI, Teachers Competencies writing, including

communication skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating. Information and Communication

Technologies- (ICT) competencies are based on using tools and technical equipments for the reaching, disturbing and transferring the knowledge. They include any technology that helps to produce, manipulate, store, communicate, and/or disseminate information. ICT competencies are concerned with the use of technology in managing and processing the information include all technologies for the manipulation and communication of information. It means that the ICT competency is very important to improve the communication in the learning and teaching process. Environmental Competencies can be defined as competencies for ecological and environmental safety.

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Teaching competencies or the teachers or faculty performance in teaching can be measured by means of its output. Changes in the behaviour of the individual after his education reflect the influence of the learning environment including the teachers or the faculty of the institution where they were trained. Competence of faculty involves a holistic approach which includes commitment, knowledge of subject matter, teaching of independent learning and management of learning. It involves cognitive, affective and psychomotor domain of learning. There are some indicators also which will be

considered. These are: development of national consciousness, desirable values and habits, preparation and utilization of instructional materials, student evaluation, professional growth, records and report management, community and Allied services, punctuality and attendance. Internalization of teaching competencies will contribute to the improvement of quality educational system by positively affecting the teacher training and curriculum studies. Therefore, the pre-service and in-service teacher education should focus in understanding and application of teachers competencies. Physical Plant and Facilities: Aquino (2000) cited that each classroom must be outfitted with the appropriate quantity and quality of equipment, materials, and supplies: desk, textbooks, workbooks, chalks, erasers, and the like. In schools where these basic resources are lacking, conditions are often exacerbated by administrative procedures that further limit the access to the resources that are available. A good facility is

characterized by recent renovations and practical design, solid construction, and appropriate furnishings. A good facility is not overly expensive to maintain and operate.

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In contrast, poor facility is characterized by obsolete features, poor design, shoddy construction, and inadequate furnishings. A poor facility may use up most of the

available budget for operating and maintenance expenses. On the other hand, Southeast Asian Minister of Education, organization, Innovation and Technology reported that despite the rapid expansion of the public school system, out of 43,000 barangays nationwide, more than 12,000 rural barangays (27%) do not have an elementary school. In 1993/94, about 34.5% of public elementary schools were incomplete, and not offering the full six-year elementary program. At the

secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high schools, while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school. (SEAMEO INNOTECH) (2003). Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment which proved crucial to efforts at maximizing the advantages of technological developments. The Master Plan for Basic Education (2005) has the mandate of modernizing education, notably by introducing modern instructional materials which include computers and Internet, videos, wellequipped science laboratories and machine shops as well as libraries to enrich instruction, information and telecommunication systems will also serve as basic tools for carrying out educational administration and supervision. The current situation in the country is that new information technologies have only affected a negligible fraction of the education system. Only 0.03% and 16.2% of public elementary and secondary schools, respectively , have computers and only 1.9%

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and 53.4% of public elementary and secondary schools respectively, have science laboratories. Computer literacy is just now growing in importance and very few teachers have adequate training and access to computers. The teachers can avail of computers and other information technology facilities in a few public schools and elite private schools. In addition, based n the Manual of Regulations for Private Higher Education (2008) every higher education institution shall maintain library or libraries for each degree program with adequate collections and materials in accordance with the policies and standards prescribed by the Commission for each degree program. The library collection shall include the following: basic collection of well-selected relevant books and non- print materials to support the core needs of the general education curricula; and such additional specialized collections, periodicals, electronic materials, on- line data bases, internet access and other multi-media resources, not violate of the intellectual Property Code, as may be necessary to meet the requirements of the various courses of study and major programs offered by each institution. Moreover, with the advancement of new technologies, higher education institutions may establish and provide for an e- library. The presence and availability of this facility may be considered as substantial compliance in lieu of books and other required printed materials. Provided however, that the required minimum collection of professional books in particular degree program shall still be maintained. Likewise, Kennedy (2003) cited that for the school and university administrators planning for new facilities, the path from concept to completion is lined with countless decisions, big and small. Each choice from the overall budget allotted for the project to

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the color of the library walls can affect whether the students and staff members who spend their days in the building perceive it as a place that enhances learning or as just another structure filled with desks and chairs. On the other hand, Urwick 2002 analyzed the effects of the quality of physical facilities on the process of teaching and learning. These processes were seen both as an aspect of the quality of education and as link between school inputs and students achievement. Important educational processes are found to have been strongly

influenced by furniture provision, classroom maintenance and other physical inputs. In a growing trend, many schools and universities are trying to convert their computer systems to a wireless network. A wireless set up can free a school from having to deal with the limitations of equipment that had to be physically connected to the technology infrastructure; community use-when building new facilities, school officials should be mindful that they may want to give the community at large opportunities to use the gymnasiums, auditoriums, libraries, computer labs and other spaces. That may affect how large the facilities are , where they are situated in the school design, and how they are paid for. To provide community access without jeopardizing the security of the rest of the school building, these schools typically are designed so that the public has access only to the public use sections of facility; security- as school officials have become increasingly aware of how vulnerable their facilities are to violence, they have placed increased emphasis on making sure school construction and renovation projects provide the needed level of security. Many facilities are using the concepts of Crime Prevention through Environmental Design ( C