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WHDL - 00009595

Assessment of the administration of the Light and Life Learning Center: implications to organizational effectiveness

Mamre Buelis

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Description / Abstract

This study is about the assessment of the administration of the Light and Life Learning Center (LLLC) in Tindalo. There were 56 respondents in the study. These are representatives from the pupils, parents, teachers, staff and one Board of Trustees (BOT) member. These are the stakeholders of the school. The tool that is used in this study is the Self-Assessment Tool on the “Elements of an Effectively Managed Organization” (EEMO) adapted from Michael Allison and Jude Kaye, Strategic Planning for Nonprofit Organizations: A Practical Guide and Workbook, 2nd ed. The research problems revolve on “how do the selected stakeholders of the LLLC Tindalo assess the administration of the organization?” This research was a combination of quantitative and descriptive approaches. Convenience sampling was used and the following statistical tests were used: Chi Square, T-Test, F-Test, and ANOVA. The findings of the study are as follows: (a) In relation to sub-problem 2, which says, “How do the selected stakeholders assess the management of LLLC Tindalo?” the study indicated that none of the dimensions of an effectively managed organization were rated as “major weakness.” The lowest dimension that was rated was “finances” and it was rated as a moderate weakness. Mission was rated as the highest with “moderate asset” based on the scale. Board governance, administrative capacity, and finances were rated as “moderate weakness.” In terms of null hypotheses, both hypotheses were rejected. The first null hypothesis says, “There is no significant relationship between the demographic characteristics of the respondents and the four dimensions of an effectively managed organization” was rejected on the basis that there exists some form of statistical relationship between the demographic variables and the four dimensions which is explained in Table 6. The second null hypothesis of this study which says, “The four elements of an effectively managed organization which are mission, administrative capacity, board governance, and finances are all major weaknesses of LLLC Tindalo as assessed by the respondents using the Elements of an Effectively Managed Organization (EEMO) tool” is also rejected. It is rejected based on the statistical analysis which is explained in Table 23. The data showed that in fact not any of the four dimensions were rated as major weaknesses of LLLC Tindalo. Moreover, based on the findings of the study which came from the results of the assessment survey and the interviews, the following recommendations are identified both for LLLC and for further studies. For mission, LLLC may make the process or systems clearer in terms of accomplishing the mission of the school; for administrative capacity, LLLC may engage in training to formulate an effective timetable for curriculum implementation and planning; for board governance, LLLC should continue to have a functioning board who will spend time strategizing for the improvement and development of the school; for finance, LLLC may provide training regarding financial management. As far as developing relationship with the community they needed training to design strategies for generating resources of their schools. Finally, as I engaged in this research, I realized that there is still a need for further studies on the following topics: (a) A qualitative study on the impact of the Light and Life Learning Center (LLLC) on the lives of its graduates (b) An evaluation of Light and Life Learning Center (LLLC) based on its vision, mission and goals (c) A historical research on the beginnings and development of LLLC Tindalo (d) An experimental research on the difference between traditional and post-modern teaching methods on LLLC classrooms (e) Quantitative research with a larger sample and over a longer period of time is needed to more fully assess the value of financial education on subsequent financial behavior