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Chapter I

THE PROBLEM AND ITS BACKGROUND

“Effective stakeholder engagement is increasingly contributing to organizational

resilience and flexibility, to learning and innovation, to the identification of new

opportunities and ultimately to the improvement of sustainable performance.”-Account

Ability 2005

The Department of Education (DepEd) envisions itself in producing and

developing Filipino learners equipped with values and competencies that will

enable them to realize their fullest potentials in order to contribute meaningfully to

nation building which can be realized through relevant work immersion in Senior

High School.

Work Immersion is a key feature of Senior High School as part of the

Expanded Basic Education Act of 2012. This can be conducted in varied ways

depending on the purposes and needs of the learners as stipulated on DepEd

Order no. 30. s. 2017. It develops learners the competencies, work ethics, and

values relevant to pursuing education and in the field of work. It provides

opportunities for learners to be familiar in the workplace, employment simulation,

and to apply their work competencies in their area of specialization set in

authentic work environment. This requires strong partnership among

stakeholders to work immersion materialize. Through partnership building,

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DepEd hopes that partner institutions will provide learners with work immersion

opportunities, workplace or hands-on experience and additional resources.

Stakeholder engagement requires strong relationship to respond to the

needs of K to 12 program which is based on networking skills and connections.

The researcher was prompted to conduct the study because of his immersed

exposures in the planning and operations of Senior High School in one of the

Schools Division in Region 3. With the increasing number of SHS students going

for work immersion, it also responds to stronger and more stakeholders, that

requires the development of an effective stakeholder engagement management

model, the primal objective of this study.

Background of the Study

The varied and dynamic demands of school leadership engagement

among stakeholders is considerable criterion it plays a key role in the

maintenance of the implementation of Senior High School Immersion Program.

As a key aspect, stakeholder engagement is a two-way linkage where the school,

families, and the community actively work together, creating networks of shared

responsibility for student success in school. It is an organizational element that

promotes civic well-being and that strengthens the capacity of schools, families,

and communities to support young peoples’ full development whereas com-

munity engagement serves as the hallmark of a community school. The

collaboration and support from different social institutions strengthens the culture
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of efficiency and bridging insufficiencies as a form of corporate social

responsibility.

The researcher takes a position regarding their perceptions of how things

really are and really work in the success for all children involves creating these

conditions. Schools alone cannot do this; but together, schools, families, and

communities can develop creative solutions to meet the diverse needs of all

young people. Stakeholder Engagement touches every aspect of school life and

its presence, either through conscious application or as a consequence of good

management, is a vital factor in ensuring the school is capable of helping every

individual learner achieve their potential.

This emphasizes the role of educational leaders in building collaborative

school culture and enhances leadership which is present in DepEd Adopt-A

School Program, Brigada Eskwela and partnership for work immersion in Senior

High School. In region 3, Central Luzon, all learners enrolled in varied strands

were required to undergo work immersion as culminating course requirements

before graduating in Senior High School as the pilot batch, especially among

Technical-Vocational learners to expose them in situated or industry related

environment. Along with the increasing growth of learners in Senior High School

there is an increasing concern over engagement of partner industries who are

ready to serve as work immersion venues.

With almost 4,000 work immersion students deployed for SHS pilot year

implementation in 2017-2018 in the City Division of San Jose del Monte City

varied challenges occurred from finding a partner to scheduling students

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resulting to prolonged timeline of implementing the program due to limited

number of partner institutions within the city and bulk of students who will

undergo work immersion program.

Based on the assessment on Senior High School partnership through the

Regional Quality Assurance Monitoring and Evaluation (R-QUAME) in 2017,

there is a need to develop strong leadership team with high level of commitment

to involve stakeholders and made situational analysis. They suggest to conduct

researches relative to SHS growth and developments in order to collaboratively

create comprehensive SHS plan integrated to school improvement plan.

However, the evidence for relationship is still inconclusive because it is just

recently implemented which calls for a standardized model for effective delivery

of work immersion through strengthened school stakeholder engagement.

The Work Immersion Monitoring and evaluation conducted by DepEd

among Senior High school providers revealed that different difficulties arose

before the implementation of work immersion some of these are identifying

potential partners that matches to the SHS program offering, engaging in actual

meetings with potential partners because of limited information about K to 12

among industry, and convincing them to Memorandum of Agreement signing.

As early 2009, there is a considerable amount of literature has been

conducted about developing models and mostly occurred for quality

management system for nursing educational institutions (Tuppal, 2009),

organizational climate (Briones, 2009), Free and open software for technological

management (Canlas, 2017), technology-based management model

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(Compasivo, 2005) and cloud computing Cyber community management

framework (Azarcon, 2013) but there was no significant model or previous study

for contextualized stakeholder engagement model for senior high school which

has greater demand and will create impact because of its timely need and

relevance after the two-year pilot implementation as baseline basis for of this

present endeavor. This calls the urgency of the present study and unique feature

of it compared to completed studies in the university.

DepEd issued delivery models for Senior High School work immersion

delivery and process flow diagram of drafting and signing of contracts and

agreements as stipulated in DepEd Order no. 40 s. 2015, however a major

problem with this kind of framework is how to establish partnership and

convincing institutions to become partner venues for work immersion is not

available which strongly emphasizes the need to develop an effective

stakeholder engagement management model for Senior high school work

immersion as major field of interest in Educational Management. This is one of

the issues and concerns that needs to be addressed according to Calub (2015)

that DepEd needs to respond to and not delegated on school level instead, it

must be national policy driven and all sectors are well informed. With limited

partner industries, the model can initiate deeper process of engagement with

external (partner industries, Local government units) and internal stakeholders

(learners/students, teachers, coordinators, school heads) for Senior High School

Work Immersion which is bounded on effective corporate social responsibility.

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This study aimed to develop a model for stakeholder engagement

management for Senior High School Work Immersion that involved both

qualitative and quantitative means applying ontology philosophical principles in

research and exploratory factor analysis (EFA). To date, this study is the only

mixed-design that will address gaps in partnership building and will create a great

impact on strengthening the implementation of Work immersion, school-industry

partnership, and strengthening Technical Vocational Program in Philippine

Secondary Schools especially in Region III or Luzon. Senior High School

Learners will transact smoothly and apply their learned skills in contextualized

work scenario to gain efficiently experiences in preparation for collegiate degree,

work and career related insights. Also, parents and guardians as the stakeholder

performing the leading role for support system in the success of any individuals,

will be guided them to understand the importance of immersion in developing

their child’s fullest potentials, apply their learned skills in contextualized work

scenario to gain efficiently experiences in preparation for collegiate degree, work

and career related insights.

Lastly, this will also deepen their significant role in promoting Senior High

School Program and their level of competencies in real-life work scenario to

strengthen school and industry partnership that can serve as a basis for

absorption in the partner company/industry in the future.

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Statement of the Problem

Work Immersion is a key feature in Senior High School and considered

the best method in exposing students in actual work place setting also to enrich

competencies provided that there is a strong partnership between school

stakeholders and effective engagement management.

The study focused on the development of a stakeholder engagement

management model for senior high school work immersion in Region III through

sequential exploratory (qual-quan) mixed method design. Specifically the study

sought to answer the following questions subdivided in two phases:

A. Qualitative Phase (Ontology)

1. What are the different experiences of the following stakeholders during

work immersion program?

1.1 Internal Stakeholders

1.1.1 Students

1.1.2 Partnership Coordinator

1.1.3 Work Immersion Teacher

1.1.4 School Heads

1.2 External Stakeholders

1.2 Partner Industry

1.3 Local Government Unit

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2. What are the practices being employed by public senior high school

providers offering Technical-Vocational Strand that assured the successful

implementation of the Senior High School Work Immersion Program?

3. What are the significant issues, concerns and challenges encountered

by the respondents during the implementation of immersion program?

4. What model for stakeholder engagement management for Senior High

School Immersion Program can be developed?

Quantitative Phase (Exploratory Factor Analysis)

1. What are the contributing factors that influence stakeholder

engagement towards Senior High School Immersion Program?

Scope and Delimitation of the Study

The study focused on the development of stakeholder engagement

management for Senior High School Immersion program by identifying factors

and their level of influence based ontological views in terms of their experiences

in order to identify issues and challenges and practices of both Internal

Stakeholders and external stakeholders during the pilot implementation of work

immersion. Respondents were composed of work immersion students,

Partnership Coordinators, Work Immersion Teachers, Parents and School heads,

selected partner industry, local government units and other work immersion

venues which are located in Region III or Central Luzon during the School Year

2017-2018. Furthermore, the aforementioned respondents are further limited to

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Public Schools and Partner Industries under the following selected Schools

Division Offices: Aurora, Bataan, Bulacan, San Jose del Monte City, San

Fernando City, Nueva Ecija, Olongapo, and Zambales.

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Chapter 2

CONCEPTUAL FRAMEWORK

This chapter presents relevant information and comprehensive review of

related literature, studies, and theories pertaining to stakeholder engagement

that serve as the basis of this study. Also, this chapter includes the paradigm of

the study, operational definition of terms and research hypotheses.

Review of Related Literature and Studies

Stakeholder Engagement Management

A large and growing body of literature and more recent investigations

explored Stakeholder engagement as vital ingredient in the success of any

organization. In school mostly it is a transparent and collaborative way that

allows the organization to maintain strong relationships to demonstrate

accountability and contributes to better outcomes. It opens opportunities for risk

management strategies and genuine service planning. Effective school leaders

are keys to large-scale, sustainable education reform. For some time, educators

have believed that principals must be instructional leaders if they are to be the

effective leaders needed for sustained innovation. Newmann, King, and Youngs

(2000), for example, found that school capacity is the crucial variable affecting

instructional quality and corresponding student achievement. And at the heart of

school capacity are school heads focused on the development of teachers'

knowledge and skills, professional community, program coherence, and technical

resources.
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Stakeholder involvement means working with people and using the

resources as they are and helping them to work together to realize agreed ends

and goals (Bartle, 2007). On the contrary Molwus et al (2016) identifies

stakeholder engagement has a direct impact on success of the organization

based on professional opinion which leads to structural model showing

relationships and guides. The present study also used stakeholder engagement

a success for work immersion the difference is both qualitative and quantitative

measures were applied. Furthermore, factor analysis is used extensively present

best fitting measurement of the latest variables in the qualitative stage.

Meanwhile, Pomeranza (2017) emphasized that stakeholder engagement

provides guidance to participating decision making for satisfactory outcome.

Through the exploratory design of the study stakeholder engagement can be

thought for effective resources, governance and delimiting boundaries.

Likewise, future administrators should be equipped with necessary

competence and preparations in order to perform varied managerial skills to

become efficient leaders of an educational institution.

In 2003, the Southeast Asian Ministers of Education Organization

Regional Center for Educational Innovation and Technology (SEAMEO

INNOTECH) developed the Competency Framework for Southeast Asian School

Heads. The competency framework was envisioned to provide a common

foundation for defining what skills and attributes are needed of school heads in

order to effectively carry out their roles, and lead their schools to excellence and
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success. Since then, the framework had been used as basis for INNOTECH’s

program offerings for school heads in the region.

Ten years after, SEAMEO INNOTECH undertook the challenge of

reviewing and updating the competency framework to make sure that it remains

responsive to the changing contexts and needs of school heads as well as the

communities they serve. Accordingly, a consultative and participatory process

that spanned nine months (October 2012 and February to September 2013) and

covered 9 countries (Brunei, Cambodia, Indonesia, Lao PDR, Malaysia,

Philippines, Singapore, Thailand, and Vietnam) was undertaken. The process

took into account views and responses of a good number and mix of school

heads and stakeholders composed of ministry of education officials, teachers,

students, parents, and education experts from all over the region. The result is

the Competency Framework for Southeast Asian School Heads (2014 Edition)

comprised of five competency domains, 16 general competencies, 42 enabling

competencies, and 170 indicators. 

With this, schools seeking improved performance usually implements best

practices “champion for change” on the internal operations of context of the

organization. Leaders often engaged to move for improvement and sustainability.

(Levy, 2002)

According to US Sustainability Report on 2009 stakeholders as key

educational constituents plays a vital role in sustaining school objectives and

desired outcome. They are people who are deeply interested in the success of

an organization to fulfill its philosophical mission and vision this can be validated
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through productivity of its graduates, services, and efficiency of the school based

management.

Also, it was also highlighted on the report that stakeholders can gain

personal success, pride, and professional efficacy, and accountability, return of

investments, liability, and manpower which is also aligned with the K to 12

curriculum targets.

On the Senior High School Development training for school heads,

stakeholders can be both internal and external. Internal stakeholders are those

who work within the school system and report on daily basis. On the other hand,

external stakeholders are people who have strong interest in school but do not

directly determine what goes into process. Both are present during National

Maintenance Week or Brigada Eskwela and work immersion implementation.

Corollary, stakeholder engagement is not limited to Work immersion

success but a nationwide advocacy, industry partnership and school

collaboration. With this, it gives ways to craft model for engagement which it

primarily requires, key information for support, collaboration between internal and

external stakeholders, community advocacy and promotion of school agenda.

Johanna Kujala, Hanna Lehtimäki and Päivi Myllykangas (2014) deepen our

understanding of stakeholder relationships and co-creation of value in them.

They examine how key stakeholders (management, personnel, customers and

owners) join in value creation in a strategic change of a company. As a result of

their inductive analysis, they establish five elements as critical in stakeholder

value creation process: (1) History of the relationship, (2) Stakeholder’s

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objectives, (3) Interaction in the relationship, (4) Learning and information sharing

and (5) Trust. The study underlines the complexity and the dynamic nature of

stakeholder relationships.

In line with this the Institute for Educational Leadership (IEL) in America

developed guiding principles for stakeholder engagement. First is inclusiveness,

this involves making wide range of people and organization with a stake in

education of young people. This is in consonance with the Department of

Education tagline “Tayo para sa Edukasyon” which semantically and

phonemically means to take a “stand” and commit ourselves to education.

Seconds is sustained consultation. It is making stakeholder engagement a

sustained process leading to partnership and continuing support the idea of

private-public partnership through umbrella program of Adopt-a-School and

Brigada Eskwela a year round activity of the school.

Lastly is results-focused partnership, through this, building long term

partnerships is feasible which can help the school systems deal with challenging

issues that influence its ability to render quality, efficient and accessible basic

education. More so, IEL emphasized strategic roles in state and local levels to

establish a collaborative leadership group which makes stakeholder engagement

ongoing which late leads to model partnerships which initiative driven.

Another forefront development in stakeholder engagement was integrated

on the US Education Commission Report in 2016. According to Jordan et al

(2016) stakeholder engagement should focus on information sharing and

gathering feedbacks to ensure greater success of every student success and

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embrace the collaborative model of curriculum implementation because lack of

engagement can hinder collaboration, improvement of ideas and learning

outcomes.

Jordan et al (2016) also highlighted the urgency of taking strategic and

practical steps to capitalize the potentials of stakeholders. This is not limited not

only to information websites; state led advisory committee, releases on-line

surveys, forum on-line guidance, Focus group discussion and webinars. To attain

such ideas, engagement requires compromise and honest dialogues that

necessities are significant involvement of time and resources. This brings

appropriate people together in constructive ways with authentic visions and

strategies to address shared concerns of the institution or organization. This is

anchored on the four principles of collaborative stakeholder engagement which is

similar to IEL version but Jordan et al 2016 added accessibility which

encompasses the easy way on the part of the people to participate, understand

what is happening and to be heard.

Meanwhile, Kadlec (2015) of Lumina Foundation describes stakeholder

engagement as people starting point, attitudes and works to mend the split and

connects among stakeholders to make progress in a particular issue. This helps

to bridge the gaps and gives sustainable policy to meet the needs and interest of

the people. Incorporation of knowledge, experiences, creativity, and passion of

stakeholders improves the quality of policy decisions this is why they are

included in the school improvement plan (strategic) and annual improvement

plan (operational) of the school in order to anticipate and account for unintended
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consequence and built in sense of ownership. Hence, school heads really need

to observe well participated and represented institutional planning and building

through practicing 3 stage policy making-state goal setting, metrics design, and

institutional program design and implementation.

Planning skills are any skills that allow administrators to look ahead and

accomplish goals or avoid emotional, financial, physical or social hardship. These

skills let you make and implement decisions. Planning is a major part in any

educational institutions. For example, planning skills are necessary to develop a

budget, develop and monitor individual aspects of projects and determine the

overall direction the school targeted. External Stakeholders want to see what

internal stakeholder have planned before they will give you funds - in fact,

stakeholders often would not work with you unless you can produce a formal,

written business plan that says what your company will do and how. According to

Thibodeaux (2016) planning skills let you organize and manage your operations

and the work force you have at any given time. Ultimately, the ability to use

planning skills translates into control of the institutions ‘services and revenue and

therefore into the ability to remain in operation.

Also, planning has a specific process and is necessary for multiple

occupations (particularly in fields such as management, business, etc.). In each

field there are different types of plans that help organizations achieve efficiency

and effectiveness on its functions. An important, albeit often ignored aspect of

planning, is the relationship it holds to forecasting. It can be described as

predicting what the future will look like, whereas planning predicts what the future
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should look like for multiple scenarios. Planning combines forecasting in

preparation for scenarios and how to react to different cases within the

organization. Planning is one of the most important project management and

time management techniques. Planning is preparing a sequence of action steps

to achieve some specific goal. If an administrator does it effectively, he can

reduce much the necessary time and effort of achieving the goal. A plan is like a

map. When following a plan, he can always see how much he has progressed

towards his project goal and how far he is from his destination. Planning

increases the efficiency of an organization. It reduces the risks involved in

modern demands of educative activities. It utilizes with maximum efficiency the

available time and resources. The concept of planning is to identify what the

organization wants to do by using the four generic questions which are "where

are we today in terms of our business or strategy planning? Where are we

going? Where do we want to go? How are we going to get there?

This leads to prioritizing institutional stakeholders because this usual

suspects are people who tend to volunteer who have the loudest voices as

recommended by Kadlec (2015) engagement efforts include special outreach to

leaders, average stakeholders and thoughtful skeptics. Leaders are individuals

who persuade others to change levers and represents groups’ perspectives,

concerns, and ideas. Average stakeholders are aides for decision makers to

better understand viewpoints of the majorities. Finally, thoughtful skeptics are

those people who struggle openly and have issues but champions of outcomes-

based funding.
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To authentically engage stakeholders school leaders should employ

strategic approaches. First is listening and consider through it where organization

can acquire knowledge, experience and evolving judgment. It provides clear and

consistent information to meet policy goals based on both positive and negative

attitudes and perspectives. Listening and considering solicited inputs and

immediate opportunity.

Next is to communicate and inform. Messages are designed to reach

stakeholders to make them informed, empowered, and motivated to be part of

the institutional program. This requires shared planning, regular meeting for

updates shared resources and well-designed professional form if not schools’

insufficient channels and practices of communication will be problematic.

Another approach is opportunities for dialogue and deliberation. Issues for

deliberation and design-processes provide institutional stakeholders to metrics

the program implementation. Dougherty and Reddy (2013) asserts that without

opportunities for deliberation institutional stakeholders are less likely to hear

competing arguments to measure and understand economic dimensions of

policies within the organization.

Lastly, support collaborative learning makes institution more successful in

creating a culture of inquiry and commitment to excellence this is supported by

Espique (2017) which made their university to attain full autonomy and center of

excellence due to strong foundational support of both internal and external

stakeholders in Baguio City. Likewise, Dougherty (2014) emphasized that

stakeholder engagement is critical for the success of learning outcomes and not
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merely a process but a state of organizational learning which is responsive to

everybody needs.

The use of scenario development was aimed at highlighting the

opportunities for new forms of visitor experience presented by mobile digital and

context aware computing. The context for this study was Nottingham, a medium-

sized city in the UK. In order to evaluate stakeholder responses to the SBD

process, data were collected using a case study methodology (Yin 2003). Case

studies have been widely used in tourism and recently to analyze collaboration

issues between stakeholders (Wong, Mistilis & Dwyer 2011). Case studies have

proved effective in studies on stakeholder collaboration behavior, providing an

opportunity for mixed methods and triangulated analysis of findings from different

types of data or of data between researchers from different disciplinary

perspectives (Lincoln and Guba 2000).

This is the focal reason that the researcher aims to create a model for

stakeholder engagement management to efficiently and effectively heighten the

implementation of work immersion in Senor High School. A robust stakeholder

engagement model is very essential for any organization to be able to

legitimately respond to any concerns. This idea was supported by Sheldon & Voorhis

(2004) when he affirms that community and parental attachment in support to school

based management program can improve schools and the quality of education that the

children achieved as well as the academic achievements off students.

Deloitte and Touche (2014) suggests that organizational impact on

stakeholders is rooted on identifying key stakeholders and stakeholder group.

Then the plan can be developed to easily facilitate the process. In addition,
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concerns and interests will be addressed and a mechanism will get immediate

feedback for report generation.

Stakeholder engagement is necessary for end-user acceptance and

adoption of project outputs (Welsh and Black, 2010). Thus, there is a need to

further amplify the engagement of stakeholders in project output adoption. This

can be realized through the creation of the so-called River Manager software.

Currently, Australia utilizes three disparate river system modeling software tools

namely MSM-Bigmod, REALM and IQQM. These models are used to simulate

river system hydrology and water management rules for water management

planning. These three models work differently in terms of structure and range of

applicability. Their differences can contradict each other’s purposes and goals in

engaging key stakeholders to participate in management planning for hydrology

system in the country. Thus, there has been a need to integrate the usability of

the said software into one for the simplification and upgrade of the key features

for the water management planning. Engagement was crucial and acted as a

multi-part process that comprises the following: 1) an initial round of stakeholder

discussions that educed the user requirements; 2) a governance structure

systematized into three structures; 3) User acceptance testing conducted in four

complex river system model trial applications; and 4) other stakeholder

communication processes which aims for public notice and engagement though

training workshops, public seminars and descriptive fliers. It was found that

engaging stakeholders both as individuals and in groups are advantageous

(Welsh and Black, 2010).

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When individual practitioners and stakeholders are asked, much

disagreement still exists over what constitutes best practice. For example,

Webler et al. (2001), Webler and Tuler (2006) used Q methodology (a form of

factor analysis used to study subjective viewpoints among participants) to identify

four distinct views of best practice from those who had taken part in ten

participatory processes, who differed over how to tackle issues of power and

trust, and the role of strong leadership/direction and scientific information.

Public schools are in a midst of economic and public pressure given the

fact that they should primarily focus on providing quality education and meeting

academic standards. However, these pressures such as increased political

debate and current economic conditions are prevalent in achieving their primary

goal. The schools therefore, are turning to understand and meet their

stakeholders’ needs rather than providing services. Fortunately, stakeholder

management which was primarily confined to business-related areas was

extended to the school setting. This study was conducted to first be to recognize

channels that will engage communities and local high schools, second is to

create opportunities through school events and programs that will increase

community engagement, and third are factors that will kindle establishment of

school-community partnerships. A suburban high school was chosen where the

study was conducted and using a survey the necessary information was

gathered. It was found that public high schools should safeguard that they meet

and understand stakeholder needs, particularly the so-called external

stakeholders which is the local community. If the school might not able to boost
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community engagement, it might end up to the loss of funding. More so, there

might have insufficient progress against standards and decrease on local support

and resources. Therefore, increasing community engagement through the means

of implementing strategies that will encourage community participation should be

the main focus of the school. This can be done through the participation of the

community in school events that will lead to a two-way communication between

the two parties. (Gilly, 2013)

On the other hand, Emilie (2014) studied an Eco-School competition in

Seychelles which aims to recognize schools who successfully integrate

environmental education into their daily operations. However, a compilation of

report made by the Environmental Education Participatory Action Research

Group (EEPAR) in 2009 showed that most of the schools, who apparently didn’t

realize their goal, only involved a small group of teachers and students in the

said integration program. This paved the way to the rise of a need to develop a

strategy that will involve the whole school community so that the burden can be

shared to the whole school community members and not just by a small group of

teachers (Martin, cited in Emilie, 2014). Thus, Emilie (2014) studied stakeholder

participation and learning Seychelles Eco-School program. Factors that enable

and constrain stakeholder participation and learning were also investigated.

School stakeholders consist of teachers, students, parents and organizations

such as Plant Conversation Action Group (non-governmental group) and

Environment and Energy (governmental organization) Conducting the

applicability of the study both in primary and secondary school contexts, the
 23

result in both contexts shows similar findings and thus, extracting the same

solutions. It was found that there is a community of practice in each Eco-School.

This practice is the active participation of teachers and students and erratic

involvement by some parents and organizations. There were also different

positive and negative contextual variables on stakeholder participation and

learning. Some of the general factors that categorizes the learning and

participation of the school community stakeholders are levels of participation of

each stakeholder and frequency of participation. The positive contextual

variables are shared interest in facilitating learning for fostering care for sensitive

environment and passion for doing so. The constraints are inconvenience on the

time when the program will be held and the lack of funding for projects that are

supposed to provide opportunities for stakeholders’ learning and participation.

Stakeholder relationships must be understood as a complex interplay of

shifting, ambiguous and contested relationships between/within diverse

stakeholders and organizations. As most policies, strategies and activities of a

business are embedded in a network of stakeholder relationships, the business

needs to build such a network that is fully understood by stakeholders and is real

meaningful to stakeholders. Stakeholders under the network will probably

continue to gain the (collective) power to demand transparency and increased

accountability for corporate action, putting ever-increasing pressures on the

capacities of managers to meet those demands (Waddock, 2001). Within the

academic community (Starik, 1995; Jensen, 2000; Philips and Reichart, 2000;
 24

Windsor, 2002), there is a difference regarding whether the environment and the

future generation should be treated similarly as the stakeholder with a voice.

Results of academic performance may depend on Stakeholder

involvement in Schools and the ability of the leaders to influence the

stakeholders. High performance may also depend on their ability to utilize both

the human and material resources available. Stakeholder involvement means

working with people and using the resources as they are and helping them to

work together to realize agreed ends and goals (Bartle, 2007). A skilled manager

looks for ways in which the interests and ability of each individual can contribute

to the good of the whole. The head teacher tries to create in the school an

environment in which this can happen. Given that the government has provided

compulsory and free primary education for all, it is imperative that the school

management involves all stakeholders in the decision making process.

Principles of Effective Stakeholder Engagement

In the study different principles of engagement were considered first is the

Australian Principles in 2013, which is described as follows:

 Purposeful-a clear understanding of what to achieve. This is the

reason that is why partnership building is one of the core focus in

Enhanced School Improvement Planning (E-SIP) in the basic

education sector
 25

 Inclusive-identify relevant stakeholders and make them engage. This

also highlights that everyone is included and part of the school

community.

 Timely-involves stakeholders from the start and agree on when and

how to be engaged. Personal involvement between school industries is

one consideration in this study which will be addressed in the

development of the proposed model.

 Transparent-refers to open and honest in engagement and set clear

expectations

 Respectful-acknowledge and respect the expertise, perspective and

needs of stakeholders.

On the other hand, the American guiding principles has eight, which

should be used to ensure consistency on set of values and beliefs through the

government.

First is inclusiveness and representation encouraging broad involvement

and seek representation from diverse stakeholder groups. This requires clear

understanding on physical and moral environment to make stakeholders

participate and engage in planning, decision making and implementation

activities. Second is reciprocity and partnership. Create relationships that are

based on mutual learning, understanding and desire solutions that benefit both

party with respect and deepest consideration. Third, clear and transparent

communication provides access to clear pertinent information about goals and

targets, roles and strategies. This also involves being candid and willing to
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acknowledge mistakes, misunderstanding and what is not known. Fourth is

accountability and follow up, engagement requires timeliness and clear follow up.

Shared relevant data, information and feedback with stakeholders, policies and

strategies ensure feedback will be consistent and constructive. Fifth, integrity

refers to honor agreements and commitments to action in order to build trust.

Mutual respect is fostered through communication that shapes stakeholders’

opinion. Sixth, mutual learning imbibes cooperative sharing and learning from

experiences, expertise and information. Engaging stakeholders means discover

and create solutions together which requires attitude of openness and humility.

Flexibility and adaptability follows that involves plan and situations that are

flexible, urgent needs should be addressed immediately. Lastly, respect and

relationship centered for the framework and process to be successful through

collaborative contributions towards work.

Levels of Engagement

Stakeholder analysis is pre-requisite in identifying the range and depth of

the engagement of stakeholders. It informs the method and strategy that can be

used in the partnership building for work immersion. According to the

International Association for Public Participation Federation (2014) the levels

describe the influence or impact of stakeholders in the engagement process. This

influence provides useful prompts for potential stakeholders.

 27

Figure 1 Levels of Engagement (Adapted from Stakeholder Engagement

Standards 2011)

Internal and External Stakeholders

Schools exist in a large environment and many factors affect the

education system directly and indirectly. Every school has its stakeholders,

irrespective of its size, nature, structure and purpose. The stakeholders can be

any person or entity, who influence and can be influenced by the company’s

activities. In a business environment, stakeholders are classified into two

categories, Internal Stakeholders, and External Stakeholders. Internal

stakeholders refer to the individuals and parties, within the organization. On the

other hand, external stakeholders represent outside parties, which affect or get

 28

affected by, the business activities. Due to the complexity of the school

environment, it is very difficult to identify that which factor is considered as the

internal or external stakeholder. So, here in this article, we are presenting you the

differences between internal and external stakeholders. (Surbhi, 2015)

Internal Stakeholders are those parties, individual or group that

participates in the management of the company. They can influence and can

be influenced by the success or failure of the entity because they have vested

interest in the organization. Primary Stakeholders is the second name of the

internal stakeholders. While, External Stakeholders are those interested parties,

who are not a part of the management, but they indirectly affected by the

operation of the school. They are the outside parties which form part of the

business environment. They are also known as Secondary Stakeholders. They

are the users of financial information of the company, in order to know about its

performance, profitability, and liquidity.

External Stakeholders, do not participate in the day to day activities of the

entity, but the actions of the company influence them. They deal with

the company externally. They have no idea about the internal matters of the

company. Contrary, Internal Stakeholders are dedicated to providing services to

the company. They are highly affected by the decisions, performance, profitability

and other activities of the company. In the absence of internal stakeholders, the

organization will not be able to survive in the long run. That is why they have a

great impact on the company. Further, they are the ones who know all the

secrets and internal matters of the entity.

 29

Senior High School Work Immersion Program

Work immersion is an integral part and significant feature of Senior High

School. Based on Department Order no. 30 s. 2017, it is a hands-on experience

or work situation which the learners will undergo to be exposed them to actual

work place setting and to enrich their competencies learned inside the school. It

is composed of 80 hours of participation in a partner industry that will serve as

work immersion venue. The said schedule is flexible depending on the

arrangements between the school and industry partner. All technical-vocational

institutions offering shall be governed by the said rule and existing guidelines

prescribe by TESDA and DOLE. As per order, Work immersion is designed to

gain relevant and practical industrial skills under the guidance of industry experts

and workers, appreciate the importance and application of the principles and

theories taught in school, enhance their technical knowledge and skills, enrich

technical skills in communications and human relations and develop work habits,

attitudes, appreciation, and respect for work.

With the passage of the Enhanced Basic Education Act of 2013 of

Republic Act 10533, the DepEd was tasked to implement the K to 12 Program.

By adding two years of specialization within the Basic Educational System,

DepEd designed the implementation of RA 10533 within the framework of

increased community involvement in the learner’s experience. Through

community involvement, the DepEd offers venues for various stakeholders to

participate in the implementation of RA 10533. The Work Immersion Program is

one the course requirements for graduation. A SHS student has to undergo work
 30

immersion in a business organization or establishment with work requirements

related to the specialization. Through work immersion, the students are exposed

to and are familiarized with the work related environment related to their field of

specialization.

In the approved latest draft of the Senior High School (SHS) curriculum,

students that choose to take the Technical-Vocational-Livelihood and the Arts

and Sports tracks are expected to spend 1,404 hours outside campus,

doing“Immersion.” This total is divided into four. In the first half or semester of

Grade 11, the student will spend 270 hours in a company, field, organization, or

other workplace. Inthe second half or semester of Grade 11, s/he will spend

another 270 hours. In thefirst half or semester of Grade 12, s/he will do 324

hours. In the final half or semester of Grade 12, the student will spend practically

all the time (or 540 hours) outside campus (except for a few monitoring or

processing sessions on campus). In effect, for much of three-fourths of his or her

time and for a whole fourth of his or her time in SHS, the student becomes a de

facto full-time employee or worker in a workplace. Our country has had a lot of

experience with on-the-job training (OJT)programs on the collegiate level.

Unfortunately, many (if not most) college OJT students are assigned only to

insignificant jobs in a company (answering the phone, making photocopies,

making coffee – that sort of thing). Rarely are OJT students expected to produce

the same products that regular employees produce.

Furthermore, immersion is divided into three phases. The first phase the

pre-immersion stage involves career planning and orientation on the program.

 31

The first phase orients and sets expectations among learners and teachers in

order to realize the objectives of Work Immersion. Second phase, is the

performance and conduct of immersion in the work immersion venue. Lastly is

Post-immersion stage where it involves sharing, assessment and preparation of

portfolios and sharing of experiences during the program implementation.

Department of Education Partnership Building

One of the goals of K to 12 program is to develop students with relevant

skills, knowledge, and attitudes. In order to achieve this goal, DepEd needs to

establish partnerships for work immersion opportunities for its students, teacher

training, use of facilities and additional resources. Through these, the department

hopes to assist and enables department and school to develop effective and

productive partnerships. As per DepEd Order no. 40 s. 2015, Partnership is the

linkage or relationship established by DepEd or schools with other organizations

to implement work immersion program which can be formalized through a

Memorandum of Agreement or Memorandum of Understanding. Possible partner

stakeholders are local government units, government institutions, cooperatives,

socio-civic organizations, higher education institutions, technical vocational

institutions etc. The figure below shows the activity flow chart of the partnership

building of DepEd.

Partnership building involves tedious process which starts on getting

information about the school and potential partner from various sources. This will

be followed by matching SHS programs to potential partners their business and

requirements to identify scope of operations and scope of partnership. On the

 32

other hand based on early literature and theories reviews engagement is a wide

perspective among stakeholders but in D. O. 40 s. 2015 it is only limited on

setting an appointment for meeting and Discuss partnership benefits.

Figure 2. Flow Diagram of Drafting and Signing of Contracts and

Agreements
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Ontology

Ontology is a philosophical notion that concerns the nature of things.

Ontology is a specification of what exists (Newby, 2014). It assumes that reality

can be observed with conscious meaning and can be sensed and predicted

which is caused by causation based on multiple perspectives. An important part

of developing a conceptual framework to support the research would be to

explore different notions of ‘understanding’ and coming to a view of the nature of

understanding - the ontological nature of the focus of the research, which is the

primary consideration in implementing the topic also in the present study to be

conducted which justifies its suitability for the qualitative phase of research.

Ontology is the starting point of reflecting reality which will likely lead to own

theoretical framework which is the end goal of the study. Likewise, Ontology is

the starting point which will likely lead to your own theoretical framework. For this

paper, I employ Blaikie’s (as cited by Grix, 2004) definition of ontology as the

study of “claims and assumptions that are made about the nature of social reality,

claims about what exists, what it looks like, what units make it up and how these

units interact with each other.” In other words, if someone studies ontology they

study what we mean when we say something exists.

Such research philosophy is very much appropriate to understand the

being of the pilot implementation of work immersion. It further deepens the

experiences of the stakeholder respondents to what is reality that need to be

responded to in order to better the basic education sector. More so, the

qualitative principle of ontology is highly desired in this mixed method research

 34

since include an emphasis on the scientific method, statistical analysis, and

generalizable findings and maintains genuine knowledge is based on sense

experience and can be advanced only by means of observation and experiment

Exploratory Factor Analysis (EFA)

Exploratory factor analysis is a statistical technique that is used to reduce

data to a smaller set of summary variables and to explore the underlying

theoretical structure of the phenomena.  It is used to identify the structure of the

relationship between the variable and the respondent through communalities,

test of good fit and sample adequacy as pre-requisites. With this, on the

quantitative part of the study, EFA will be utilized specifically Q type. Factor

analysis attempts to bring inter-correlated variables together under more general,

underlying variables. More specifically, the goal of factor analysis is to reduce

“the dimensionality of the original space and to give an interpretation to the new

space, spanned by a reduced number of new dimensions which are supposed to

underlie the old ones” (Rietveld & Van Hout 1993) this why the extraction,

reduction and rotation scheme of facto analysis is utilized in the study to have an

in depth approach of identifying factors that are really significant for the proposed

output model of the study.

Related Theories and Models

Stakeholder Theory

Stakeholder theory has its roots in the business management field and

asserts that an organization holds multiple relationships, internally and externally,

 35

and must be able to identify, interface, and manage each group (Koschmann,

2007). This is the focal reason that the Department of Education adopted the

industry concept to the teaching ministry. Many scholars interested in the

stakeholder approach provide insight into the existence of different types of

stakeholders (Jaakson, 2010; Koschmannm 2007; Lewis et al., 2003; Mitchell,

Agle, & Wood, 1997). For instance, Mitchell, et al. (1997) proposes that there are

seven classifications of stakeholders, defined by the attributes of power,

legitimacy and urgency, and that each stakeholder type is managed differently

based on these attributes.

According to Bourne (2015) stakeholder theory started on the concept of

Ed Freeman in his books Strategic Management: A Stakeholder Approach and

Stakeholder Theory: The State of the Art (2010) which involves recognizing and

dealing with stakeholders and focused on the “owners” of the organization to

maximize profits. It also covers public relations, physical disasters and highlights

the short term and self-defeating outcomes of engagement.

Also, the theory poses deeper philosophical perspective on how leaders’

decision making will be affected and its ethical considerations and impediments.

Likewise, in the Southeast Asian Framework for School Heads considered

stakeholder engagement as a main criterion for principals. This is supported by

Friedman (2006) which suggests that it is impossible to build a sustainable

organization of any type if it fails to meet the needs of most of its stakeholders,

what is missing within the organization or gaps on it can be answered by outside

factors or external stakeholders.

 36

In addition, Milton Friedman as cited by Choa et al (2016), organization

exist to serve the interests of their stakeholders and their primary obligation is to

make much money a possible as long as their practices conform with the law.

Shareholder value is a component of stakeholder value; organizations that

innovate and create great stakeholder value will also drive shareholder value.

And the first step in creating stakeholder value understands your stakeholders,

their attitudes and their expectations.

Stakeholder theory is basically making organization performs at its best. It

is descriptive, prescriptive and instrumental in nature. It can also be asserts that

existence of customer satisfaction, good relationship, with suppliers, empowered

employees and supportive communities are assuring mechanisms for meeting

organizational objectives. It is an encompassing framework that goes beyond the

philosophy of maximizing profits for shareholders. It states that an organization

should be responsible not just to its shareholders but also to their stakeholders.

The vale created for the stakeholders must not resort to tradeoffs because a truly

great organization is able to align the stakeholders’ interest with its own vision

and mission.

More so, the theory responds to interdependent and balanced decision

making to establish efficient conflict resolution, collaborative, ethical, responsive,

and sustainable economic view in order to deal with the paradox of creating

shareholder value.

The normative theory poses to answer the following questions, “what are

the responsibilities of the company in respect of stakeholders?” and “why

 37

companies should take care of other interests than shareholders’ interests?” It is

directly linked to moral, values and philosophic purposed. For Donaldson and

Preston (1995) the normative theory is the core of the stakeholder theory.

Considering an organization centric view of the stakeholder theory which mean that the

firm is considered to be the nexus of the interests of each stakeholder. This is the vision

of Freeman and his model has seen contributions of Savage (1991), Clarkson (1995),

Jones (1995), and Mitchell, Agle, and Wood (1997).

As stakeholder theory has moved into the mainstream of management

thinking in business ethics and a number of the management disciplines

(Freeman et al. 2010), there is an increasing need to explore the subtleties of

how businesses actually engage their stakeholders. While much of the work in

stakeholder theory in these disciplines is either highly theoretical or narrowly

empirical, the roots of stakeholder theory are actually clinical in nature, and the

theory itself has been derived from practice. In a similar fashion, Post, Preston

and Sachs (2002), and later on Sachs and Rühli (2011), analyzed cases of firms

that illustrate the development and implementation of stakeholder engagement

into practice and identified good practices for the management to create value for

stakeholders which is considered as one of the input variables in the study.

Stakeholder Engagement Engine Model

The stakeholder engagement engine (SEE) model demosntrates that

stakeholder engagement is a fluid and circular process with each stage informing

the next and feeding back ino previous stage. According to Kruger et al (2012)
 38

this is an approach to preparing, planning, and implementing engagement that

can be evaluated throughout the engagment process and learnings to improve

the approch inference. Likewise, other models is also linear in nature but SEE

model is different since it puts premium on planning while other elements are

working simultaneously which is different from other cited models in the study.

In addition, SEE model highlights continuous adjustments that will

correspond to the job design that can be considered as one of the primary

considerations in the study since, the topic is new and dynamically changing

depending upon the context of the school and need of the industry.
 39

Figure 3. The Stakeholder Engagement Engine Model

 40

SEE model highlights stakeholder engagement planning to consider

exisitng relationships with stakeholders through approapriate methodology. The

engine model suggests effective planning as its fundamental step to success.

This involves considerations of the exisiting relationships with stakeholders and

how to create an engagement experience. A plan will involve and address issues

like information, communication strategy, timing of engagement, levels of

engagement risks and issues management.

Moreover, the model involves series of four steps of implementation. First

is activation, or getting people interested and connected to the program. Next is

education, which ensures working of people to shared knowledge. This requires

capacity building to deliver successful engagement. Thirdly, scoping and

deliberation that highlights the process, options and models. Last is decision

making which functions as identifying preferences, priorities and strategies really

evident?

Sinclair’s Consulting Stakeholder Engagement Model

Australian organizations aimed to increase public demand to the latest

global trend in the business environment. This paved the way into integrating

social sustainability and social performance principals into organizational

management (Sinclair, 2012.). Social performance highlights the interest of such

organizations to strengthen stakeholder-related concepts of management and

enhancing strategic value of corporate communications functions. Improving

social performance can lead to corporate responsiveness in the social

 41

environment. The rise of increasing global demand in the 1906’s sparked the

term stakeholder. In support to Hitt, Freeman and Harrison (as cited by Sinclair,

2012) asserted that managers “needed to understand the concerns of

shareholders, employees, lenders and suppliers, in order to develop objectives

that stakeholders could support”. More so, Freeman imperatively regarded

stakeholder approach to be a strategic management tool and not a normative

one. On the contrary, the establishment of social performance agenda

underscored stakeholder theory into a different perspective. Cooper (cited in

Sinclair, 2012) defines stakeholder theory as “normative approach that some

argue is more ethically and morally acceptable than a shareholder value

approach.”

Likewise, to uphold strategic relationships and cultivate strategic

alignment between organizations and their stakeholders, establishing a basic

conceptual model is necessary to efficiently sustain and enhance corporate

stakeholder relations. This can be attained by bringing theories and practices

together in integrating literatures and professional disciplines. Application of

these models into practical business procedures can extract their effectiveness

and applicability.
 42

Figure 4. New Approaches to Corporate Stakeholder Engagement

The Phase One is a handful of research digging into the stakeholders in

terms of their capacity to affect strategic objectives in the organization. This was

done through comprehensive identification, analysis and ranking of stakeholders’

influence and power to their extent. The Phase One is a part of the preliminary

stage to have a successful creation and evaluation on the proceeding part of the

development of the model. Furthermore, the Phase One will help to have an

effective application and consequent evaluation across the group’s metropolitan

operations. Extensive qualitative research was the primary activity conducted in

the Phase One such as internal and external ones among primary stakeholders.

The Phase One increases the model’s advantages as it will gather crucial

information from within and without the organization by providing benchmarking.

 43

Figure 5. Developing a Stakeholder Engagement System

While, Figure 3 summarizes the developmental process of the

Stakeholder Engagement Framework. The Phase One was conducted using

internal and external researches. Figure 3 shows that external research focused

on the outside groups relative to the model, such as other stakeholders, sought

for stakeholder involvement and higher levels of transparency/inclusiveness

(Sinclair, 2012.). If done successfully, a more consistent approach to

engagement can be achieved.

With this, Phase Two was designed to extract the wide-range of

applicability of the model into a narrower perspective by focusing on regional and

local operations. Similarly, this was conducted by harnessing enough information

through internal and external research in the respective organizational levels.

 44

Conducting such approach will have a clearer insight to the need of improvement

towards the organization’s goals inveterate to an integrated, State-wide approach

to stakeholder engagement management. Improved internal collaboration was

deemed necessary according to the research. Thus, an integrated approach can

help to join localized approaches to be in the system of operations. Phase 3 is

focused on measuring performance and a continuous fine-tuning of the system.

The same procedures will be conducted as used by Phases One and Two.

Figure 6. Sinclair’s Consulting Stakeholder Engagement Model

 45

Sinclair’s (2012.) extensive research by conducting Phases One, Two and

Three into applications and part of organization’s operations procedure has
outlined the Figure 4. He found:

“Framework development included stakeholder analysis and

categorization (into major, significant or minor stakeholders);
centralization of stakeholder databases; internal and external
stakeholder research; development of a stakeholder
engagement policy, principles and procedures to govern the
level and timeliness of the organization’s stakeholder
engagement; and development of annual stakeholder
engagement plans for major stakeholders (for implementation by
nominated managers) based on stakeholder feedback .”

Along with these findings, a development of supporting policies and

guidelines were created to fully access the efficiency that this model will provide

as what was observed during the Three Phases. 1) Different managers assigned

in different levels will have their own responsibilities and discretion with each key

corporate stakeholder group. Frequently, regional managers possess this power.

On the other hand, general managers will take over stakeholder groups within

their divisions. Appointment of stakeholder managers that will be accountable for

sustaining effective relationships and internal intelligence reporting will be the

major task of general managers. 2) A member of the corporate communications

division has the sole responsibility in managing stakeholder directors as

pertaining to their engagement roles. 3) Each stakeholder group will be engaged

through an annual plan. In this planning event, stakeholders can become fully

active by raising their plans, visions, key messages and strategies that will be

discussed by everyone involved in the meeting. In this way, there is a strong and

direct communication between the whole groups.

 46

Such complicated and systematic procedures can be achieved by

following the model in Figure 4. Framework development was conceptualized

and finalized after the Three Phases from first and second figures. Annual

review, systems integration, communication and training, and implementation will

then follow as structured and continuous procedures within the stakeholders

involved. Enhancement of the model will then be considered as some

adjustments will be required for further operations.

BSR Five Step Stakeholder Engagement Model

According to Morris (2012) developing an engagement strategy, one must

first understand what stakeholder engagement means to the organization. The

BSR five-step approach shows how organization can initiate and sustain

constructive relationship over tie and throughout their organization. This

highlights the benefits of engagement as a process and strategy building.

Leaders and influencers from government, civil society, and private

sectors play an important role in creating and maintaining organizational value.

One unique feature of this model is step zero, which means understanding the

role of stakeholder engagement to the organization. This requires a shift in

corporate mindset to issues and outside concerns that needs to be managed to

serious topics that merit dialogue. This means to reach out internally and build a

baseline understanding to develop an effective strategy. This carries the risk of

being unprepared to listen to stakeholder insight or guidance. Another one is it

helps identify internal champions and owners of future engagement activities.

 47

Figure 7. The BSR Five Step Stakeholder Engagement Model

Unlike the SEE model the BSR model is interconnected with feedback

loop and not performing a simultaneous activity but instead a linear process that

starts with the conceptualization of engagement strategy followed by mapping

then the organization prepares for action plan then adjustments can be made

based on feedbacks.

The engagement strategy is the internal alignment and common

understanding stakeholder engagement which mainly focuses on where the

engagement can have the biggest impact. Next is mapping, which is based on

the level of ambition of both organizations which is characterized by effective

communication. According to Lorette (2015) effective communication grabs the

 48

attention of the target audience, builds interest in the topic and encourages a

desire for pursuing the topic. The message should lure the recipient in and tempt

him to follow through with some kind of action. It is not meant to be manipulative;

it should be truly honorable in its attempt to offer an opportunity to the target

audience. While Holt (2015) states that Effective communication in the workplace

improves employee morale and increases productivity and in organization it

increases productivity, decreases employee turnover and improves office

atmosphere. A stakeholder dialogue can refer to any two-way communication or

interaction in oral or written forms (Lehtimäki and Kujala, 2017)

Five Step Engagement Model

On the other hand, the five step process of engagement model similar to

BSR’s model five step approach is cyclical. The five step process model was

developed by Social and Ethical Account Ability in 2005. It is a structured support

through planning, preparation, action, and evaluation for every engagement

activity. The process is dynamic and on-going cycle which builds an evidence

and platform for continuous improvement. To move the field of stakeholder

research in the direction of increased social responsibility, we need to pay

attention not just to the well-known, respected and powerful stakeholders but

also to the distant, marginalized and voiceless stakeholders and relations with

them (Derry, 2012).

In line with this, continuous improvement, as an approach is an enhancing

mechanism for school performance which is highly relevant. For example, the

ACT School Improvement Framework (2011) starts with the premise that it is
 49

building on excellence. It also argues that rather than being content to accept

high achievement, excellent schools ‘ask questions about student outcomes and

about school practices that are impacting on the achievement levels.’

The model develops over-all considerations of strategic objectives which

guide the analysis of existing relationship, resources and constraints. The model

emphasizes both internal and external competencies to engage. The outline and

addresses gives the needs for specific information.

Figure 8. The Five Step Engagement Model

 50

This process model is applied will be driven by the purpose, level, and

type of engagement undertaken. It is significant to note that the process will

operate at the strategic and operational ends of stakeholder engagement which

varies depending on the nature of engagement.

Also, the think process develops an over-all consideration of strategic

business objectives and how these relate to stakeholders and specific issues in

which undertaking priorities will be further analyzed. Williamson (2001) searched

for strategic thinking and differentiates between strategic thinking and planning

business environment and concluded that business through comparing single-

loop or double-loop learning. On the other hand, Ebersole (2016) Strategic

thinking is a process that defines the manner in which people think about,

assess, view, and create the future for themselves and others. Strategic thinking

is an extremely effective and valuable tool. One can apply strategic thinking to

arrive at decisions that can be related to your work or personal life. Strategic

thinking involves developing an entire set of critical skills.

In the study of Kabacoff (2014), the leaders who scored well on those

skills were six times more likely to be seen as effective as the leaders that were

low on them, independent of any of their other behaviors. They were also four

times more likely to be seen as individuals with significant future potential within

their organizations.

Plan is the next step. It introduces different levels of engagement and

guides the analysis of existing relationships, resources and challenges. It aids in

making decisions to what to develop. Unlike the other models, prepare s on the
 51

middle part of this model. It addresses questions for internal and external

competencies and capacities to engage and how both parties are able to join and

take part effectively. Engagement outlines the other techniques to suit different

needs for specific situations and help achieve the objectives. Lastly, outputs of

engagement are assured though quality efforts of evaluation which is supported

on the notions of Dick and Reiser (1996) and Airasian (1994).

Stakeholder Engagement Process Model

Figure 8. The Stakeholder Engagement Process Model

 52

Like Sinclair, this cyclical model illustrates eight phases of a

comprehensive Stakeholder Engagement Process – from its inception to

completion and evaluation. Within each of the phases of engagement,

recommended activities ensure consistency with the Stakeholder Engagement

Framework – whether the activities are specific to agency-wide plans, a regional

office, a support program, or a targeted geographic area.

First, is the Plan and Design Phase strategically defining concrete

objectives for the stakeholder engagement activity, creates a preliminary work

plan, and determines the most effective methods for engaging the right mix of

stakeholders for the intended purpose of the activity. When guided by a well-

defined purpose and sound plan of action, all stakeholders are more likely to

invest their time, input, and energy toward contributing to the desired outcomes.

Specifically defined results also facilitate effective collaboration and knowledge

sharing, which lead to better results and outcomes.

Corollary, Internal engagement and capacity building, including organizing

a “guiding body” for the stakeholder engagement effort is the essential next step.

Guiding bodies are the teams, committees, councils or work groups who are

responsible for leading or supporting stakeholder engagement efforts. Getting

this group off on the right foot requires engaging the right stakeholders to be part

of the guiding body, defining the group’s core functions, assessing readiness for

success and building capacity if necessary, creating a charter for working

together, establishing best practices for carrying out work plans and developing a

communications plan to reach out to other stakeholders who will be involved.

 53

Third is listening and engage. Successfully engaging identified

stakeholders in a respectful process allows for mutual trust and understanding to

grow. This is the foundation for mutual learning, problem solving and ongoing

partnership. This section describes considerations for planning and conducting

successful stakeholder meetings, tips for respectful engagement, and guidance

for effective follow-up communication.

Next is Synthesis involves pulling together information from a range of

sources in order to answer a question and/or propose recommended actions.

Effective synthesis is critical because it is the basis for effective strategy

development, and for communicating back to stakeholders what was gathered.

An accurate synthesis will demonstrate to stakeholders that they were heard, and

that the leadership is taking the information they shared seriously. This is an

integral part of creating an ongoing atmosphere of trust and relationships that

can be sustained over time. Involving stakeholders in shaping their input into

planning and strategy development processes provides a valuable mutual

learning opportunity.

More so, it also fosters shared accountability for achieving intended

outcomes. The synthesis is not done in a group but by one or two staff,

consultants, or members of a guiding body, and then shared back with the

guiding body for revision and further input. This stage of the process is also an

opportunity to utilize both quantitative and qualitative methods for documenting

and analyzing the information provided through the stakeholder engagement

process. Using more formal methods whenever possible provides evidence that
 54

can be used to explain decisions and actions that are taken as a result of

stakeholder engagement.

Once initial stakeholder input has been gathered and analyzed during the

development of proposed strategies, those who participated in the engagement

process can provide valuable feedback regarding resulting findings and

decisions. By creating space for reflection and continued discussion all

participants can take part in an honest assessment that allows everyone to

clearly understand what is happening and why and to engage in supporting the

implementation of the selected strategies.

Once a proposed strategy has been vetted with stakeholders, the next

step is to integrate their feedback into a formal, written strategy for next steps

and continue to seek input to develop an agreed upon plan of action. Once

agreed upon strategies for implementing stakeholder input have been formally

established, they should be communicated broadly to other staff, stakeholders,

and organizations ways that engage them in working collaboratively to support

implementation. An effective, well thought out evaluation process at the end of

the stakeholder engagement activity helps everyone to better understand the

success and impact of the stakeholder engagement effort and how it could be

improved. It provides objective information to identify what worked well and what

did not, and points the way toward effective changes that will sustain the

relationships and ongoing work. There are sure to be valuable learning points

from the development and implementation of the process that should be captured

and documented for the use of future stakeholder efforts.

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Synthesis

As our schools increasingly are called on to ensure students have the

skills necessary to succeed in the 21st century, school districts nationwide are

responding with a renewed interest in systemic change. A successful relationship

between a business and its stakeholders is built on working together towards

common goals. A school with an engaged community of stakeholders will reap

benefits from these relationships. Learners who care about their work

performance and learning see it as more than a job will give their best and act as

ambassadors for your brand for quality. With this, school and industry work

collaboratively in one of the best method of training students to be more

productive and develop their competencies.

Strong partnership with different industries will enable graduates to strike

a balance between theory and practice, whereas they are equipped with values,

knowledge and skills that industries need. Furthermore, work immersion provides

opportunities to go through the actual procedures of a specific job using the real

tools, equipment and documents. In short, the work immersion venue becomes a

development place for students to experience surely real life situtations as part of

daily living.

Research Paradigm

To operationalize the research scheme in qualitative-quantitative nature

variable of the study the Input-Process-Output paradigm of research. According

to Hackman, inputs are the raw materials available to a group or team, and

include team members, raw materials, equipment, etc. Processes are the

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procedures or systems team members use to do work, and outputs are the end

products. The inputs-processes-outputs model is based on sound research, but

is too vague to be of much use. The first frame consists of situational variables

such as the respondents of the study further classified into external and internal

stakeholders their experiences, issues and challenges, and practices employed

during the 3 stages of work immersion namely: pre-immersion, immersion proper,

and post-immersion. The second frame consist of the processes the study will

involve subdivided into Qualitative phase using ontology and exploratory factor

analysis comprising the Quantitative phase of the study that will be the basis for

model for Stakeholder Engagement Management for Senior High School Work

Immersion concentrating on Technical-Vocational Track.

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Research Hypothesis

HO1: There is no contributing factor/s that influence/s stakeholder engagement

as basis for developing a model for Senior High School Immersion Program.

Definition of Terms

The following concepts are operationally utilized and defined in this study.

Acceptability and applicability-the level of appropriateness of the

developed model through BSR model and rated by various stakeholder

respondents based on the principles of stakeholder engagement.

Administrators-refers to the respondents of the study who are School

heads coming from both private and public institutions.

Best Practices-these are processes or unique ways a Senior High School

provider employ in their respective institution.

Challenges- are tasks encountered by the Senior High School institutions

that test their leadership during the implementation of work immersion.

Collaborate-a level of engagement where both partner institution and

schools work together towards the achievement of their mutual goals.

Consult-a level of stakeholder engagement where both parties give

feedbacks to each other for the improvement or achievement of the targets.

Empower- a level of engagement that results to strong partnership where

both parties consistently support each other.

External Stakeholders-refers to personalities like local government units,

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business establishments in the community or vicinity near the school that takes

responsibilities or play significant roles in the achievement of the school’ vision

mission statement through partnership, donation, training and serve as work

immersion venue.

Inform-an engagement level which involves getting information from each

partner industry to be strengthened as the process progresses.

Internal stakeholders-are responsible persons that is directly affected by

the function of schools in rendering teaching-learning process such persons

are learners, teachers, parents, and school heads.

Involve-a mutual engagement level where partners develop commitment.

Issues-refers to the concerns encountered by stakeholders during the

implementation of work immersion.

Learners-are Senior High School Students who will undergo work

immersion.

Model-refers to the graphical framework that will be developed for Senior

High School Work immersion specifically designed for TVL learners work

immersion.

Partner Industries-are business establishments who signed with a

memorandum of agreement to serve as work immersion venues.

Stakeholder engagement-refers to the level of bond and willingness of

industry partners to assist and accept immersion students.

Senior High School Coordinators-refers to teachers who serve as focal

person for SHS program implementation.

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Chapter 3

RESEARCH METHODOLOGY

This chapter encompasses the research design, participants of the study,

locale and statistical treatment of the gathered data in order to come up with

empirical answers on the aforementioned research questions and problem of the

study.

Research Design

The study utilized mixed method research design specifically the

sequential exploratory design (qual-quan), a two-phased design, which

primarily involves procedure for collecting, analyzing, and “mixing” both

quantitative and qualitative methods in a single study or a series of studies to

understand a research problem in order to explore a phenomenon, identify

themes, design an instrument, and subsequently test it. (Creswell & Plano Clark,

2011)

For the qualitative phase of the study, the study of being and

understanding of reality in research based on the perspective of the concerned

people or in philosophy called as Ontology. Through Key informant Interview

Questionnaires that will be sent through on-line the qualitative themes will be

identified as basis for the development of the model through open, selective and

theoretical coding. Qualitative approach is deemed most suitable because it

provides school stakeholders an opportunity to define their own perceptions and

problems they encounter in their organizations during the pilot implementation of

work immersion.
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Since the study is designed to be exploratory and descriptive, the data

was collected and analyzed using approaches typical to qualitative design. These

approaches aim to understand human phenomenon and investigate the meaning

that people give to events they experience in their working environments.

Exploratory Factor Analysis (EFA) was employed on the quantitative

phase of research to identify significant factors for stakeholder engagement

management out of identified themes. EFA is an effective tool to find meaningful

patterns within a large amount of data which simplifies the data and development

of parsimonious presentation through itemized correlation and variability.

Locale of the Study

This dissertation covered Region III as its locale. Selected Division from

the region was selected purposively for convenience and relevance. The

following Schools Division were the main source of data in the study namely: San

Jose Del Monte City, Meycauayan City, Malolos City, Bulacan Province,

Pampanga, San Fernando City, Angeles City, Tarlac City, Tarlac Province and

Nueva Ecija. The figure below represents the vicinity map of Region 3 to

explicitly present the location of the respondents.

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(Adapted from: http://www.traveltothephilippines.info/2016/12/04/region-iii-of-the-philippines/)

Figure 2 The Map of Region III

Research Instrument

Since the study is a two-phased qualitative-quantitative research the study

utilized two main research instruments describes as follows:

a. Key Informant Interview Questionnaires (KIIQS)- is an open ended

interview questionnaires for both internal stakeholders (students, teachers,

coordinators, school heads etc.) and external stakeholders (partner industry,

LGU etc.) in order to gather qualitative data like issues and challenges in work

immersion implementation. This is the main source of ontological views

comprising qualitative data where the themes and qualitative indicators will be

sourced out through open, selective and theoretical coding.

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b. For the quantitative phase, the identified themes from KIIQS (Quan

Phase) composed the items for exploratory factor analysis presented in a likert-

type which was subdivided on the themes formed during the qualitative phase of

the study. Below is rating scale with the following verbal interpretations:

1- Very low Extent

2- Low Extent

3- Moderate Extent

4- High Extent

5- Very High Extent

Population and Sample

Purposive sampling was utilized through systematic criterion sampling

which involved the selection of respondents is based on specific characteristics

namely their involvement in work immersion, expertise in stakeholder

engagement and professional competence in developing models. Purposive

sampling was employed in this study. According to Fraenkel and Wallen (1993)

and Birion and De Jose (2000), purposive sampling is used to select a sample

which the researcher believes, based on prior information and knowledge of the

sample respondents, will provide the data needed in the study. Varied group of

respondents coming from the Department of Education, partner industries,

private institutions, and other internal and external stakeholders served as

respondent of the study. Furthermore, the table on the table below presents the

participant of the study.

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Table 1

The Respondents of the Study during Quantitative Phase

Number of Respondents
Name of School Schools
Division
Office
Work Partnership School Partner Work
Immersion Coordinator Head Industry Immersion
Teacher Students
Dicapulao NHS 1 1 1 1 3 Aurora
Bataan NHS 1 1 1 1 3 Bataan
Angat National NHS 1 1 1 1 3 Bulacan
Ramona S. Trillana 1 1 1 1 3 Bulacan
HS
Prenza NHS 1 1 1 1 3 Bulacan
Sapang Palay NHS 1 1 1 1 3 San Jose
del Monte
CIty
San Jose del Monte 1 1 1 1 3 San Jose
NTS del Monte
CIty
Kaypian NHS 1 1 1 1 3 San Jose
del Monte
CIty
Panipuan HS 1 1 1 1 1 San
Fernando
City
T. Agoncillo NHS 1 1 1 1 3 Nueva Ecija
Darwin Alonzo 1 1 1 1 3 Nueva Ecija
Munoz HS
Tapinac SHS 1 1 1 1 3 Olongapo
Castillejos NHS 1 1 1 1 3 Zambales
Barretto SHS 1 1 1 1 3 Zambales
TOTAL 15 15 15 15 45 105

Data Gathering Procedure

After the data has been gathered from the participants, the process of

analysis and interpretation followed. Data analysis concerns the ‘breaking up’ of

data in logical and manageable themes, categories, patterns, trends or

relationships. It also involves collecting open-ended data based on asking

general questions and developing an analysis from the information supplied by

the participant (Creswell 2009). For reliability and validity of the findings of the

study, the panel of critics together with the dissertation adviser of the proponent,
 64

validated the instrument to be administered and filter content errors and threats

for the improvement of the manuscript before seeking the permission from the

Regional Director and concerned Schools Division Superintendent in the study.

Upon approval of the panel and permission from the Regional Director the

questionnaires for the first phase was distributed through on-line. Since the

researcher works for two years in the operation of Senior High School and

Technical Working group in Journalism for the region, he established networks

and connections. Hence, the instrument was retrieved through on-line or via e-

mail. The results of the first phase open-ended questionnaires was the basis for

the themes and structure of the instrument for the quantitative phase of the

study. The quantitative data was checked and tabulated using Microsoft Excel

and transferred through Statistical Package for Social Science (SPSS) with the

assistance of a reputable statistician in the University for Factor Analysis.

Data Analysis and Statistical Treatment

Qualitative and quantitative studies comprised the significant basis of

findings of the study conducted. With this qualitative data from the in-depth

interview of Key informants whereas the primary statistical treatment utilized

concentrates on the quantitative phase of the exploratory study.

A. Qualitative Data

Manual coding of the qualitative data was applied in the first phase of the

study which is subdivided into three stages namely: open coding, selective

coding and theoretical coding. The process of analyzing and interpreting data,
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according to Denscombe (2007), involves a series of four tasks. That is, coding,

categorizing, identification of the themes as well as the generalization of

conclusions based on the patterns and themes that have been identified. Firstly,

the researcher coded the data. For instance, codes take the form of alphabets,

names, initials or numbers. Secondly, the researcher identified ways in which

codes can be grouped into categories. The categories act as an umbrella term

under which a number of individual codes can be placed. This means that the

components of data were classified under key headings. This was followed by

the indication of themes and relationships among the codes and categories. In

the open coding phase, the themes were already predetermined based on the

key ideas of the statement in the problem which are significant learning

experiences, issues, concerns and problems during work immersion

implementation and lastly practices respondents applied for stakeholders’

engagement. Also, to get the real ontological views respondents were allowed to

express their ideas in the native language, so direct translation was also utilized.

Second is the selective coding in which the researcher manually

interpreted significant points from the respondents to form the sub indicators or

sub themes that will be further categorized on the preconceived main themes of

the study. Lastly, such specified indicators categorized under main themes will

be further justified with theoretical underpinnings through reviews of related

literature and studies. The details are presented as follows:

Coding of transcripts was applied to identify significant themes as part of

the ontological reflections of reality or state of being. Secrest (2015) emphasizes

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that coding helps researchers to understand informants’ perspectives and

theoretical underpinnings. In this study, manual or by hand coding for themes

were applied to emphasize interpretive freedom and reliability of the formulated

themes and indicators for quantitative phase. Coding prevents researchers the

importance of analyzing and comparing Data (Stake, 2010). Basically the

following coding techniques were observed:

a. Open Coding is the first phase of transcribing open ended

questionnaire responses which is done line by line. But in the case of the study it

involves pre-determined big idea then identifying sub-factors that will serve as

indicators. According to Urquhart (2013), it is the most critical part in qualitative

research because the researcher applies his critical deciphering skills to

recognize factors.

b. Selective Coding emerges from categories or constructs based on a

prominent theme. In this case, this is the sorting scheme whereas, identified

factors will be clustered out on the predetermined main theme based on the

statement of problem of the study. Urguhart (2013) also suggested it based on

original coding that will show attribution and relationship among identified factors

in qualitative phase. This also supported with direct or verbatim statements from

respondents given statements or responses.

c. Theoretical Coding develops assertions from initially coded data to

signal potential theories and explanation of phenomenon. It prevails when factor

are compared or establishing relationship which is the primal objective of the

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crafting an effective model. Lastly, it enriched through relating themes with

existing reviews of literature.

B. Quantitative Data

Specifically, the study used the Exploratory Factor Analysis (EFA). The

starting point of factor analysis is a correlation matrix, in which the inter-

correlations between each studied variables are presented. The dimensionality of

this matrix can be reduced by “looking for variables that correlate highly with a

group of other variables, but correlate very badly with variables outside of that

group” (Field, 2000). The said variables with high inter-correlations could well

measure one underlying variable, which is called a ‘factor’. The obtained factor

creates a new dimension “that can be visualized as classification axes along

which measurement variables can be plotted”. In the study, EFA involved 3 sub

stages. First, is extraction which involves the process of determining how many

factor best explains the observed covariation matrix, since the primary objective

is to determine the fewest number of factors that will explain the largest amount

of variation among the observed variables where eigenvalue or the sum of the

squared factor loadings for a given factor.

As an objective basis only eigenvalue above 1 will be considered

significant from the identified qualitative themes. Second, is rotation which

specifies the relationship between factors in this case of the present study factors

are correlated through oblique solution or direct oblimin. Lastly is interpretation

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that involves naming of the factors through understanding of the common feature

among the relevant items.

As can be inferred from different literature, the number of factors to be

retained is similar to the number of positive eigenvalues of the correlation matrix.

However, not always lead to the right solutions, as it is possible to obtain

eigenvalue that are positive but very close to zero. Therefore, some rules of

thumb have been suggested for determining how many factors should be

retained (see Field 2000: 436-437; Rietveld & Van Hout, 1993 and Boduzek,

2014)

1. Retain only those factors with an eigenvalue larger than 1

(Guttman-Kaiser rule);

2. Keep the factors which, in total, account for about 70-80%

of the variance;

3. Make a scree-plot; keep all factors before the breaking point or elbow.

Furthermore, Kaiser-Meyer-Olkin Measure of Sampling Adequacy and

Bartlett’s Test will be identified to show the sampling adequacy of the study.
 69

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analyses of both qualitative and quantitative

data with the corresponding interpretation drawn from the data gathered through

manual coding and statistical inferences. Explanations are supplemented by

citations and tables following the order of the statement of the problem and the

hypothesis set forth.

Ontological Themes (Qualitative Phase)

Adherent to the qualitative philosophy of Ontology, open-ended questions

were given from the 105 different external and internal stakeholders for work

immersion program in Region III. There were three main themes derived namely

Significant Learning Experiences, Work Immersion Issues, Concerns and

Challenges, and Stakeholder Engagement Practices which are further subdivided

with eight sub-themes and a total of 48 factors. Aforementioned themes decoded

using manual open-coding followed by selective coding which will be further

supported by theoretical coding.

A. Significant Learning Experiences

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Work Immersion is the culmination of all learning competencies in Senior

High School especially for those students under Technical-Vocational Track.

Based on the respondents they acquired knowledge, attitudes and skills.

A.1 Acquired Knowledge

Knowledge has been part and parcel of the human development to

maximize their full potentials which is the first sub-theme identified in this study.

During work Immersion , learners are not only expose to practicing their skills but

also to acquire knowledge of things that are introduced in the four walls of

classroom but can only be realized and distinguished deeply in the real work set-

up.

Theme 1 Acquired Knowledge

1. Budgeting
2. Hands-on training
3. Technical/Operating tools/equipment
4. Career planning
5. Work Readiness

Under this sub theme is budgeting. In shops and any business

establishment, budgeting is applied to maximize the available resources without

sacrificing the quality of the product and service to be rendered.

Student Respondents said that,”natuto kaming mag-inventory para

malaman kung ilan at gaano karami ang bibilhin lng na supplies,” “we have daily
 71

auditing to really check the transactions”, nalaman ko na di basta basta bibili ng

supplies at paano makipag-connect sa suppliers.

Budgeting is an operational concept that plays an important role to sustain

the operation of any organization. Learners expose to this concept will really

deepen their understanding how to spend money wisely and prioritize things

“Natuto kaming makipagkapwa tao,” a student said. Partnership

Coordinator mentioned also that the real life simulation prepares students to

relate with different people and transact to suppliers and customers. Harmonious

relationship between individuals within the organization smoothen the service

delivery.

Aside from Work Immersion prepares TVL students to work, it provided

them to have hands-on training through operating different tools and equipment

in the immersion venue. Technical know-how in industrial arts is very significant

to perform the job design and requirements. Hands-on training means you get to

use your hands and bodies to perform tasks. This training aims to make

conditions as realistic as possible. (Bianca, 2017)

Moreso, school heads reiterated that”, Immersion shows the reality that

working is not a very easy task, so they need to plan which is a perspective to

broader aspect of life.” I really like to have my own shop someday and acquire

many techniques, student added.

We view 21st century skills as knowledge that can be transferred or

applied in new situations. This transferable knowledge includes both content

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knowledge in a domain and also procedural knowledge on how, why, and when

to apply this knowledge to answer questions and solve problems.

A.2 Acquired Attitudes

Majority of the managers hire employees that are trainable and possesses

desirable attitudes. It was consistently highlighted by the respondents the work

values they acquire during immersion program like patience, obedience,

independence, self-control, self-discipline, service oriented, cooperation, self-

fulfillment, and work commitment.

Theme 2 Acquired Attitudes

1. Patience and Perseverance
2. Obedience
3. Independence
4. Self-control
5. Self-discipline
6. Service-oriented
7. Cooperation
8. Self-fulfillment
9. Work Commitment

“Students are exposed to work under pressure to meet industry

requirements,” Immersion teacher mentioned. I really learned to be a listener and

obey job requests to meet deadlines, student said.”

In the Philippines, youth unemployment hampers meaningful economic

development. The sector’s lack of knowledge, skills, and work experience puts

them at a disadvantage. One way to address this is through the Department of

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Education’s Senior High School (SHS) program, ushered by the K-12 education

reform. One of its components, the work immersion program, provides students

“real workplace” experience, giving students a set of technical-vocational and

livelihood skills that can help them make more informed career choices and

improve their employment prospects.

A.3 Acquired Skills

Technical-Vocational Track is really a skill-based area whereas learners

encountered to make adjustments, work under pressure, socialize or

communicate, listen carefully to instructions and making good working

conditions. Life is about relationships, and nowhere is that more apparent than

the workplace. People hire people, companies don’t hire people. It’s important

that you work hard and are a competent employee, of course, but you also need

to be likable and fit in with the corporate culture.

Theme 3. Acquired Skills

1. Focus
2. Making Adjustments
3. Working under pressure
4. Socialization/Communication
5. Listening to instructions
6. Maintaining good working conditions
(human & material)
7. Human relations

We really learned how to focus, listen to given instructions and make

adjustments, student said. On the other Work immersion teachers and students
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really implemented necessary instructions. Learners really need to pay attention

to follow instruction. Though even if it is a cliché it applies that “Obedience is a

blessing and disobedience is a curse,” whereas personnel really need to obey

rules and norms based on the standards of an organization to become

successful and achieve their target.

According to Faison (2017) communicate or talking about what is going on

is so important for several different reasons. If you have an issue with another

person, nothing will be resolved unless you sit down and discuss the things that

are bothering you. If it’s something going on with just you, it’s nice to have an

outside source to give some advice or at least be a good listener. Also, staying

focused keeping learners busy and focused on your work is a great distraction

from a challenge. Actively making sure you stay on track will ensure that your

work doesn’t start slacking because of other things going on.

B. Work Immersion Issues, Concerns, and Challenges

Such radical change and paradigm shift on basic education through K to

12 program especially work immersion, really expects varied issues, concerns

and challenges. Sinclair (2012) asserted that people in any organization really

need to understand first the concerns in order to address certain issues and

surpass challenges. Likewise, Dela Cruz (2018), stated that since work

immersion is done outside the campus, supervision from teachers is necessary.

Less or no supervision at all is risky on the students’ side and there are cases
 75

that the school is not liable to anything that will happen to the student. This is not

just a burden to the parents but to the school as well. Another one is the variety

of results. Though one of the purposes of having immersions is for the student to

develop its abilities and capabilities related to the subject matter, we cannot deny

the fact the development varies from person to person. To some it might be a

very productive immersion but to others, it might be stressful. As a result

constant evaluation and monitoring is needed. 

B.1 Issues

Theme 1. Issues
1. Financial Support to Learners
2. Readiness of the students for Work
Immersion
3. Favoritism in the immersion venue
4. Assignment of tasks in the immersion
venue
5. Information dissemination about work
immersion among partner industries
6. Parental support

Among the thematic issues coded were financial support to the learners,

readiness of the students for work immersion, some experienced favoritism in the

immersion venue, assignment of tasks, and information dissemination about

work immersion among partner industries. These are also consistent on what the

Regional Quality Assurance Management Evaluation. Some of the statements of

the respondents are quoted below:

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“Assignment of given task, madalas taga Xerox lang kami at taga bili ng

pagakain; Biases in the work immersion venue; Lazy colleagues;” Student

mentioned. While Coordinator and Teachers observed that issues are having

difficulty in doing adjustments in the work immersion.

Dougherty (2014) emphasized that stakeholder engagement is critical for

the success of learning outcomes and not merely a process but a state of

organizational learning which is responsive to everybody needs. This is why

RQUAME suggested to include allowances for students and teachers

transportation chargeable to MOOE through special financial working plan. For

readiness, the crafting of career modules and orientation manuals for Senior

High was ratified through a memorandum that needs to be observed 3 weeks

before having immersion and strengthened the parents’ orientations program and

industry dissemination through giving symposia and conferences per division

office. In addition to check if student’s tasks are related to their target

competencies, Immersion teachers are also tasked to monitor daily and they will

be monitored through routing slips to be signed by the partner industry.

B. 2 Concerns

In the manifesto of the Trade Union of the Philippines (TUCP) in

2015 it was stipulated that Immersion is done outside the school campus in a

“Workplace Immersion Venue,” defined as “the place where work immersion of

students is done. Examples of work immersion venues include offices, factories,

shops and project sites.” This could lead to confusion is due to the word

“immersion” for it actually has two meanings in K to 12. The first meaning refers
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to a required SHS subject in the curriculum. The second meaning refers not to a

subject but to a preferred mode of delivery of Tech-Voc subjects. In addition to

some issues that were addressed, some concerns arouse while Immersion is on-

going like time schedule for work immersion, safety of the workplace, accepting

criticism, alignment of strand, required number of hours, and number of work

immersion students in an industry.

Theme 2. Concerns
1. Time schedule for work immersion in industry and
class schedule conflict/s
2. Safety of workplace
3. Accepting criticism/s among trainers and/or
immersion supervisors
4. Alignment of taken strand and immersion
5. Required hours for work immersion
6. Number of work immersion students in an industry.

Dapat related na talaga yung place sa strand naming; Tapus na

yung iba mag-immersion yung iba magsisimula pa lang; Related Work

immersion venue to students’ strand; Number of work immersion students

in the venue; Work Immersion Schedule was prioritized, that is why

academic subjects schedule was affected; Responses from the

participants.

Since it was mentioned that Work immersion schedule is flexible

and can be 80-120 hours, industry started to have confusions due to lack of

information also. Hence, school gave way and prioritized first, immersion of the

students before attending classes so they can have focus but it became a
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problem since there was a limited number of industries resulting to batches,

where some students have work immersion others having class resulting to

difficulty in coping up with the lessons and other requirements. A difficult task

also for the teachers since they will adjust to address different set of learners;

learners that acquired the concepts going to immersion and learners from

immersion starting to acquire the lessons’ concepts in core subjects.

B.3 Challenges

Location/venue of work immersion; Kasabay ng documentation

yung finals; Coping up with the environment; Maghahabol ng lessons; Doing

multi-tasking; and Meeting industry requirements.

These are some quoted statements of respondents experience during

immersion. Since students were deployed by batches they had a hard time to

cope-up with missed lessons but teachers made necessary adjustments.

Learners also exposed to diverse work culture that require them to adjust. Some

had hard time with regards to the location of the immersion venue and

commuting since all respondents came from public schools.

Theme 3. Challenges
1. Coping-up with missed lessons after immersion
2. Culture of the workplace
3. Location of the work immersion venues
4. Required documentations and/or portfolio
5. Improvement of work immersion planned activities
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Lastly, the required portfolio after immersion made students manage their

time wisely since it is on the same time with other requirements with other

subjects and examinations. Comparatively, rarely are OJT students expected to

produce the same products that regular employees produce. If that’s the case,

how are these students going to learn prior to their expectation with these

experts that are going to teach them to be future professionals? Immersion in

SHS will be useless if it is patterned after most of the OJT experiences currently

being undertaken by college students. But, there is a solution simple enough to

end this dilemma if that’s how we call it. And that is to involve the companies and

not just the schools for them to be aware of the educational objectives of the K to

12. work immersion. According to Magno (2017) this is a solid matter in terms of

enhancing the learners’ skills and discipline not only for self-improvement but

also for the betterment of his/ her future company that is because the student will

be able to asses himself early inside the company during the immersion period

and will be used to it. They will know about the work ethics, will gain knowledge

about the safety in the workplace. Lastly, the said experiences will be basis for

the next work immersion.

C. Stakeholder Engagement Practices

One of the most common challenges that an enterprise project manager

can expect to face is a lack of stakeholder engagement (Clarizen, 2019). This

theme was described on the different roles and indicators between external

internal stakeholders that assure efficient implementation of Work Immersion.

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C. 1 Internal Stakeholders

Theme 1. Internal Stakeholders

1. Branding of work immersion students
(personality development, hygiene, attitude, etc.)
2. Observes ethical and other considerations for
deployment
3. Strong school initiative in searching for
prospect partner industry
4. Stakeholder mapping/networking/referrals
5. Preparing students and parents for immersion

Internal stakeholders are primary people influencing the curriculum

implementation like teachers, learners, parents and administrators. With regards

to work immersion, internal stakeholders played a vital role in preparing students

and parents for immersion like branding of work immersion students, observes

ethical and other considerations for deployment, initiative in searching for

prospect partner industry, mapping and networking.

“Involve them in school activities that showcase students’ talent and skills;

Branding of work immersion students (personality, hygiene, attitudes); School

and students initiatives in researching about the company profile and

descriptions; Observe ethical considerations…”

These are some quoted remarks from the respondents that made internal

stakeholders be engaged to the work immersion program. Community

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engagement through the means of implementing strategies that will encourage

community participation should be the main focus of the school. This can be

done through the participation of the community in school events that will lead to

a two-way communication between the two parties, (Gilly, 2013).

Also, Mooney (2014) emphasized that wholesome atmosphere makes for

a comfortable one, in which all types of personalities can work together. An

advantage of experiencing work ethics to every immersion student who becomes

a part of any partner industry is that it makes it clear that professional behavior is

a must. If learners understand the importance of not engaging in distasteful

speech or practices, they will strive to maintain a pleasant and friendly

environment that customers and other employees can enjoy. A workplace in

which an ethics code has been instilled is a naturally pleasant place.

C. 2 External Stakeholders

In this study the primary external stakeholder are the Partner

industries serving as work immersion venues and local government units. The

following are activities that made them engaged and informed about the work

immersion program.

Reporting to theme the updates of school status;

Recognition/thanking them for the support; Recognized them during school

recognition day; Presenting schools profile and milestones; Invitation/Orientation

on what Work Immersion K to 12.

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Theme 2. External Stakeholders

1. One-on-one/Personal Discussion to industry
2. Orientation about Work Immersion & Policies
3. Involvement to School Activities
4. Consistent Status Reporting & Monitoring
5. Recognition for partner industry and stakeholders

External stakeholders were engaged through personal initiatives of the

administrators and teachers to give an orientation about work immersion and

policies. They were also involved in school activities and informed about the

school status and profile. And lastly they were rewarded through recognition

during year end rites of the school which is contained or observe don the levels

of engagement. When schools and community organizations work together to

support learning, everyone benefits. Partnerships can serve to strengthen,

support, and even transform individual partners, resulting in improved program

quality, more efficient use of resources, and better alignment of goals and

curricula (Harvard Family Research Project, 2010).

Lastly, school administrators establish “cradle to career” conditions for

learning that make it possible for every child to succeed. This strategy works by

creating a collaborative leadership structure, embedding a culture of partnership,

and aligning resources. Partners set and achieve high standards of accountability

across multiple outcomes.

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B. Factor Analysis (Quantitative Part)

To eliminate subjectivity of the thematic factors identified in the qualitative

phase of the study, the 48 identified factors were subjected to factor analysis

where it was revealed that the 105 sample respondents is adequate using

Kaiser-Meyer-Olkin with a value of .660 that signifies that the data gathered is

suitable for structure detection which is appropriate since the study aimed to

generate factors to be considered in making a model for stakeholder

engagement management for Senior High School Work Immersion Program.

Also the approximated Chi-Square value of 5551.670 significant at the .000 exact

level of probability using Batlett’s Test of Sphericity duly supports the suitability of

data since it shows strong positive correlation between each identified factors

which indicates the rejection of the null hypothesis since the identified factors

correlation is valid and reliable enough to represent the total population .

Table 2 presents the mean perception of the respondents descriptively

presented in reference to a deeper statistical treatment which needed in the

study. It can be gleaned generally that all factors are on the range of High Extent

except on financial support and favoritism which are perceived in moderate

extent and both categorized under issues on work immersion.

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Table 2

Extracted Variability of Analyzed Factor Loadings

No. Factors Eigenvalues % of Cumulative

Variance %
40 Observe ethical 14.049 29.270 29.270
considerations for deployment
44 One-on-one/Personal 7.104 14.800 44.069
discussion to industry
8 Obedience 3.443 7.173 51.243
13 Cooperation 2.484 5.175 56.418
42 Stakeholder 2.201 4.585 61.003
mapping/networking/referrals
12 Service-oriented 1.995 4.156 65.159
16 Focus 1.635 3.405 68.564
45 Orientation about Work 1.552 3.233 71.797
Immersion and Policies
21 Maintaining good working 1.458 3.037 74.835
conditions (human and
material)
11 Self-discipline 1.327 2.764 77.598
10 Self-control 1.155 2.407 80.005
Legend: Sig. Eigenvalue >1 (Boduszek, 2017)

Table 3 presents the factorability of the thematic components after

subjecting to factor analysis where it surpassed the common criterion of greater

than 1.00 Eigenvalue in order to have an objective decision if a factor is

significant. The first strong factor with an eigenvalue of 14.049 with a variance of

29.270 and cumulative percentage of 29.270 is observing ethical considerations

for deployment. Ethics should be observed in any transactions like engagement

among stakeholder since it requires mutual agreement between the school and

industry. If schools are willing to adjust with the organizational processes of the

partner industry they will welcome wholeheartedly immersion students. Also, on

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DepEd side schools are strongly discouraged to partner or accept benefactors

coming from tobacco, gambling, and other industries that services or goods

affect the quality of living of an individual as per DepEd Memorandum for

Partnership Building. This is supported by Bowen (2010), who examined applied

ethics and stakeholder management where he indicated greater need for

identification of stakeholders to explicitly made ethics trust and other relational

variables by committing to standards of corporate communication. Referring to

previous themes, this significant theme encompasses other themes and it has

the highest factorability which in any case ethics is considered a generically

applicable factor for any human relations and other societal functions, which in

this case engaging stakeholders.

Other stakeholders unanimously agreed that the following work related

values coded as acquired attitudes and skills towards work is very evident and

observable among learners like obedience with an eigenvalue of 3.443,

cooperation with an eigenvalue of 2.4884, service-oriented with an eigenvalue of

1.995, and focus with an eigenvalue of 1.635. Through work immersion, learners

realized that in real life they need to follow rule, norms and standards to have

smooth flow of transactions and become functional. They need to act accordingly

and collaborate to others and maintain composure in order to deliver quality

service. According to Victory (2016), work immersion brings academic reality

into work life. Learners were already bombarded with different classroom

discussions and concepts and the best proof of it is to seek actual experiences

that can be concretized through immersion. Also it increases the level of

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consciousness about a certain work community. It links what is being taught and

what the industry needs, that points out one of the objectives of work immersion

in Senior High School.

The other 3 factors involve engagement these are personal

discussions with and eigenvalue of 7.104, orientation about work immersion and

policies with eigenvalue of 1.552 and stakeholder mapping with 2.201

eigenvalue. These three are proven practices among partnership coordinators

and school head respondents that they fully and consistently emphasized that

personal involvement of the school officials and persons concerned plays an

important role to convince stakeholder-industry to accept immersion students. It

starts with a very feasible stakeholders mapping that involves establishing target

partners followed by orienting them about K to 12 work immersion, its beauty and

potentials. Deloitte and Touche (2014) suggests that organizational impact on

stakeholders is rooted on identifying key stakeholders and stakeholder group.

This is also present to the BSR five-step stakeholder engagement model, where

after thorough environmental scanning and needs analysis that is the right time

to map stakeholders to recognize what thing are needed to be done. According

to Lorette (2015) effective communication grabs the attention of the target

audience, builds interest in the topic and encourages a desire for pursuing the

topic. The message should lure the recipient in and tempt him to follow through

with some kind of action. It is not meant to be manipulative; it should be truly

honorable in its attempt to offer an opportunity to the target audience. While Holt

(2015) states that effective communication in the workplace improves employee

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morale and increases productivity and in organization it increases productivity,

decreases employee turnover and improves office atmosphere. A stakeholder

dialogue can refer to any two-way communication or interaction in oral or written

forms (Lehtimäki and Kujala, 2017)

Lastly, is maintaining good working conditions with an eigenvalue of 1.458

which is the final outcome of any work, sustainability. Kadlec (2015) of Lumina

Foundation describes stakeholder engagement as people starting point, attitudes

and works to mend the split and connect among stakeholders to make progress

in a particular issue. This helps to bridge the gaps and gives sustainable policy to

meet the needs and interest of the people involved in work immersion.
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Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions and

recommendations of the study.

Summary of Findings

The study critically aimed to develop a model for stakeholder engagement

management contextually designed for Senior High School Work Immersion

Program specifically for Technical Vocational Strand in Region III. There were

105 sample respondents purposively selected and composed of work immersion

students, immersion teachers, partnership coordinators, and school heads The

research designed used in the study is sequential exploratory (qual-quan) that

involved identification of ontological themes through coding of open-ended

questionnaires and application of exploratory factor analysis (EFA) for the

quantitative phase of the study.

There were 48 thematic indicators identified and clustered into three areas

namely: significant learning experiences, work immersion issues, concerns and

challenges, and stakeholder engagement practices of the respondent schools.

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Significant Learning Experiences

Experiences by stakeholder respondents were further categorized into:

a. Acquired knowledge

Respondents during wok immersion acquired knowledge on budgeting,

hands-on training, technical/operating tools and equipment, career planning and

work readiness.

b. Acquired Attitudes

Stakeholders specifically the learners learned the value of patience and

perseverance, obedience, independence, self-control, self-discipline, service

oriented, cooperation, self-fulfillment, and work commitment.

c. Acquired Skills

During work immersion, learners learned how to focus, making

adjustments, working under pressure, socialize/communicate, listen to

instructions, maintaining good working conditions and human relations.

2. Work Immersion Issues, Concerns, and Challenges

Implementing work immersion on its pilot year brought forth some issues,

challenges and concerns stated as follows:

a. Issues

During the implementation the following issues were encountered,

1)financial support to learners, 2)readiness of the students, 3)favoritism,

4)assignment of tasks, 5)information dissemination and 6)parental support.

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b. Concerns

As issues arose some concerns were needed to be addressed like time

scheduling, safety of the workplace, accepting criticisms, alignment of taken

strand to immersion, required number of hours, and deployment.

c. Challenges

As the implementation of work immersion pushes through, challenges

were encountered such as coping –up with missed lessons, culture of the work

place, location of the immersion venue, documentations and portfolio, and

improvement of the work immersion planned activities.

3. Stakeholder Engagement Practices

As perceived by the respondents based on the interview, practices can be

group into:

a. For internal stakeholders

The school, teachers, and learners should brand work immersion

students, observe ethical considerations in deployment, strong school initiative,

stakeholder mapping, and preparing students and parents for immersion.

b. For external stakeholders

Partner industries are engaged through personal discussions, orientation

about work immersion, involvement to school activities, status reporting and

monitoring and recognition of partner industry.

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4. Factors Influencing Stakeholders Engagement

Moreover, Kaiser-Meyer-Olkin with a value of .660 that signifies that the

data gathered is suitable for structure detection and the approximated Chi-

Square value of 5551.670 significant at the .000 exact level of probability using

Bartlett’s Test of Sphericity duly supports the suitability of data since it shows

very strong positive correlation between each identified thematic factors.

Out of 48 factors 11 factors were significant with greater than 1 initial

Eigenvalue: Factor 40 observe ethical considerations for deployment (14.049),

One-on-one discussions to industry (7.104), obedience (3.443), stakeholder

mapping (2.201), service-oriented (1.995), focus (1.635), orientation about work

immersion and policies (1.552), maintaining good working conditions (1.458),

self-discipline (1.327), and self-control (1.155) that comprised greater than 70%

of variability

Conclusions

With the prior and salient findings of the study the following conclusions

were derived.

1. School and partner institutions work collaboratively to develop learners’

technical knowledge, desirable attitudes and industry related skills.

2. In the pilot implementation of work immersion in the region stakeholders

perceived all significant learning experiences (acquired knowledge, attitudes, &

skills) work immersion implementation issues, concerns and challenges and

stakeholder engagement practices are already on high extent.

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3. Ethical considerations and other reasons prior and during deployment in

the partner industry or immersion venues must be observed.

4. Personal involvement and discussions among internal and external

stakeholders about work immersion and governing policies engages probable

partner industry to collaborate and accept learners for immersion.

5. Through exploratory factor analysis, observe ethical considerations for

deployment, One-on-one discussions to industry, obedience, stakeholder

mapping, service-oriented, focus, orientation about work immersion and policies,

maintaining good working conditions, self-discipline, and self-control are

significant factors influencing stakeholders’ engagement that leads to the

rejection of the null hypothesis.

Recommendations

For future reference and improvements, the following are hereby

recommended on this study:

For Internal Stakeholders:

1. Financial support to the learners undergoing work immersion should be

reviewed and proper alloted through Maintenance and Other Operating

Expenses (MOOE) of the school or establish partnership provisions of food or

travel allowances in the Memorandum of Agreement (MOA).

2. Well planned and synchronized scheduling of academic subjects taken

in school that coincides on the allotted 80-120 hours of immersion in the industry.
 93

Where schools should make necessary adjustments to establish win-win

situation and provide focus for the learners and quality learning episodes.

3. Alignment of strand to the nature of work immersion must be observed

not only in preparation for National Certification but also for duality of the

established partnership engagement of the school and industry.

4. Internal stakeholders need to consider ethical considerations in building

industry partnerships.

For external stakeholders

5. To ensure quality learning experiences, school and partner industry

need to come-up with coping mechanism or delivery to address gaps in

workplace culture, location, and necessary documentations for assessment that

will make great improvements for future activities and planning.

For Future researchers

6. A validation study of the proposed Work Immersion Stakeholders

Engagement Management (WISE) model output for engaging partner industries

for senior high school work immersion is recommended to measure its

effectiveness and efficiency.

7. The findings of this study can be of future reference as a rich source of

literature review in improving the Senior High School Work Immersion program.

This can also be enriched through focus group reviews among experts for a more

in depth qualitative study.

 94

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