000			03607nam a22002537a 4500
003			URS
005			20251013153828.0
008			241018b ||||| |||| 00| 0 eng d
040			_bEng. _cURS
050			_aGST LG221. R59 _bC75 2024
100			_aCondat, Jovel Corona _eauthor.
245			_aSchool Performance and Implementation of Enhanced School Improvement Plan (ESIP) in Public Elementary Schools, Teresa Sub-Office, Division of Rizal / _cJovel Corona Condat
260			_c©2024
300			_axiv, 117 pages _billustrations _c28 cm
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aThesis _bMaster of Arts in Education major in Educational Management _cUniversity of Rizal System - Antipolo Campus _d2024
504			_aincludes bibliographical reference
520			_aThe study aimed to determine the school performance and implementation of Enhanced School Improvement Plan (ESIP) of public elementary schools in Teresa Sub-Office, Division of Rizal for School Year 2023-2024. Correlational Research Design, a type of quantitative research was utilized. An adopted and modified questionnaire checklist from DepEd Order 44. S., 2015 was used to gather responds. The study was conducted in Teresa Sub-Office, Division of Rizal. The sample size of one hundred eighty (180) were composed of school heads, ESIP coordinators, and teachers and selected using stratified sampling technique. The variables included in this study were school performance before and after the implementation of the ESIP with respect to cohort survival rate, retention rate, graduation rate, dropout rate; and school-based management level. It also included the perception of the respondents on the implementation of ESIP in Public Elementary Schools in Teresa Sub-Office, Division of Rizal in terms of preparatory activities, assess phase, plan phase, and act phase. On the other hand, statistical treatment used for variable analysis and interpretation were mean, t-test, One-Way Analysis of Variance (ANOVA) and regression analysis to determine the significant relationship between respondent-school profile and ESIP implementation. Based on the findings, majority of the respondents perceived that, plan phase was fully implemented and obtained the highest overall mean. The results also revealed that all the ESIP's phases were fully implemented. However, act phase got the lowest mean as compared preparatory, assess and plan phase. Moreover, it was found that, there is no significant difference on the Perception of the three groups of respondents on the status of the implementation of ESIP. Furthermore, result shows that there is no significant relationship between School Performance on cohort survival, retention, graduation and school-based management and the Implementation of ESIP in Terms of Preparatory activities, Assess Phase, Plan Phase, and Act Phase whereas there is a significant relationship between School Performance on dropout rate and the Implementation of ESIP in Terms of preparatory activities and plan phase. Based on the findings, the output was created entitled "Project ACTIVE: Analyzing gaps, Continuous improvement with Thorough testing and Intensive monitoring Vital to an Effective implementation."
700			_aLourdes T. Tejada, Ed. D. _eadviser.
856			_3Online Request for Student Unpublished Works _uhttps://docs.google.com/forms/d/e/1FAIpQLSdtj_eCncT3hgTIbOB8g-3uMYPTK14UGxs8cj-GqWFJPmnTLA/viewform
856			_uhttps://drive.google.com/file/d/1NrYPdHPvtbrCJtLywqLY8-oUZK6TBjoq/view?usp=sharing
942			_2lcc _cT
999			_c86655 _d86653