Relating School Monitoring Evaluation and Adjustment - Governance to School Access Performance

Abstract

This research assessed the status of SMEA implementation in relation to the school access performance of Umapad Elementary School as basis for an Enriched Training Plan. The researcher made use of the descriptive – correlational method of research with the use of adapted and modified questionnaire as the main tool in the gathering of relevant data. the teachers were within the age range of 41 – 50 years old, females, married, at least have obtained their master’s degree, 11 to 15 years in service, performance rating is outstanding, and they have acquired relevant trainings and seminars attended at the division level. The level of SMEA Implementation in terms of school facilities, teachers’ performance, learning environment and community involvement were interpreted as fully implemented or highly demonstrated. The most confronting factor in relation to SMEA Implementation is the Time – Consuming Activity. It was noted that SMEA required a great deal of time and effort in accomplishing the task that it can hinder the classes of the teachers involved in the activity. The second prevalent issue on SMEA Implementation is the cumbersome data collected, the respondents appreciate the significance of the SMEA system and its benefits in increasing learning outcomes. There is a significant relationship between SMEA implementation and School Access Performance. It was recommended to Implement the Enriched Training Plan for the teachers in relation with School Monitoring and Evaluation.