Abstract

This study aimed 1.) to describe how the teachers live or manifest the core values of honesty and punctuality in implementing Project WATCH along with Advocacy, Training/Orientation, Curriculum Integration, WATCH Club Activities, and Awards and Recognition using the CIPP Model of Evaluation. 2.) to develop an advocacy and implementation model on how Project WATCH core values could build punctuality and honesty among public school teachers. Regarding Project WATCH implementation, On the Context level focused on Advocacy, most of the respondents were not well informed about the goal, mission, and vision of the WATCH program. On the Input level, investigated the training/orientation and curriculum Instruction. Project WATCH activities were not well implemented because there was no budget allocation from the MOOE; they did not include it in the Annual Implementation Plan or School Improvement Plan. Most of the respondents said they have no specific training for Project WATCH. The process level focused on the description of the WATCH Club Activities. Most schools had WATCH Club for pupils only to manage the activities in school guided by the School Project WATCH Coordinator and the School Head. When it comes to teachers, there was no Organized WATCH Club. There was no Training and Orientation on Project WATCH, which was supposed to be one of the essential activities to be managed or spearheaded by WATCH Club Officers. The product level described the Program's outcome, which is awards and recognition. From the findings, most schools did not give awards to teachers. Most schools implemented Project WATCH, They did Advocacy through the hanging of tarpaulin inside the school premises, but most of the schools launch in June or any month of the year to implement the project. There was no budget allocated for this Program teacher and parents shared the expenses for the activities, and they did no evaluation done at the end of the year.

1. Introduction

Punctuality and honesty are core values that everyone should possess. If these values are developed at home, there will be no problem in school and the community when it comes to coming on time in any appointments and being truthful in every undertaking.

Being punctual gains respect from your colleagues. Coming up on time shows other people you are respectable and can be trusted, it teaches you that you can rely on yourself. The more you keep being on time, the more your self-confidence will grow.

Being on time in every activity means punctuality. If someone wants to succeed in life he/she should always be on time in reporting, in meetings or assemblies, in payments, and any other activities. From Wikipedia, punctuality is defined as the characteristic of being able to complete a required task or fulfil an obligation before or at a previously designated time. “Punctual” is often used synonymous with “on time” or right time. It is also acceptable that punctual can also, be related to talking about grammar, which means “to be accurate”.

Punctuality demonstrates your willingness to get up early, plan and make every effort to complete your work on time. It is a sign of professionalism and helps you stand out as a reliable and trustworthy employee. Being punctual helps you establish your reputation as a dependable and consistent worker. Honesty and punctuality are the foundation of being a good citizen and leader. Both of these core values are essential in the organization to become successful. It goes without saying that businesses need people to show up on time to get the job done. Although this seems like common sense, you will probably encounter a few employees who are chronically late. For business leaders, tardiness needs to be addressed because it affects productivity and – ultimately – the reputation of an organization (Kimberly Leonard 2019) People miss work for a variety of reasons. Much of the time, when employees take time away it is for planned vacation or personal days. However, when unexpected circumstances require unplanned time off, the impact of absenteeism can weigh heavily on productivity, employee experience and ultimately profits.

According to the Bureau of Labor Statistics (BLS), the absence rate from work for full-time employees is 2.9 percent. The impact of absenteeism is certainly a big enough problem that organizations should understand how it affects individual, team and organizational performance (Bill Cushard, 2017). Absenteeism contradicts with punctuality and sometimes result to dishonesty.

Both terms, honesty and integrity are to be held in high regards being absolutely essential for success in all the areas of life including profession. Having honesty and integrity not only creates value in every communication, but it also leads to build the foundation of trust and confidence. Honesty does not just imply refusal to lie, but it does to live life with fairness and straightforwardness, whereas, integrity implies the quality of possessing and steadfastly adhering to high moral principles. McFarland ¹ stated that employees might be dishonest by taking credit for someone else’s idea or to cover up for a mistake. A lot of employees think that telling a small lie is justified because they feel like they deserve a reward, whether that be a raise or promotion. However, to lie to get ahead unjustly disadvantages other employees, especially those that are honest. Tshifhiwa Yandheya Rasila ² stated that it is a well-established fact that trust, is an important element in the employment relationship and any form of deception in the workplace has an impact on the employee-employer relationship. Employers must be able to trust their employees, without fear and worry of monitoring the employees’ conduct. Therefore, traditionally any form of dishonesty in the workplace has always been viewed as an offence. An offence so serious which usually results in a dismissal. In cases where an employee has stolen from the employer, judges and arbitrators have accepted that such dishonesty, by its very nature, has rendered continued employment intolerable. As such intolerability is the employee's breach of the trust relationship, as dishonesty damages the employer's ability to trust the employee. James D. Kondopulos ³ stated in his article that dishonesty on the part of an employee casts a dark shadow on the employment relationship and may throw the ongoing viability of that relationship into serious question, especially if the dishonesty involves theft or is premeditated, intentional, or sustained over a period of time. In some industries and for specific jobs, honesty is of paramount importance and an employee’s dishonest conduct can result in summary termination of employment for just cause. CSC, 19 April 2021 - Government employees who misrepresent education, experience, training, and eligibility qualifications to qualify for a particular position will be charged with serious dishonesty. This was stressed by the Civil Service Commission as it issued Resolution No. 2100079 or the Revised Rules on the Administrative Offense of Dishonesty. The new resolution aims to further clarify and define the parameters of the classifications of dishonesty in order to aid disciplining authorities in charging the proper offense. Dishonesty refers to the “concealment or distortion of truth, which shows lack of integrity or a disposition to defraud, cheat, deceive or betray and an intent to violate the truth.” Along with misrepresenting qualifications, the submission of fake and/or spurious credentials relative to one’s employment is also considered serious dishonesty under the resolution.

Tardiness in schools by teachers has two forms: tardiness for school and tardiness for classes throughout the school day and either way if left unchecked can create serious systemic problems. The length of class periods will be shortened and leave students unsupervised for a substantial period time and these students are then free to misbehave and disturb nearby classes. More so, it encourages students to come to classes late by knowing the teacher will also be late. Failure to address this practice will lead to a marked decline in the academic climate and performance of the institution

In the Philippines, being late and starting things late has always been part of Filipino culture. Many Filipinos seem to either practice it or accept it, so much that the term “Filipino Time” was coined ⁴. To correct this culture, Republic Act 10535 was enacted requiring government offices, private televisions, and radio stations to calibrate and synchronize their time devices with the Philippine Standard Time to ensure the same time reference of punctuality.

Mool Raj ⁵, found out from his study that there is a significant difference in the teachers’ opinions towards the use of a bio-enabled attendance system with regards to their residential background and medium of teaching. There is no significant difference in the opinion of the teachers towards the use of a bio-enabled attendance system concerning their gender, computer training and teaching subjects. The results also show that the bio-enabled attendance system contributes towards improving the punctuality of teachers as it is effective, accurate, time-saving and checks the proxy system for marking the attendance. David McGuire ⁶ expressed from his article that teachers attendance is directly related to the academic outcomes of their students. Not only does it affect the academic achievement of students but it also affects the overall running of the building. DR.N.V. Srinivasa ⁷, stated that being absent, as a teacher, affects a lot of people in the school and causes more disruption. Punctuality helps the people to build their career. Generally, a person who is punctual for all his activities will be respected by everyone all great men had got a time schedule for every day. DepEd Memorandum No. 410s, ⁸ dated September 18, 2009, entitled “Guidelines on the Establishment of WATCH SCHOOL” (We Advocate Time Consciousness and Honesty) aims to strengthen the value of punctuality and honesty among the DepEd officials and employees.

Concerning this, Her Excellency President Gloria Macapagal Arroyo issued Presidential Proclamation No. 1782 dated May 31, 2009 ⁹, entitled “Declaring the Month of June as W.A.T.C.H. Month and Enjoining all Schools, Colleges, Universities and Local Government Units to Undertake Programs of Activities Thereto Every Second Week of June. Its purpose is to inculcate the two core values of a Filipinos that should be developed, the Honesty and Punctuality.

The purpose of the establishment of the Project “We Advocate Time Consciousness and Honesty (WATCH) program is to advocate time consciousness and honesty as a significant campaign for core values development of the individual to minimize the corruption of time by the Department of Education employees and to ensure quality education. Punctuality and honesty are values that should be developed of every employees in their workplace.

This study described the Project WATCH, Its context Input, Process and Product in the Department of Education. Specifically this study sought to answer the following objectives:

1.) To describe on how the teachers live or manifest the core values in Project WATCH, punctuality and honesty, along the following parameters: Advocacy, Training/Orientation, Curriculum integration, WATCH Club Activities, and Awards and Recognition using CIPP Model.

2.) To develop an advocacy and implementation model on how the teachers could build punctuality and honesty.

The respondents of this study were 11 school heads and 11 teachers of San Jose District, Division of Camarines Sur. It started on March 2020 and was completed on June 2021. It dealt with the description of how the teachers live or manifest the core values of Project WATCH which are punctuality and honesty along Advocacy, Training/Orientation, Curriculum integration, WATCH Club Activities and Awards and Recognition in San Jose District.

The result of this study can be applied to all schools in the entire Division in compliance with the DepEd Memorandum No. 410s, ⁸, entitled “Guidelines on the Establishment of WATCH School”, supported with the Presidential Proclamation Number 1782 which was issued by Her Excellency Gloria Macapagal Arroyo, entitled “Declaring the Month of June as WATCH Month”and Enjoining all Schools, Colleges, Universities and Local Government Units to Undertake Programs of Activities Thereto Every Second Week of June. Its purpose is to inculcate the two core values of a Filipinos that should be developed, the Honesty and Punctuality.

The purpose of this study is to strengthen/enhance the implementation of Project WATCH among teachers and school heads as the role model to the young learners, how they can bring change to everyone, manifest the habit of coming on time in every activity and being truthful in every dealings and to see how the teachers show punctuality and honesty. School heads should monitor their teachers whether their teachers are practicing these two values punctuality and honesty.

The primary function of the school head is to assure the implementation of the programs and projects of the Department of Education geared toward quality education. Project WATCH is one of the projects of the department aimed to strengthen the values of punctuality and honesty among the DepEd officials and employees (DeEd Memo. Nos. 160 and 387s. ¹⁰) as a significant step in bringing about fundamental change and transformation of the society.

CIPP (Context, Input, Process, Product) evaluation model is a program evaluation model which was developed by Daniel Stufflebeam and colleagues in the 1960s. CIPP is an acronym for Context, Input, Process, and Product. This evaluation model requires the evaluation of context, input, process, and product in judging a program’s value. According to Robinson (2002), CIPP is a decision-focused approach to evaluation and emphasizes the systematic provision of information for program management and operation. The CIPP model is unique as an evaluation guide as it allows evaluators to evaluate the program at different stages, namely: before the program commences by helping evaluators to assess the need and at the end of the program to assess whether or not the program affected.The CIPP framework was developed as a means of linking evaluation with the program’s decision-making. It aims to provide an analytic and rational basis for the program’s decision-making, based on a cycle of planning, structuring, implementing, and reviewing, and revising decisions, each examined through a different aspect of evaluation –context, input, process, and product evaluation. This is an attempt to make evaluation directly relevant to the needs of decision-makers during the phases and activities of a program. Stufflebeam’s context, input, process, and product (CIPP) evaluation model is recommended as a framework to systematically guide the conception, design, implementation, and assessment of service-learning projects, and provide feedback and judgment of the project’s effectiveness for continuous improvement. This model is best understood when its four aspects are explained.

Context Evaluation. CIPP begins with Context Evaluation which answers the question; what needs to be done? Vs. were important needs addressed? It establishes the goals of the program ¹¹. At this stage, the beneficiaries and their needs are also identified, along with potential resources available on hand, and potential problems that will need to be overcome. Hashaw ¹¹ clarified that Context in CIPP refers to the group of considerations that center on needs assessment, available resources, problems to be solved, any background issues and the overall environment for the program. This is a planning phase in the cycle. The Context phase focuses primarily on the intended goals for a program. This phase clarifies what needs to be accomplished and any specific needs to be addressed. The context really envelops a program because it defines the circumstances within which the program will be operating. Stufflebeam, the proponent of this model said that the results of a context evaluation are intended to provide a sound basis for either adjusting or establishing goals and priorities and identifying needed changes. One suggested use of context evaluation is a means for a school to communicate with the public to achieve a shared understanding of the district’s strengths, weaknesses, needs, opportunities, and pressing problems. Other uses are to convince a funding agency of the worth of a project, to develop objectives for staff development, to select schools for priority assistance, and to help parents or advisers focus on developmental areas requiring attention. Context evaluation is a situational analysis – a reading of the reality in which the individuals find themselves and an assessment of that reality in light of what they want to do. It continues to furnish baseline information regarding the operations and accomplishments of the total system. It also assesses the environment where evaluation takes place. The aggregate data and information gathered serve as a basis for curriculum decisions and the subsequent development of objectives. Therefore, context evaluation includes: policy, surroundings, needs assessment, at the least. Evaluation “contexts” focus on the environment which is the change will occur and problems will appear. The evaluation context is used to give a rational reason a selected program or curriculum to be implemented. A wide scale, context can be evaluated on: the program's objectives, policies that support the vision and mission of the institution, the relevant environment, identification of needs, opportunities and problems specific diagnosis. This evaluation aspect can also serve as the “planning-decisions” aspect.

Input Evaluation. The second stage of the model, input evaluation answers the question: How should it be done? Vs. was a defensible design employed? And is designed to provide information and determine how to utilize resources to meet program goals. Input evaluators assess the school’s capabilities to carry out the task of evaluation; they consider the strategies suggested for achieving program goals and they identify how a selected strategy will be implemented. Input evaluates specific aspects of the curriculum plan or specific components of the curriculum plan. An important component of this analysis is to identify any barriers or constraints in the client’s environment that may influence or impede the operation of the program. In other words, the purpose of Input Evaluation is to help clients consider alternatives in terms of their particular needs and circumstances and to help develop a workable plan for them. Input Evaluation carries the idea that stakeholders will need to be engaged in the implementation of the program and suitable strategies for the program execution should be identified. Competing or conflicting strategies may also be identified to strengthen the program implementation. That is why this aspect serves as the “structuring decisions” aspect.

Process Evaluation. The focus of process evaluation is the implementation of a program or a strategy. It answers the question: Is it being done? Vs. Was the design well executed? The main purpose is to provide feedback about needed modifications if the implementation is inadequate. Besides, process evaluation should provide a comparison of the actual implementation with the intended program, the costs of the implementation, and participants’ judgments of the quality of the effort. Process evaluation includes three strategies. The first is to detect or predict defects in the procedural design or its implementation stage, the second is to provide information for decisions and the third is to maintain a record of procedures as they occur. This stage, which includes the three strategies, occurs during the implementation stage of the curriculum development. It is a piloting process conducted to debug the program before district-wide implementation. From such evaluation, project decision makers obtain the information they need to anticipate and overcome procedural difficulties and to make decisions.

Product Evaluation. Stufflebeam who is the proponent of this model stated that the primary function of product evaluation is to measure, interpret, and judge the attainments of a program. It answers the question: Is it succeeding? Vs. Did the effort succeed? Product evaluation, therefore, should determine the extent to which identified needs were met, as well as identify the broad effects of the program. This product evaluation stage measures outcomes ¹¹. This aspect has three significant terms. They are the impact, effectiveness, and sustainability. These three will help assess the product of the implemented program. The impact will answer whether or not WATCH reaches its targeted audience. Effectiveness is assessed through the efficacy of the WATCH program in terms of its quality and significance by evaluating its positive and negative outcomes. The findings will be used by all stakeholders to determine whether the implementation is a success or a failure. On the other hand, sustainability will be measured through its findings and will find out whether the WATCH program should be continued or not. This evaluation should document both intended and unintended effects and negative as well as positive outcomes. The primary use of product evaluation is to determine whether a program should be continued, repeated, and/or extended to other settings. However, it should also provide direction for modifying the program to better serve the needs of participants and to become more cost-effective. Finally, product evaluation is an essential component of an “accountability report”. Product evaluation measure and interpret the achievement of goals. Evaluation of the products also come to: the measurement of the impact of the expected and unexpected. The evaluation is conducted: during and after the program. Stufflebeam and Shinkfield suggest product evaluation conducted for the four aspects of evaluation: impact, effectiveness, sustainability, and transportability. The decision making process is done by comparing the findings / facts contained in context, input, process and product standards or criteria that have been set previously.

The foregoing researcher’s theory tried into account for the Manifestation of punctuality and honesty among public school teachers in the Department of Education through proper implementation of Project WATCH that will lead to quality education.

The Trait Theory of K. Cherry (2016) stated that it is important to know that good leadership is being honest, forward-looking, inspiring, and competent. Leaders that have these skills are the enthusiastic motivators of the group and they have an intense desire to lead others to reach shared goals. Their followers always look upon them because they have high levels of effort, ambition, energy, and initiative. Leaders are also known to have charisma, creativity, self-confidence, intelligence, integrity, sociability, determination, and flexibility.

Self-Determination Theory (SDT) suggested that people are motivated to grow and change by three innate and universal psychological needs. This theory suggested that people can become self-determined when their needs for competence, connection, and autonomy are fulfilled. Self-determination theory grew out of the work of psychologists Edward Deci and Richard Ryan, who first introduced their ideas in their 1985 book Self-Determination and Intrinsic Motivation in Human Behavior.

According to Deci and Ryan, extrinsic motivation is a drive to behave in certain ways based on external sources and it results in external rewards (1985). Such sources include grading systems, employee evaluations, awards and accolades, and the respect and admiration of others.

On the other hand, intrinsic motivation comes from within. There are internal drives that inspire us to behave in certain ways, including our core values, our interests, and our personal sense of morality.

It might seem like intrinsic motivation and extrinsic motivation are diametrically opposed—with intrinsic driving behavior in keeping with our “ideal self” and extrinsic leading us to conform with the standards of others—but there is another important distinction in the types of motivation. SDT differentiates between autonomous motivation and controlled motivation (Ryan & Deci, 2008). Autonomous motivation includes motivation that comes from internal sources and includes motivation from extrinsic sources for individuals who identify with an activity’s value and how it aligns with their sense of self. Controlled motivation is comprised of external regulation—a type of motivation where an individual acts out of the desire for external rewards or fear of punishment. On the other hand, introjected regulation is motivation from “partially internalized activities and values” such as avoiding shame, seeking approval, and protecting the ego.

When an individual is driven by autonomous motivation, they may feel self-directed and autonomous; when the individual is driven by controlled motivation, they may feel pressure to behave in a certain way, and thus, experience little to no autonomy (Ryan & Deci, 2008).

The Pickle Jar Theory of Shadav Mohammad Ansari,is a time management solution that is simple and works. The Pickle Jar theory is based on the idea that time, like a pickle jar, time is limited. Our life is the jar and what is in it, the volume or space is limited. Every day, everyone fills out time with important, less important, and unimportant activities. It helps you to set your priorities for daily life and plan tasks in such a way, that you have time to spare instead of too few hours in the day. This Theory is popular for time management. The Theory is about a big glass pickle jar that is filled with a large number of fist-sized rocks, pebbles, and a lot of sand. Rocks, pebble, and sand have a purpose in the Pickle Jar Theory. The pickle jar itself represents our daily life, what keeps us engage and how we divide our time and activates during the day. The Pickle Jar Theory helps us visualize our priorities, as well as the amount and size of tasks that can be done realistically on a given day. The Pickle Jar Theory provides a deep understanding of our schedule and offers opportunities to make an effort to put our most important tasks at the top of the list every day. The deep understanding becomes even clearer by working with to-do lists. By carefully considering what tasks still need to be done in advance, you will be able to treat the most important tasks as ‘rocks’ and put them on your list.Through the theories presented that were related to Project WATCH Program, its context, input, process, product and implementation model on how DepEd core values could build punctuality and honesty among public school teachers was developed and served as the final output.

The output will be implemented and cascaded in the field to attain and bring change, to practice punctuality and honesty and be manifested by the teaching and non-teaching personnel in the Department of Education in which the main goal is quality education among learners.

From the Figure 2, Project WATCH was assessed along with advocacy, Training or Orientation, WATCH Club activities, curriculum integration, and the awards and recognition and identified which are the context, input,process and product

Context-Input-Process-Product (CIPP) Model is used in the evaluation of this Project WATCH implementation to measure, translate and authenticate the progress of the program. This model does not only illustrate the overall evaluation framework but also relates to the research questions of this study. This is also used to identify the weaknesses and the strengths of the WATCH program. Through CIPP, each area will be scrutinized.

In the Context Evaluation aspect, the questions “what needs to be done vs. were important needs addressed?” will be answered. There will be an assessment of the Context of WATCH implementation concerning the core values punctuality and honesty as the core values in Project WATCH. In this evaluation process, problems and needs in Project WATCH implemented in San Jose District, Division of Camarines Sur were diagnosed and assessed. This help in planning decisions by describing on how the teachers manifest or live in terms of the implementation of Project WATCH. This evaluation process aims to understand the value of punctuality and honesty in the context of the development of a better Filipino Character.

Input evaluation involves examining potentially the relevant approaches and strategies to strengthen Project WATCH implementation in San Jose District, Division of Camarines Sur. If Context evaluation serves as planning decisions, this aspect is in structuring decisions. For it structures alternative strategies to meet the needs of the objectives of WATCH. It generally answers the question “how should the implementation be done Vs. was a defensible design employed?”

Process evaluation focuses on how the objectives of WATCH were done. This shall see and scrutinized the weaknesses of the program. It will study the WATCH implementation adjustments other than the monitoring problems. This process evaluation shall get and provide additional information for changes, document the process, and will run regular monitoring on WATCH implementation. If context evaluation serves as planning decisions, while input evaluation is in structuring decisions, this one is different. It serves as implementing decisions as it offers information during the WATCH implementation process. It also helps in decision-making and contributes ideas on what else could be done to strengthen WATCH implementation.

Product Evaluation assesses the impact, effectiveness, and sustainability of Project WATCH implementation. The impact tells us whether WATCH reaches its targeted audience. This is very significant to all stakeholders for it gives an assurance that the WATCH program truly reaches its intended and right beneficiaries. The findings will be used by all stakeholders to determine whether the implementation is a success or a failure.

In this study, the existing CIPP model of evaluation of Project WATCH (We Advocate Time Consciousness and Honesty) was used to describe on how the teachers live or manifest the core values punctuality and honesty along Advocacy, training/orientation, curriculum integration, WATCH club activities and Awards and Recognition as the parameters to evaluate on how teachers and stakeholders support and participate in the said project. Through the findings in the evaluation the researcher should be able to develop an advocacy and implementation model on how the core values could build punctuality and honesty among public school teachers.

2. Methodology

The research method and design, the sampling technique, the data collection technique, and how the findings were presented and discussed to come up with valid results were discussed in this chapter.

This study employed a qualitative research design, and it started with collecting data through Focus Group Discussion. It does not use data that do not indicate ordinal values. It is descriptive because its process starts with a description based on observation (Lomax, 2013) and is inferential to help assess the strength of the relationships between and among variables and to establish shreds of evidence to understand the impact and effectiveness of the input to the outcomes, evaluations were used to provide sound information that will help DepEd officials regularly assess and improve services and make effective and efficient use of resources, time, and technology to serve the beneficiaries and targeted needs. 

The researcher purposively chose San Jose District in the Division of Camarines Sur as the area of her study because she is also from this District advocating Project WATCH( We Advocate Time Consciousness and Honesty) and her focus of interest is to describe how the teachers live or manifest punctuality in terms of implementing the said project along with advocacy, training/orientation, curriculum integration, WATCH Club Activities and Awards and Recognition using contexts, inputs, processess and products analysis.The respondents were Eleven teachers and eleven school heads who were randomly chosen. This research was conducted in the second semester of the academic year, 2019-2020. Data collection in problem number one was through Focus Group Discussion (F.G.D.) participated in by the 22 representatives of every school and discussed activities, practices, ideas, and other concerns on the Advocacy, Curriculum Integration, Training/ Orientation, WATCH Club Activities, and Awards and Recognition by analyzing the context, input, process, and product of Project W.A.T.C.H. The researcher also applied the Archive method, wherein she used questions and documents that focused on the past. She also used Contact Method, wherein there was a group interview or focus group interview. Further, five experts were consulted to test the content validity and reliability of the responses or data. Suggestions and comments were collated and considered to refine the process in the Focus Group Discussion. The data gathered were transcribed and thematically analyzed to satisfy the questions of this study. These data in the transcript were the responses to the questions to the respondents during Focus Group Discussion.

3. Results and Discussion

A. IMPLEMENTERS UNDERSTANDING OF THE PROJECT WATCH

From the data presented it was found out that the respondents have no idea about the goal, vision and mission of Project WATCH.

B. NEED FOR INFORMATION DISSEMINATION

It was found out that schools conducted activities to inform the implementers about the program, most schools conducted launching every month of June the rest they conducted in any month of the year. During the launching, some schools had their parade around the Poblacion to make people aware about the Programs and projects in the school. They distributed fliers in the community. Most schools had their Bulletin boards for Project WATCH. They distributed fliers in the community.

A. NEED TO EXPLORE THE CONTENT OF MELC

It was found out that there was no specific curriculum guide for Project WATCH for punctuality and honesty. However they confirmed that the two core values was integrated in Edukasyong Pagpapakatao (EsP) and Edukasyong Pangkabuhayan at Pantahanan (EPP) when they prepare learning or lesson plan.

B. INCLUSION OF PROJECT WATCH TO SIP/AIP

It was found out that Project WATCH was not included in the budget allocation in the School Improvement Plan (SIP) or Annual Implementation Plan(AIP). There was no Action Plan and Training Proposal that pertains to Project WATCH.

A. ORGANIZATION OF SCHOOL WATCH CLUB

WATCH Club activities were not fully implemented in some schools. There were no Watch Club Officers for teachers and no training/orientation initiated by the WATCH Club Officers.

B. STRATEGIES TO IMPLEMENT OR CONDUCT WATCH ACTIVITIES

It was found out that the school heads and teachers made strategies on how to mobilized and got support just to implement the project. Some teachers donated an amount for the expenses during the activities of Project WATCH. School Heads and School Coordinators tap the stakeholders to support and participate in the activities in school. School Heads and Teachers donated an amount for the expenses of the WATCH activities.

A. MONITORING AND EVALUATION OF PROJECT WATCH

It was found out that most of the Teachers were not given awards and Recognition for the entire year. There was no School or District Memorandum on Search for Outstanding Teacher of the year. There was no organized Committee on Awards and Recognition. Award and Recognition were only for learners and parents.

B. PROVISION OF GUIDELINES FOR AWARDS AND RECOGNITION

It was found out that there was no specific guidelines for Awards and recognition for teacher at the district and school level.

4. Conclusions

A. IMPLEMENTERS UNDERSTANDING OF THE PROJECT WATCH

Project WATCH was not given importance by the school heads because it is not academic. Some school heads focus on the academic activities. Hence, there was no proper orientation regarding to Project WATCH. They were not aware of the legal basis like memorandum for Project WATCH.

B. NEED FOR INFORMATION DISSEMINATION

Information dissemination is very much needed in an organization. Teachers need more information regarding the programs and project of the Department of Education.

A. NEED TO EXPLORE THE CONTENT OF MELC

Punctuality and honesty values can be found in the Most Essential Learning Competencies (MELC) for Edukasyong Pagpapakatao (EsP) and Technology and Home Economics and was integrated in some learning areas during the teachinglearning process.

B. INCLUSION OF PROJECT WATCH TO SIP/AIP

Expenses in any activities and projects in school can be incurred from the School MOOE if it is reflected in the School Improvement Plan or Annual Implementation plan. Hence, there was no training provided to teachers because of non inclusion to the School Improvement Plan or Annual Improvement Plan and Work Financial Plan.

A. ORGANIZATION OF SCHOOL WATCH CLUB

Due to insufficient knowledge on the goals, vision and mission and memorandum related to Project WATCH, there was no organized WATCH Club for teachers and parents.

B. STRATEGIES TO IMPLEMENT OR CONDUCT WATCH ACTIVITIES

School Heads and School Coordinators tap the stakeholders to support and participate in the activities in school. School Heads and Teachers donated an amount for the expenses of the WATCH activities.

A. MONITORING AND EVALUATION OF PROJECT WATCH

Awards and recognition is given after the result of the Evaluation. Thus, there was no Awards and Recognition for teachers because Monitoring and Evaluation was not done at the school level. There were no allocated funds for awards and recognition for teachers. Monitoring activities are essential in every activity to track positive outcomes and weaknesses. The identified weaknesses should be given intervention, improvement, or modification, and the strength must be sustained and enhanced. Activities should be assessed in terms of teachers' effectiveness and participation in the implementation of Project WATCH in school.

B. PROVISION OF GUIDELINES FOR AWARDS AND RECOGNITION

The learners have guidelines for Recognition and it was included in the budget which is reflected in the Work Financial Plan and in the Annual Implementation Plan. The teachers’ awards and recognition was not included in the budget and there was no specific guidelines at the school level.

5. Recommendations

A. IMPLEMENTERS UNDERSTANDING OF THE PROJECT WATCH

There is a need for the School Heads to furnish copy of the DepEd memorandum No.410s ⁸ so that teachers will. School Head should intensify the Project, discuss the goals, vision and mission of Project WATCH.

B. NEED FOR INFORMATION DISSEMINATION

School Heads should provide the DepEd Memorandum anent to Project WATCH and should discuss those memorandum during the conference. There is a need to intensify the implementation of Project WATCH and the school head should extend their support to the School WATCH Coordinator. School Heads need to know, understand and disseminate Project WATCH especially its advocacy, goal, mission, and vision. The School head can invite speakers who were the winner as Best implementers on Project WATCH. They can also benchmark from other schools who implemented the above mentioned program. School Heads should suggest to their teachers to use internet and search about the project.

A. NEED TO EXPLORE THE CONTENT OF MELC

School Heads should check the learning Plan of the teachers whether they integrate punctuality and honesty and should organized School Subject Matter Experts to prepare learning materials or lesson plan integrating the core values of Project WATCH.

B. INCLUSION OF PROJECT WATCH TO SIP/AIP

School Heads need to allocate a budget by including in the School Improvement Plan(SIP)or Annual Implementation Plan(AIP) for the conduct of workshops or training and other activities or look for stakeholders that will support and help promote punctuality and honesty. Teachers need to be capacitated on the objective of the programs and projects. Hence, Teachers need Training and Orientation. There is a need for the School Project WATCH coordinator to Prepare an Action Plan every year before the start of classes to guide or direct what activities will be implemented. School head should give full support to this project to encourage the teachers.

It is highly recommended that School Heads should monitor the integration of punctuality and Honesty. Teachers should regularly submit their Weekly Home Learning Plan for checking. Lesson Plans should always have values integration.

A. ORGANIZATION OF SCHOOL WATCH CLUB

There is a need to organize WATCH Club for teachers and parents to support and guide the pupils in the process. There must be an allocation of budget thus Project WATCH should be included in the School Improvement Plan(SIP) or Annual Implementation Plan. When there is no budget or fund the activities will not be possible. However the teachers donated an amount to pursue the activities of Project WATCH.

B. STRATEGIES TO IMPLEMENT OR CONDUCT WATCH ACTIVITIES

There’s a need for the School Head to Organize Resource Mobilization Committee to be incharge for fund raising activity to support Project WATCH programs and activities. There is also a need to allocate budget for the implementation of Project WATCH through including in the School Improvement Plan(SIP) or Annual Implementation Plan and School Work Financial Plan.

A. MONITORING AND EVALUATION OF PROJECT WATCH

It is recommended that the School Heads should create committee on awards and recognition that will craft for the contextualized guidelines on awards and recognition at the school level because not all teacher has the chance to be recognized in the higher level. The parents also should be given awards to increase the participation rate of parents.

B. PROVISION OF GUIDELINES FOR AWARDS AND RECOGNITION

It is recommended that the school head need to create School Monitoring and Evaluation team headed by the school head to conduct monitoring and evaluation at the school level. So as with the district, Public Schools District Supervisor should also create Monitoring and Evaluation Team headed by the District Supervisor. Awards and Recognition or Selection Committee should also be organized from the District down to School level.

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