Field Technical Assistance (FTA) Implementation in Public Elementary Schools; Division of Batangas Province

Catherine V. Maranan, Gloria M. Mendoza, Elma V. Manalo

Abstract


This study aimed to assess the Field Technical Assistance (FTA) Implementation in Public Elementary Schools in the Division of Batangas. Specifically, it determined the profile variables of the Field Technical Assistance providers, the extent of carrying out their role functions and responsibilities, level of competencies, degree of clients’ satisfaction relative to FTA provided, and issues and problems encountered relative to FTA. It also determined the difference on FTA providers’ assessments when grouped according to profile variables. The study made use of the descriptive method with the questionnaire, focus group discussion, and interview as the data gathering instruments. The research participants were 34 district supervisors, 237 school heads, and 378 teachers from public elementary schools in the division of Batangas who were randomly selected. The statistical tools utilized were frequency, percentage, ranking, weighted mean, t-test, f-test or ANOVA (Analysis of Variance).Results from the study revealed that majority of the Field Technical Assistance providers were females with 21-30 years in service, BEED/BSED Graduates with MA units, and attended trainings/seminars on orientations in Field Technical Assistance Implementation, utilization of Results-Based Performance Monitoring System (RPMS), and School Based Management (SBM).The Field Technical Assistance providers moderately carried out role functions and responsibilities. The Field Technical Assistance providers had moderate level of competencies. The clients experienced moderate satisfaction level relative to the assistance provided by FTA providers.Hypothesis testing revealed that the assessments of the district supervisors differ when grouped according to length of service, educational attainment, and nature of trainings and seminars attended, however the sex had no effect on their assessments. The assessments of the school heads differ when grouped according to sex, length of service, educational attainment, and nature of trainings and seminars attended.

The study also showed that the district supervisors encountered problems and issues relative to insufficiency of term of reference, mechanism and framework of FTA, insufficiency of capacity building program, and apprehensive attitude of the clients while the school heads encountered issues and problems relative to insufficiency of financial and material resources and attitude of the clients. Based from the findings and conclusions of the study, the proposed performance coaching plan contained coaching target goals, areas of concern, strategic activities, and coaching feedback mechanism framework which when properly implemented could enhance FTA implementation. The study also recommended the proposed performance coaching plan for Field Technical Assistance Providers which could be endorsed to proper authorities for utilization. Capacity building programs should be continuously enhanced to strengthen the competencies of FTA providers specifically on research, interpersonal skills, and communication skills. A similar study may be conducted to explore other aspects of Technical Assistance Provision.


Keywords


FTA Competencies; Field Technical Assistance Implementation; Field Technical Assistance Providers; Role Function; Responsibilities; Performance Coaching Plan.

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