1

CHAPTER 1

The Problem and Review of Related Literature

Introduction

School Services are considered the support group in attaining the

mission and vision of the university in providing quality education for

its clients. Knowing the level of their organizational satisfaction is an

important component of success in maintaining excellence in providing

quality services. Organizational satisfaction is a valuable indicator of

engagement which supports the importance of having a group of

fulfilled employees in the company that seeks to develop a more

engaged people leading towards the achievement of high level of

performance and customer satisfaction. Employees of the academic

institutions must be satisfied first with the services provided to them

by the management before they provide the same or greater level of

satisfaction to its clients. Everything must be translated into service-

oriented employees to keep everyone satisfied in the organization.

Javier and Deligero (2014) stated that in the advent of global economy,

the importance of human resources development (HRD) in creating

and sustaining growth and development has become more pronounced

today not only in business communities, but most especially for

educational institutions which are considered as the prime producers

 2

of human resource force of the country(Laguador, De Castro &

Portugal, 2014).

In the United States they spend more of its operating budget on

school services than every other country in the Organization for

Economic Co-operation and Development (OECD), except Denmark.

Between 1992 and 2008, school services staff in the United

States students, the problem is most acute in Virginia, which employed

60,737 more non-teachers than teachers in FY 2009, more than three

times as many as the next highest state. Indiana, Kentucky, and

Michigan are also identified as significantly “top-heavy” with non-

teaching staff. Some education officials say the “non-teacher”

classification is too broad and includes several employees who still

actively engage students and promote academic and nonacademic

well-being, but the significant rise in non-teaching personnel is

undeniable (Taylor Smith, 2014).

In the Philippines, it is widely believed that employees are the

company’s most valuable assets (Ilagan& Javier, 2014). Javier (2011)

emphasized that the key to business success is its ability to retain the

loyalty of its stakeholders, which include not only their customers but

also the employees who run the business activities. Kalaw (2014)

pointed out that the successful organizations know how to excel in

today’s competitive business that they must develop, shape and retain
 3

talented and productive human resources. The company needs highly

motivated, dedicated and hardworking individuals who can provide

services which are beyond of their responsibility to the achievement of

one’s vision and mission where it grows gearing towards initiative to

make a difference in the organization. Work engagement is the

assumed opposite of burnout. Contrary to those who suffer from

burnout, engaged employees have a sense of energetic and effective

connection with their work activities and they see themselves as able

to deal well with the demands of their job (Schaufeli& Bakker, 2003).

When applying the term to the workplace, engagement can be

described as involving positive feelings towards work and the job. The

construct connotes multiple meanings and incorporates a variety of

concepts including but not limited to satisfaction, vigor, dedication,

energy, job involvement, and organizational commitment (Macey&

Schneider, 2008; Ravichandran et al, 2011).

In Davao Region, Castro (2003) pointed out that employment

market are going to change eventually. As a result retention of human

resource remains the biggest need facing school organization today.

Keeping skillful employees remains a major worry for many colleges

and universities. Therefore, there is need to understand the

expectations and needs of the school staff. In contrast with the gloom

and doom forecasts about staff performance, the research revealed

that a large majority of school staff are contented in their current

 4

position. The irony, however, is that while school staff cite a greater

sense of satisfaction, the school administrator are either unaware or

cannot identify a retention strategy within their own.

Cited gaps gave urge the researcher to study in order to

determine the satisfaction of college students towards school services

of Governor Generoso College Of Arts Sciences And Technology

specially the Students experience the same and if so intervention

program can be design to positively addressed the problems.

Review of Related Literature

The literatures quoted in the study shed light on the topic under

research taken from various sources such as books, newspapers,

reliable websites, journals and magazines.

School Services

Seymour (2008) confirmed that change is inevitable: "Nothing

stays the same". Even the most stable organizations change over time.

In today’s rapidly changing environment, both private and public

organizations are faced with increased social and economic change

and competition that make continuous renewal and adaptation crucial.

Hence, the success of an organization may well depend on its capacity

to manage and adapt to environmental changes. Organizational

strategies that encourage commitment and risk-taking and promote

creativity and innovation within and among employees have been

 5

increasingly recognized as key factors in long-term organizational

survival (Kanter, 1983 as cited by Mathisen&Einarsen, 2004).

According to Spreitzer (2005), colleges and universities do not

operate in a vacuum; thus, they are not immune from today’s

challenges and future demands. In fact, crisis and change in higher

education have been characterized as “the rule, not the exception”.

Therefore, it is imperative for institutions of higher education to

manage change effectively. Change is inevitable but it is also

manageable and controllable. Innovation, therefore, is vital to colleges

and universities as they continue to struggle to be responsive and

flexible in today’s competitive environment.

Zusman (2005) stated that the 21st century has brought with it

profound challenges to the nature, values, and control of higher

education in the United States. Societal expectations and public

resources for higher education have been undergoing fundamental

shifts. Declining state funding and federal support, increasing

privatization of public colleges and universities, and increasing

demands for institutional accountability are some of the many

challenges that higher education faces today. The ongoing changes in

public attitudes toward higher education will likely result in continued

shrinking of and unpredictable state support for higher education.

Reduced private giving and declining endowment income compound

the problems and further limit institutional ability to secure financial

 6

support from private sources. As demand for college continues to grow

in the next decade, institutions of higher education must search for

innovative ways to meet the increasing needs of their constituents.

School Canteen

The school setting is a crucial part of the social environment that

shapes eating behaviour, especially given that children’s food

preferences are learned through repeated exposure to foods. School

food services are an integral part of the school environment and are an

ideal site to focus efforts on improving the nutrition of schoolchildren.

However, research indicates that many school food services face

myriad concerns in their provision of healthy food items. Although

school food services should provide a practical example of good

nutrition by supporting the nutritional education provided in the

classroom, many do not. If the school relies on the school food service

to make a profit, those making the financial decisions within the school

may believe that products containing high fat and sodium are thought

to be most profitable. Given the place of school canteens within the

school system, there are ethical challenges that require attention

regarding the sale of such products. This raises concerns regarding the

effectiveness of the entire school system in its delivery of healthy

behavior (Golan, 2014).

The school can be viewed as a complex but permeable open

system. When all parts of that system are functioning efficiently, there
 7

is a greater likelihood of producing desired outcomes. School food

services sit within that system and should be an integral part of the

school environment. If the school system supports the ethos of a

health-oriented canteen, together they can provide an ideal site upon

which to focus efforts on improving the nutrition of school students.

Unlike the UK and the US school food models, where a national school

lunch programme provides many school students with a sit-down

cafeteria-style meal, most children in Australia generally bring their

lunch from home or purchase from the canteen. Food purchased from

the canteen can provide students with a complete lunch or can

supplement food brought from home. Therefore, the foods sold at the

school canteen may have consequences for the health of students.

Research indicates that canteen users consume greater amounts of

foods likely to create unhealthy weight gain, such as confectionery and

packaged foods. As school canteens in Australia are generally profit

driven, these types of unhealthy products are thought to attract the

most sales. Whereas the need to maintain profit is clear in terms of

financial viability, the desired health outcomes of the school system

may be compromised (Drummond, 2008).

Notable studies have investigated children’s purchasing habits,

parents’ perceptions and the impact of the school canteen on

childhood obesity. However, the role and function of the school

canteen as it sits within the school system has been largely

 8

unexplored. Pressure from influences within the school system may

require school canteens to act as a source of revenue and this further

restricts many canteens from selling foods that reflect healthy eating

practices. Although this aspect is changing in some Australian states,

conflicting ideologies still exist between managing a canteen for profit

and healthy food provision (Bell et al, 2014).

School Clinic

The basis for student health services in private schools has a

long history. A few of the laws, policies, and guidelines were intended

specifically for private schools, while others were intended for all

schools in general. Those intended specifically for private schools

include Republic Act (RA) 124, RA 951, and Department of Education

and Culture (DECS) Memorandum No. 87 Series 1984. The 1947 RA

124, which is the “Act to Provide for the Medical Inspections of

Students Enrolled in Private Schools in the Philippines”, requires that

schools with 300 or more enrollments provide for the yearly inspection

of its pupils by a physician. Such was later amended in the same year

by RA 951, or “An Act to Amend Republic Act Numbered One Hundred

and Twenty-Four”, stipulating that private schools with 1,300 or more

students provide a part-time or full-time physician and dentist, and

that the Department of Health (then the Bureau of Health) is to

regulate such medical and dental service provision. The title of RA 124

was also amended to “An Act to Require Certain Private Schools,

 9

Colleges and Universities in the Philippines to Provide Medical and

Dental Service for Pupils and Students”.

Access to healthcare, especially for adolescents, is a high priority

policy objective in many countries and particularly for sexual and

reproductive health and mental healthcare. In 2009 young people

aged 15 to 19 years accounted for 41% of all new HIV infections

globally and more than half of other sexually transmitted infections

(STIs). It has also been estimated worldwide that 11% of those who

give birth each year are adolescents. Mental health problems are

estimated to affect 10% to 25% of adolescents globally, yet their

mental healthcare is often neglected. Clearly sexual and reproductive

health services, and mental healthcare services need to be easily

accessible to adolescents, and the barriers to access overcome (Ralph

et al., 2012).

At the turn of the 20th century social activists in the US led the

movement to serve the needs of young people living in disadvantaged

communities by providing health and social services through schools,

though service was often through voluntary efforts and rarely formally

incorporated into wider health systems. The impulse to provide such

services emerged over the years from the realization that young

people’s health status and their educational achievement are closely

related and from the need to provide an accessible consumer-oriented

service. The advantages of schools as a location for delivering

 10

healthcare services are clear: schools are where most young people

are, they are accessible to families, can provide a comprehensive and

non-stigmatizing health service and can provide links between schools

and communities (Kieling et al., 2011).

In recent years, formal health services have been developed in

the school setting such that a ‘one-stop shop’ delivers a

comprehensive, integrated preventative health service providing

medical, nursing, and mental healthcare to young people. This model

of healthcare delivery has gained popularity in the United States (US)

particularly. The National Assembly on School-Based Health Care

([Link] [Link]) found almost 2,000 school-based

healthcare services being implemented country-wide in 2008.

Nevertheless, despite their popularity in the US, the provision of

services remains patchy with care provided to approximately 2% of

young people enrolled in schools. Evidence suggests that school clinics

is also common in the UK, involving nursing services only, but services

are unevenly distributed and outcomes rarely documented. With

regard to other countries, particularly middle and low income

countries, there is virtually no documented information. South Africa, is

currently embarking on the development of school clinics as part of its

primary healthcare re-engineering program (Richardson, 2007).

School clinics, known variously as school-based health care,

‘school-based health clinics’, or ‘school-based health centers’, this way

 11

of delivering healthcare is considered to be one of the most effective

strategies for delivering comprehensive primary and preventative

health services to young people, especially those that are normally

underserved by health services. Although they would not normally

reach those young people who have already dropped out of school, are

homeless, or incarcerated there is evidence that they can prevent

school-dropout and the development of risky behaviors (Owen et al.,

2010).

School clinics aims to provide essential primary care services,

overcome barriers such as transport issues, limited community

services, and inconvenient location or appointment systems, and can

also act on the multiple determinants of health, including public health

interventions and environmental change strategies, Provision can vary

from fully equipped and permanently staffed centers with medical,

nursing, and auxiliary staff to clinics offering nursing services for only a

few hours per week (Motsoaledi, 2010).

Guidance Counseling

Tambawal (2007) stated that counseling is concerned with the

feelings, attitudes and emotional dispositions of an individual about

himself and situations facing him. The author stresses that counseling

practice is mainly concerned with the ways of assisting the individuals

to understand himself and the world around him to be able to utilize

his/her potentials to the fullest and live a normal and well-adjusted life.
 12

Similarly, it was also defined counseling as a helping relationship in

which the counselor assists the client to better understand him and the

world.

American Counseling Association (ACA, 2010) defined

“Counseling as a professional relationship that empowers diverse

individuals, families, and groups to accomplish mental health,

wellness, education, and career goals”. According to the authors’

thinking, counseling is defined as means of providing educational

services to the students to help them solve their study needs. The

school counselor must understand what the student wants and offer

counseling assistants to help he/her solving the problems. The

researchers also assert that counselors play significant role in the

secondary school education in helping students in selecting courses,

developing reading plan, and guide them to choose their study

discipline.

Another study by Low (2009) has identified four major challenges

of counseling in secondary school in the following; internal, external,

systems and personal challenges. According to the author, internal

challenges are concerned with teachers’ attitudes towards counseling

and students’ willingness to seek counseling. On the other hand,

external challenges involve issues outside the school which include

culture and globalization; while system challenges are things within the

programme which include law establishing its practice in schools,

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referral procedure and resource planning While, personal challenges

also comprises of skills and techniques of the counselor in areas such

as; training, supervision and attitude towards the school system.

Studies of Nwaokolo (2006) also noted that most school

principals, teachers and parents have false impression about the role

of school counselors. As mentioned earlier, these people believe that

schools can function well without school counselors. Some teachers

see the guidance counselors posted to their schools as their rivals or

treat and devise means of disengaging or discrediting their services by

giving false impression that the schools do not have enough facilities,

such as; conducive counseling office, inadequate fund, and tape

records, to accommodate counseling work. Concerning parents’

attitude to guidance counselors, some of them prefer sending their

children to the principal due to poor performance and bad attitude

rather than school guidance counselor.

Their mind set may be due to the fact that the principal is more

competent and experience than the school counselor. With regards to

this, the new National Policy on Education has incorporated guidance

counselors’ work due to its job demand and prospect. Based on the

above fact, it is evident that the principals, teachers and parents have

wrong perception on the importance of guidance and counseling

programme. The researchers in their intuitive knowledge argue that

such myopic perception or prediction should be discarded because it

 14

cannot add value to the educational system of teaching and learning

process. Counseling is built with teamwork, through collaborative

efforts with others; collation is built towards meeting up with the

expectations of children’s needs (Lenhardt & Young, 2001).

School Library

Over the past thirty years, an extensive body of evidence has

been built up by researchers worldwide indicating that good school

library programmes are linked to higher academic achievement in

students. Yet in spite this, it is evident that libraries are often viewed

as non-essential, optional, or even luxury expenditures for schools

(Lonsdale, 2003). They are among the first school services to be

targeted for cuts when funding is reduced. It can be concluded that

those that make decisions regarding the staffing and funding of school

libraries are either unaware that such evidence exists, or that they are

not convinced by it.

This should be of concern to library and information science

professionals everywhere. How can the profession better advocate for

the school libraries? An important first step is to ensure that school

librarians themselves have a clear understanding of the benefits school

library programmes bring. Williams and Wavell (2001) have stated that

such an understanding is necessary to demonstrate the value of the

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school library, and for gaining appropriate recognition for its work. This

review will cover the major findings and consider what the implications

for advocacy are.

One of the most consistent findings across the studies is the

relationship between library staffing and student achievement. In their

North Carolina study, Burgin and Bracy (2003) found that high-

performing schools had a third as many library staff hours compared to

low-performing schools. A link between larger collections and student

achievement is also repeatedly made (Baughman, 2000; Burgin &

Bracy 2003 Lance et al., 2000; Yoo, 1998). Additionally, in the Illinois

study, Lance et al. (2005), note that collection currency is just as

important as collection size. They found that schools with newer

collections performed significantly better than those with older ones.

The literature also indicates that the instructional role of the

librarian is an excellent predictor of student academic achievement.

For example, in Texas, Smith (2001) found that library staff in top-

performing high schools spent more time on leadership and

collaboration activities than did library staff at bottom-performing

schools. Similar conclusions were reached by other studies.

The literature thus links specific school library factors to student

achievement. However, the mainly quantitative studies that do this

arguably fail to adequately explain such links exist. Although

identifying those library factors that are statistically the most beneficial
 16

is clearly important, Smith (2001) admits that causal relationships

cannot be established solely on the basis of statistical analysis.

Advocacy of school libraries is made more difficult if the sole source of

evidence is dry statistics. Yet macro-studies that take thousands of

students as their subjects must necessarily take a statistical approach.

According to Scott and Plourde (2007, p. 421) the research now

needs to move on from examining the positive impact of school

libraries and into studying exactly what a quality school library

programme looks like. Small-scale studies could be one way to go

about this, as they could potentially provide a deeper understanding of

the mechanisms of important school library factors isolated by large-

scale studies.

For example, although the instructional role of library staff is

identified as important by most large studies, a small but detailed

research project conducted by Twomey (2007) indicates that the time

of a teacher librarian is best spent on collaborative curriculum planning

with colleagues rather than teaching information literacy skills. Such

nuances are often lost in larger statistical studies. Additionally, Oberg

(2001) notes that people often respond strongly to data in narrative

form, suggesting that smaller, qualitative studies may be more useful

for advocacy.

School Registrar
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The profession of registrar is one of the oldest within higher

education administration. Before the Civil War, most higher education

institutions had a president, a treasurer, and a part-time librarian.

Additional administrators became necessary in response to increased

enrollment, demand for new services, and to free faculty from the work

associated with managing an institution. After the Civil War,

administrative positions were typically created in the following order:

secretary of the faculty, registrar, vice president, dean of women, chief

business officer, assistant dean, and dean of men (Rudolf, 2010).

Typically, a registrar processes registration requests, schedules

classes and maintains class lists, enforces the rules for entering or

leaving classes, and keeps a permanent record of grades and marks. In

institutions with selective admission requirements, a student only

begins to be in connection with the registrar's official actions after

admission (Wikipedia).

In the United Kingdom, the term registrar is usually used for the

head of the university's administration. The role is usually combined

with that of secretary of the university's governing bodies and in these

cases, the full title will often be "registrar and secretary" (or "secretary

and registrar") to reflect these dual roles. The University of Cambridge

in England uses the archaic spelling of "Registrary" for this office

(Wikipedia).
 18

Various grades of professional academic-related staff perform

senior administrative and managerial roles in such universities on

behalf of the registrar or head of department and head subsections of

the administration. Titles afforded to such staff include academic

registrar, assistant registrar, senior assistant registrar and principal

assistant registrar (Wikipedia)

.
Student’s Satisfaction

Satisfaction is defined differently depending on the researcher.

However, there are also many similarities. Abu Hasan (2008,) cites

Kotler and Clarke (2002) when he states that “satisfaction is a state

felt by a person who has experienced a performance or an outcome

that fulfill his or her expectation”. Satisfaction can also be said to cover

students’ perception and experiences during the college years (Abu

Hasan, 2008).

Oliver (2007) define satisfaction as “the consumer’s fulfillment

response. It is a judgment that a product or service feature, or the

product or service itself, provided (or is providing) a pleasurable level

of consumption-related fulfillment, including levels of underor over

fulfillment”. Moreover, Oliver (2007) has found that customer

satisfaction may occur during the consumption of the service. In other

words, customer satisfaction is the general evaluation of a service

after it has been completed or during the consumption of it. To further

 19

bolster the argument that customer satisfaction can be measured

during the process of consumption, Devasagayamet. al (2013) state

that “satisfaction is an ongoing, dynamic process”. Thus, customer

satisfaction can be achieved during the process of the consumption of

the service, and not only after it has been consumed. Since we are

examining whether the current business administration students of

Kristianstad University are satisfied with the service quality provided,

the aspect of viewing customer satisfaction as an interim factor is

important.

One definition of service quality is found in Sultan and Wong’s

(2012)article where they are citing Johnson and Winchell (2008),

saying that service quality is “the totality of features and

characteristics of a product or service that bears on its ability to satisfy

stated or implied needs”. A second definition explains service quality

as the sum of perceived quality minus expected quality, which in turn,

if positive, leads to satisfaction (Grönroos, 1984;Lewis and Booms,

1983; Parasuraman, Zeithaml and Berry, 1985; Smith and Houston,

1982).

However, Theodorakis, Kambitsis, Laios and Koustelios (2001)

establish that “even quite satisfied spectators can rate service quality

generally lower”. Also, “individuals are often driven by the I-have-high-

expectations social norm and this creates a bias towards social

 20

desirability (Brandon-Jones and Silvestro, 2010). In other words, even

though the difference between perceived quality and expected quality

may be negative, the customer may still be satisfied with the service.

Abu Hasan (2008) perceived quality is defined as “the consumer

´s judgment about an entity´s overall experience or superiority”. Other

researchers (Parasuraman, Zeithaml and Berry, 2000) conclude that

the perception of service quality is the comparison between a

consumer’s expectations and the perception of the service. We assume

that students consider their past experiences into account when they

evaluate their expected service quality. Sultan and Wong (2012) state

that “past experience provides a brief cognitive standard and helps in

evaluating the standard of service quality of present and/or future

service encounters”. In short, the customers’ or the students’

expectations of service quality is affected by their past experiences

(Sultan and Wong, 2012; O´Neill and Palmer, 2003; Biedenbach and

Marell, 2010).

Clearly, many researchers have failed to agree on one definition

of service quality (Khodayari and Khodayari, 2011). Depending on the

context, the definition of service quality varies. For instance, the

definition from Grönroos (1984) is appropriate in a higher education

context, and fits our research best. Since we want to establish if the

students at Kristianstad University feel that their expectations have

 21

been exceeded, it is important to measure the difference between

their expectations and perception.

Theoretical and Conceptual Framework

This study anchored to the theory of expectation confirmation

(alternatively ECT or expectation disconfirmation theory) is a cognitive

theory which seeks to explain post-purchase or post-adoption

satisfaction as a function of expectations, perceived performance, and

disconfirmation of beliefs. The structure of the theory was developed in

a series of two papers written by Richard L. Oliver in 1980. Although

the theory originally appeared in the psychology and marketing

literatures, it has since been adopted in several other scientific fields,

notably including consumer research and information systems, among

[Link] confirmation theory involves four primary

constructs: expectations, perceived performance, disconfirmation of

beliefs, and satisfaction.

Expectations refer to the attributes or characteristics that a

person anticipates or predicts will be associated with an entity such as

a product, service, or technology artifact. Expectations are posited to

directly influence both perceptions of performance and disconfirmation

of beliefs, and are posited to indirectly influence post-purchase or post-

adoption satisfaction by way of a mediational relationship through the

disconfirmation construct. Pre-purchase or pre-adoption expectations

 22

form the basis of comparison against which the product, service, or

technology artifact is ultimately judged.

Perceived performance refers to a person’s perceptions of the

actual performance of a product, service, or technology artifact.

According to expectation confirmation theory, perceptions of

performance are directly influenced by pre-purchase or pre-adoption

expectations, and in turn directly influence disconfirmation of beliefs

and post-purchase or post-adoption satisfaction. Perceived

performance is also posited to indirectly influence post-purchase or

post-adoption satisfaction by way of a mediational relationship through

the disconfirmation construct.

Disconfirmation of beliefs refers to the judgments or evaluations

that a person makes with respect to a product, service, or technology

artifact. These evaluations or judgments are made in comparison to

the person’s original expectations. When a product, service, or

technology artifact outperforms the person’s original expectations, the

disconfirmation is positive, which is posited to increase post-purchase

or post-adoption satisfaction. When a product, service, or technology

artifact underperforms the person’s original expectations, the

disconfirmation is negative, which is posited to decrease post-purchase

or post-adoption satisfaction (i.e., to increase dissatisfaction).

 23

Post-purchase or post-adoption satisfaction refers to the extent

to which a person is pleased or contented with a product, service, or

technology artifact after having gained direct experience with the

product, service, or artifact. Expectation confirmation theory posits

that satisfaction is directly influenced by disconfirmation of beliefs and

perceived performance, and is indirectly influenced by both

expectations and perceived performance by means of a mediational

relationship which passes through the disconfirmation construct.

Figure 1 shows the conceptual paradigm of the study consisted

of independent variable demographic profile of the respondents with

indicators age, gender and year level and the dependent variable is

assessment on student’s services in terms of time management,

interpersonal skills, knowledge of workplace and the attitude in the

workplace of non-teaching personnel.

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Independent Variable Dependent Variable

School Services

 Canteen
 Clinic Satisfaction of College
 Guidance Office Students
 Library
 Registrar

Figure 1 Conceptual Paradigm Showing the Variables of the Study

 25

Statement of the Problem

The study determined the level of satisfaction of College

students towards the school services of Governor Generoso College Of

Arts Sciences And Technology.

Specifically, it sought to answer the following questions:

1. What is the assessment of the Students’ on School Services in

terms of:

1.1 Canteen;

1.2 Clinic;

1.3 Guidance Office;

1.4 Library; and

1.5 Registrar

2. What is the assessment of the non-teaching personnel on

students’ services?

3. Is there a significant difference on the assessment of the

students on school services and the level satisfaction of college

students?

Hypothesis

The Hypothesis was tested using the %5 level of significance

 26

H0: There is no significant difference on the assessment of the

students on school services and the level satisfaction of college

students?

Significance of the Study

To the School Administration. This gives them insight on the

importance on the performance of non-teaching personnel in

educational settings. This will help them in formulating effective

policies with regards to the performance of non-teaching personnel.

To the School Services Personnel. This also helps them

understand the importance of their performance on their respective

duties in the school setting.

To the Students. This gives them knowledge and

understanding to the importance of non-teaching personnel in

delivering basic services in the school.

Definition of Terms

School Services refers to Higher Educational offices which deal

with the administrative processes related to students.

Satisfaction is the willful accomplishment which results in one’s

contentment. Satisfaction plays a major role in determining the

originality and accuracy of a system especially the educational system.

 27

The higher the level of satisfaction the higher the students groom their

skill development and course knowledge (Spector 2006).

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CHAPTER 2

Methodology

This chapter will present the methodology that the researchers

will be used in the study. It consists of research design, research

environment, and respondents of the study, research instrument, data

gathering procedure and data analysis.

Research Design

The researchers will employ descriptive survey method.

Krathwohl (2013) stated that the main purpose of descriptive research

method is to describe, explain, and validate findings. Description

emerges on creative exploration, and serves to organize the findings in

order to fit them with explanations, and then test or validate those

explanations. In this case, the researchers have chosen descriptive

research method since the study entails the assessment of Non-

Teaching personnel on students services.

Types of Data Respondents Tools to Techniques Output

Gathered Gather Data to Analyze
Data

Students of Survey - Frequency Data will

*profile of the
Governor Questionnaire - Percentage serve as
Respondents.
8*8 Generoso - Mean baseline in
* Assessment College Of Arts - ANOVA Intensifying
on students Sciences And School
*8888s Technology
services Services
enrolled as of Program
*Significant Second
Difference on semester
the students’ 2017-2018
services
 29

Research Environment

This research study will be conducted at Governor Generoso

College Of Arts Sciences And Technology.

Respondents of the Study

The respondents of the study will be the Students of Governor

Generoso College Of Arts Sciences And Technology. The researchers

will use the random sampling process. Frerichs (2008) stated that

simple random sampling is a subset of statistical population in which

each members of the subset has an equal probability of being chosen

and is meant to be unbiased representation of a group.

Research Instrument

The researcher will formulate a self-made questionnaire with the

assistance of the research adviser this is to ensure that the items

positively identified and the unnecessary items be eliminated. The said

instruments will undergo validity from the faculty of the school who are

knowledgeable in research and it also undergo reliability testing. The

instrument will also consists of two parts. The first part covered the
 30

demographic profile of the respondents in terms of Age; Gender; and

Year level. The second part consisted of four (4) indicators each

indicators with at least five (5) items of questions.

Data Gathering Procedure

In gathering the data, the researchers will prepare a letter duly

signed by the thesis adviser seeking permission from the School

President of the Governor Generoso College Of Arts Sciences And

Technology. Upon approval, the researchers will administer the

questionnaire to the respondents with an explanation why this study is

conducted. After the respondents have answered the questionnaires it

will then be retrieved for analysis and interpretation.

Data Analysis

The researchers will use the following statistical tools such as

Frequency Count, Percentage, Mean, ANOVA and T-test in the

treatment of the data enumerated as follows:

Frequency Count. This is used to determine the exact number

of the respondents of the study.

Percentage. This is used to determine the percentage of the

respondents of the study.

 31

Mean. This is used to determine the assessment on the

satisfaction of college students towards school services.

ANOVA. This is used to determine the significant difference on

the assessment of school services when analyzed by Age; Gender; and

Year Level.

The variable of the study will be rated as follows:

Rating Range of Descriptions Interpretation

Scale Means

3 2.50-3.49 Agree The assessment on school

services is very favorable.

2 1.50-2.49 Moderately The assessment on school

Agree services is slightly favorable.

1 1.00-1.49 Disagree The assessment on school

services is not favorable.
 32

REFERENCES

Jensen, J. A. (2006). Support for innovation in schools: Effects of trust,

empowerment, and work environment variables. Unpublished
doctoral dissertation, The University of Iowa, Iowa City.

Kanter, R. M. (1983). The change masters: Innovations for productivity

in the American corporation. New York, NY: Simon and Schuster

Knapp, L. G., Kelly-Reid, J. E., Ginder, S. A., & National Center for
Education, S. (2009). Employees in postsecondary institutions,
fall 2008, and salaries of fulltime instructional staff, 2008-09.
First look. Washington, DC.: National Center for Education
Statistics, Institute of Education Sciences, U.S. Department of
Education.
Liebmann, J. D. (2006, June). Non-academic employees in higher
education: A historical overview. Paper presented at the 1986
Annual Forum of the Association for Institutional Research,
Orlando, FL.

Rudolph, F. (2010). The American college & university. Athens, GA: The
University of Georgia Press.

Seymour, D. T. (2008). Developing academic programs: The climate for

innovation. ASHE-ERIC Higher Education Reports. Washington,
DC: The George Washington University. (ERIC Document
Reproduction Service No. ED305015)

Siegel, S. M., & Kaemmerer, W. F. (1978). Measuring the perceived

support for innovation in organizations. Journal of Applied
Psychology, 63(5), 553-562.

Smerek, R., & Peterson, M. (2007). Examining Herzberg’s theory:

Improving job satisfaction among non-academic employees at a
university. Research in Higher Education, 48(2), 229-250.

Spreitzer, G. M. (1997). Toward common ground in defining

empowerment. In R. W. Woodman & W. A. Pasmore (Eds.),
Research in organizational change and development. Greenwich,
CT: JAI Press.

Zusman, A. (2005). Challenges facing higher education in the twenty-

first century. In P. G. Altbach, R. O. Berdahl & P. J. Gumport
(Eds.), American higher education in the twenty-first century:
Social, political, and economic challenges (2nd ed., pp. 115-160).
Baltimore, MD: Johns Hopkins University.
 33

Questionnaire on

Assessment on the School Services and Satisfaction of College Students

of Governor Generoso College Of Arts Sciences And Technology

Dear Respondents,

The undersigned Students of Governor Generoso College Of Arts

Sciences And Technology is currently conducting a research study on “School
Services and Satisfaction of College Students”. The main objective of the
study is to determine the performance of school services through identifying the
level of satisfaction of college students.

The researchers can assure you that all your answers would be treated
with utmost confidentiality and it will be used for the purpose of the study.

Thank you for your cooperation.

Respectfully yours,

RESEARCHERS

I. Profile of the Respondents

Direction: Please check the box that corresponds as correct data.

Name (Optional):_____________________________________

Age: 15 -20 yrs old 21-25 yrs old 26-30 yrs old

Gender: Male Female

Year Level: 1st Year 2nd Year 3rd Year 4th Year
 34

II. Assessment of School Services and Satisfaction of College Students

Direction: Please check the box that corresponds with your chosen answer.

Rating Scale Description

5 Very Satisfied
4 Satisfied
3 Moderate Satisfied
2 Less Satisfied
1 Dissatisfied

GUIDANCE COUNSELING 5 4 3 2 1
1. The guidance counselors work cooperatively with
administrators, teachers and school staffs.
2. The guidance counseling office helps students to
develop socially and emotionally.
3. School Counselors are available to students when they
are needed
4. The guidance counseling office helps to enhance the
academic achievement of students.
5. The guidance counseling office have the necessary
resources to do their jobs effectively; i.e. clerical staff,
computers, etc.
SCHOOL LIBRARY 5 4 3 2 1
1. The school library has enough sitting capacity for
readers.
2. The standard library system is being followed.
3. The library collection is well catalogued.
4. There is enough/adequate staff in the school library.
5. There is enough collections of book for students
research.
SCHOOL CANTEEN 5 4 3 2 1
1. The school offers a wide variety of choice.
2. The staff clean the dishes, cutlery and equipment well
enough
3. The serving staff kind and friendly
4. The dining room/hall is warm enough for me and there
is adequate lighting in the hall.
5. The food served always hot enough
SCHOOL CLINIC 5 4 3 2 1
1. The school clinic provides medical and dental services.
2. The school clinic provides convenient locations and
appointment systems.
3. The school clinic staffs are courteous and
approachable.
4. The school clinic is available anytime during school
 35

hours.
5. The school clinic also provides sexual and reproductive
health services.
SCHOOL REGISTRAR 5 4 3 2 1
1. The staff members listened attentively to my questions
and asked appropriate questions to better understand
my concerns or needs.
2. The staff member gave me a clear understanding of
the steps needed for resolution and an accurate
estimate of the time needed to fulfill my request.
3. The school registrar can address any concerns
regarding my school records.
4. The school registrar has enough technology and
resources to address students registry system.
5. The staff member displayed excellent knowledge of the
office.