The School Heads Academy (SHA) was established by DepEd Region VI, making it the first among DepEd to provide such professional training for aspiring and emerging school leaders who desire to cultivate their leadership and managerial competencies. The ReEntry Application Project (REAP), being one of the prerequisites of SHA program is faced with an array of concerns among its beneficiaries and implementers to include the lack of definite structure and processes in the implementation. This study sought to develop a definite structure of the Re-Entry Program of the SHA to ensure a unified process of conceptualization, execution, monitoring, and evaluation of the projects and its eventual institutionalization in the whole of DepEd Region VI. The study is a mixed-method study with its foundation in the ADDIE Model. Qualitative data were gathered through FGD and were analyzed through a deductive thematic analysis to assure that the four REAP implementation phases are the primary topic of the discussion and they will be used to guide the conversation and elicit answers from the respondents. Quantitatively, the mean was used to determine the level of acceptability of the implementing guidelines, and the ANOVA to determine the significant differences among the acceptability level of the SHA scholars, school heads, and HRD specialists. The overall results of the evaluation of the level of acceptability of the implementing guidelines revealed to be highly acceptable to the SHA scholars, school heads, and HRD specialists in terms of conceptualization, execution, monitoring, and evaluation. This implies that the implementing guidelines have completely and satisfactorily addressed the concerns raised in the FGD and is regarded as clear, allencompassing, and beneficial for all the program implementers and end-users. The evaluation further revealed that there are no significant differences between the level of acceptability of the implementing guidelines of the Institutionalization of the Re-Entry Program of the SHA of DepEd Region VI between the SHA scholars, school heads, and HRD specialists. This indicates that, although having distinct roles and responsibilities within the REAP implementation and in the SHA program, each group views the implementing guidelines as clear, comprehensive, and useful. With the implementing guidelines on the institutionalization of the Re-Entry Program, the SHA scholars, school heads, HRD specialists, and partner learning institutions will be guided properly as they work toward the goal of implementing a relevant and responsive REAP to the scholars’ organizational needs. Thus, the Region VI’s commitment to its mantra as the 'home of the champions' would be strengthened and achieved accordingly.
Are you one of the authors of this document?