An Assessment on the Adequacy of Educational Resources of Maimbung Technical Vocational High School Division of Sulu: Teacher’s Perspectives

Jessa May Lagbas; Masnona Asiri

doi:10.62596/jk84wr89

Authors

Jessa May L. Lagbas School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/jk84wr89

Keywords:

Adequacy, Educational, Resources, Technical, Vocational

Abstract

This study looked into how adequate the educational resources are at Maimbung Technical Vocational National High School in the Division of Sulu. It used a descriptive-correlational research design and gathered data from 100 teachers selected through purposive sampling. The data were analyzed using frequency and percentage scores, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The research focused on several key areas of school resources: instructional materials and textbooks, human resources, classroom and physical facilities, as well as ICT and multimedia resources. It also considered the teachers’ demographic profiles, including age, gender, civil status, and educational attainment. The findings showed that most of the teacher-respondents were 31 years old and above, predominantly female, mostly married, and largely holders of bachelor’s degrees. Overall, teachers rated the adequacy of educational resources across all areas as “exceptional,” consistently giving them a “Strongly Agree” evaluation. When grouped by profile, female, married teachers, and those aged 26 and above tended to have more positive perceptions of the school’s educational resources. The study also found a nearly perfect to very high positive and significant correlation among the different resource components. These results support Ludwig von Bertalanffy’s General Systems Theory (1968), which emphasizes that all parts of a system are interconnected and interdependent. In this case, the different educational resources work together, with strong physical infrastructure helping enhance teacher effectiveness and improve instructional delivery. In conclusion, the study highlights the importance of a cohesive educational environment. It points to the value of a well-integrated approach to managing school resources, supported by the Department of Education and Local Government Units, in maintaining a stable and effective educational system.

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