Divulging The Diverse Perspectives Of School Heads And Coordinators In The Implementation Of School Monitoring Evaluation And Adjustment (Smea): A Phenomenology

This phenomenological study explored the varied perspectives of school heads and coordinators regarding the implementation of school monitoring, evaluation, and adjustments (SMEA). The research was framed using the Utilization-focused Evaluation Theory, introduced by Patton in 1970, and supported by the System Theory, which was first proposed by Bertalanffy in 1940 and later expanded by Ashby in 1960. Additionally, the study was linked to the Organizational Learning Theory, developed by Argyris and Schön in 1970. The research was conducted in Mawab, Davao de Oro, with a sample of 7 school heads and 5 coordinators, selected through purposive sampling. The collected data were analyzed using thematic analysis. The findings show that the following major themes surfaced in relation to the actual experiences of school heads and coordinators in carrying out school monitoring, assessment, and adjustments: using SMEA as a tool for school improvement, resource constraints and implementation challenges, collaboration in achieving goal, data-driven decision-making, and additional workload and stress. More so, to address challenges, coping strategies of school heads and coordinators in the implementation of school monitoring evaluation and adjustments (SMEA) were: harnessing stakeholders support, prioritizing task and effective time management, maintaining positivity and resilience, ensuring well-being and relaxation, and utilizing of trainings and seminars. Furthermore, the insights of school heads and coordinators were summarized into the following themes: focusing on progress and assessment tracking, valuing the impact of SMEA, evaluating strengths and weaknesses for adjustments, continuing teaching and learning improvement via SMEA, strengthening SMEA implementation and streamlining the process. The result of this research can bring awareness to teachers, students, school heads, coordinators, Deped authorities and other researchers who in turn can help in designing appropriate practices, attributes, and strategies in coping with the challenges experienced by school heads and coordinators in the implementation of school heads and coordinators in the implementation of school heads and coordinators in the implementation of school monitoring evaluation and adjustments.