The Dansalan College mission statement: description and evaluation

The general procedures employed in the study were historical and descriptive-normative. Two instruments were used in gathering the quantitative data. These were the mission statement evaluation questionnaire (MSEQ) and the institutional functioning inventory (IFI). The MSEQ was used to determine the characteristics features of the style (form and process) of the mission statement and the scope and operationality of its content. This was administered to 14 well-selected respondents of a wide sectoral representation who possessed the ability to make textual judgment. The IFI was employed to measure the extent of mission implementation in the light of the following dimensions:iIntellectual-aesthetic extracurriculum, freedom, human diversity, concern for improvement of society, concern for student learning, democratic governance, meeting local needs, self-study and planning, concern for advancing knowledge, concern for innovation, and institutional esprit. The Institutional Functioning Inventory was administered to 300 respondents who were composed of students, faculty, support staff, administrators, trustees, alumni, parents, and community leaders. The MSEQ was structured as a 5-point Likert-type scale where categories of responses were given points ranging from 1 to 5. For positively-keyed statements, the responses strongly agree, agree, uncertain, disagree, and strongly disagree were assigned 5, 4, 3, 2, and 1 points respectively. The negatively-keyed statements were scored in the reverse order. The weighted mean was computed per item category. Interpretation of the weighted mean followed the scale below:4.51 - 5.50 - very highly significant 3.51 - 4.50 - highly significant 2.51 - 3.50 - significant 1.51 - 2.50 - slightly significant .51 - 1.50 - insignificant The responses to the IFI were scored on a unit (0-1) basis. If the keyed answer was Strongly Agree- Agree, the response SA - A got one score Strongly Disagree - Disagree (SD - D) was scored zero. Each respondent\u27s scale score, which ranged from 0 - 12, was the number of items answered in the keyed direction. The scores of individuals were then averaged to give an institutional mean. And to get the item mean, the individuals\u27 scores for the item were averaged. To facilitate the interpretation of data, the means were calculated by item, by dimension, and by group of respondents. For the graphic presentation of the institutional profile, the mean scores had been translated to percentages. In the absence of a Philippine norm, an institutional mean percentage of 60 was arbitrarily set as a cut-off point in determining whether the institution had performed high or low on the various dimensions of the institutional Functioning Inventory. The cut-off point implied that at least sixty percent (60 percent) of what the school was expected to accomplish had been achieved. 1. As a communication material, the Mission Statement of the Dansalan College has met the standard criteria set for content, style, and process of development of mission statements. 2. The school was perceived to have performed high in the following IFI dimensions: meeting local needs, advancing knowledge, improvement of society, intellectual-aesthetic extracurriculum, institutional esprit, self-study and planning, and concern for student learning. Low performance was registered in Democratic Governance, Human Diversity, Concern for Innovation, and the Freedom dimensions