Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education

Salve R. Palo^1,

¹Department of Education

Cite this paper:
Salve R. Palo. Project W.A.T.C.H: Its Contexts, Inputs, Processes and Products in the Department of Education. American Journal of Educational Research. 2022; 10(5):332-341. doi: 10.12691/education-10-5-9

Abstract

This study aimed 1.) to describe how the teachers live or manifest the core values of honesty and punctuality in implementing Project WATCH along with Advocacy, Training/Orientation, Curriculum Integration, WATCH Club Activities, and Awards and Recognition using the CIPP Model of Evaluation. 2.) to develop an advocacy and implementation model on how Project WATCH core values could build punctuality and honesty among public school teachers. Regarding Project WATCH implementation, On the Context level focused on Advocacy, most of the respondents were not well informed about the goal, mission, and vision of the WATCH program. On the Input level, investigated the training/orientation and curriculum Instruction. Project WATCH activities were not well implemented because there was no budget allocation from the MOOE; they did not include it in the Annual Implementation Plan or School Improvement Plan. Most of the respondents said they have no specific training for Project WATCH. The process level focused on the description of the WATCH Club Activities. Most schools had WATCH Club for pupils only to manage the activities in school guided by the School Project WATCH Coordinator and the School Head. When it comes to teachers, there was no Organized WATCH Club. There was no Training and Orientation on Project WATCH, which was supposed to be one of the essential activities to be managed or spearheaded by WATCH Club Officers. The product level described the Program's outcome, which is awards and recognition. From the findings, most schools did not give awards to teachers. Most schools implemented Project WATCH, They did Advocacy through the hanging of tarpaulin inside the school premises, but most of the schools launch in June or any month of the year to implement the project. There was no budget allocated for this Program teacher and parents shared the expenses for the activities, and they did no evaluation done at the end of the year.

Keywords:
project W.A.T.C.H CIPP model advocacy training/orientation curriculum integration WATCH Club activities and awards and recognition context input process products

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