Towards a management model for the De La Salle Brothers' supervised schools

Date of Publication


Document Type


Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Administration and Supervision | Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Andrew B. Gonzalez, FSC

Defense Panel Chair

Carmelita I. Quebengco, AFSC

Defense Panel Member

Adelaida L. Bago
Roberto T. Borromeo
Flordeliza C. Reyes
Luke R. Moortgat, CICM


The study aims to answer the question: What management model will best respond to the needs of the De La Salle Brothers' supervised schools? To determine the model, a 2-pronged approach was used, namely: a brief historical account of all the supervised schools (1954-1995) and an evaluative analysis of each type (hacienda, company, parochial and institutional).
Using archival documents and interviews, important highlights of each school's history are presented. Stufflebeam's CIPP model is used for evaluative analysis and a simplified management model building cycle is derived from Valentine's model to arrive at a proposed management model. An interview guide, a 17-item questionnaire and a 5-item open-ended questionnaire are the instruments used.
The historical accounts reveal significant insights about the schools' life cycles.
The evaluation indicates that a) there are different levels of congruence of objectives in the establishment of the schools, b) the types of school owner's inputs and expectations determine the outputs, c) areas of conflict involve finances and Lasallian philosophy, d) objectives are achieved to a great extent. The supplementary impact study conducted among the clientele confirms the achievement of the Lasallian objectives.
A blueprint for management change is formulated to bring about a transition from the old model to the proposed model incorporating the following criteria as bases for successful implementation: effectiveness, efficiency, viability, efficacy, sustainability, creativity/innovativeness and generativity. Such a model shifts orientation from a founder-driven to a vision-driven philosophy, individualistic to a system operation and from crisis-oriented to a future-oriented approach.
The past and present experiences of the supervised schools emphasize the importance of the following elements: the clarity of vision, availability of resources, strategies for implementation, Lasallinization process, and change in mindset.
The study recommends further exploration of other types of schools and succeeding transition stages in the developmental life cycle and the corresponding management models involved.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

vi, 271 leaves, 28 cm


School management and organization; Educational planning; School supervision

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