DRAFT INTRO AND RATIONALE

The Problem and Rationale of the Study

The first seven sisters of St. Paul of Chartres landed in Philippine soils on October 29, 1904, upon
the invitation of the new Archbishop of Jaro, Frederick Rooker, who needed help to preserve and
strengthen the Catholic faith in the archdiocese through education (Deza, 2004). Even then, Catholic
schools were viewed as effective transmitters of the Christian culture. Upon arrival, the sisters established
the first Paulinian school for girls in Dumaguete. Other Paulinian schools were founded through the years
which evolved into modern institutions committed to excellent education and Christian formation. To
date, there are thirty eight (38) schools in the Philippines with twenty six (26) in Luzon, six (6) in the
Visayas and six (6) in Mindanao with 213 sisters (SPC Education Ministry, n.d).

The congruence of the objectives of the Catholic Church and those of the State was later
articulated by Pope Paul VI: “True education aims at the formation of the human person in the pursuit of
his ultimate end and of the good of the societies of which, as man, he is a member, and in whose
obligations, as an adult, he shall share.” (Source and date, p. ) Similarly, the vision-mission of Paulinian
schools states that (SPC Education Ministry,n.d),

Paulinian Education is Christian and redemptive, concerned with the development of the whole
person as a child of God. It leads the students to live their new identity in Christ, prepares them for
the next life, and equips them for Christian leadership in their own communities here and now.
A uniquely Marian and Paulinian spirituality permeates the academic curriculum, reflecting the
Sisters' spirituality.

Underpinning such vision-mission is the motto “Justicia, Veritas, Scientia”, translated as justice, truth and
knowledge. In turn, guided by this motto, Paulinian Institutions play active role in the formation of the
Catholic Filipino youth. To realize this objective, the schools provide relevant and meaningful experiences
both inside and outside the classroom. This is because, Paulinian schools recognize the need for character
formation through an educational approach that nurtures the Paulinian in an environment of academic
excellence and spiritual development through degree programs, research and creative activities, as well as
extension programs. (SPC Education Ministry Handbook, n.d.)

Rationale of the Study

There had been studies in the past to determine and define the Paulinian identity. But these
studies were limited in terms of coverage and focus. For instance ,the doctoral dissertation of Sr. Ma.
Nilda Masirag ,SPC was about the Paulinian Spirituality as understood by the SPU Dumaguete school
community. On the other hand, Sr. Ma. Merceditas Ang , SPC, also conducted a survey of Paulinian
identity in preparation for the development of a module for Christian formation. There were also several
theses conducted by undergraduate students as part of the requirement of baccalaureate degree
programs. For the most part, many of the efforts to define the Paulinian identity were conducted by
individual schools. But even after all these investigations, there still seems to be a lack of clarity on
Paulinian identity. The following comment of Sr. Ma. Nilda Masirag, as a rationale for her dissertation
reveals this dilemma not only for St Paul Dumaguete but to other Paulinian institutions as well, based
on the continuing search for answer to the question, what makes a Paulinian different from others?

It was important to find out how real and authentic were the values which the Paulinians tried
to live after they left SPUD. They always talk about Paulinian identity, but its manifestation
appears to be vague. The basis to single out identity and spirituality always consider the
context and culture and even personalities of the Paulinian“ (Masirag, 2009, p.34).

The five Paulinian core values also known as the 5Cs: Christ-centeredness, charity, charism,
community and commission are standard elements in school documents. However, there have been
some debates in describing the Paulinian identity in terms of the 5Cs. This lack of agreement stems
from the variety of the interpretations of the core values and its integration in Paulinian education to
date. Recognizing the need to clarify the definition of the Paulinian identity in the present context, the
SPUS Research committee conceptualized a nation-wide collaborative research project which is in line
with the 3-year development plan of the Sisters of St Paul of Chartres Education Ministry which focuses
on the creation of research culture within the members of SPUS. The participating schools involved
those with University campuses in Dumaguete, Iloilo, Quezon City, Surigao, Tuguegaro, Manila, and one
college in Ilocos Sur. Based on the Bulletin of Information of the SPUS (2009, p. 1), “the establishment of
strategic alliances will put in a better position to pursue and develop partnerships within the system
aimed to sustain competitiveness and to insure long term benefits to its members”.

As designed, the study attempted to unify the diverse interpretations of Paulinian identity
through the collaborative effort of the participating member schools. Each participating school
conducted its respective studies in its designated areas, mindful of the context, the culture and
the distinct character of the locality. To have a more comprehensive understanding of the
Paulinian identity, the study expanded its frame of reference and included possible factors and
variables that contribute to its formation. Thus, the study tried to elicit from the respondents this
information through unstructured questions regarding their perceptions about Paulinian
institutions in terms of its material and human resources as well as the processes and delivery
systems involved in the realization of the Paulinian mission-vision.

Apriori of the Study

The tentative broad framework of the investigation is based on a system model which
focused on interacting and interrelated dimensions or variables (Lunenburg, & Ornstein, 2008).
An open system consists of five basic interrelated and interacting elements: inputs, a
transformation process, outputs, feedback, and the environment. Schools derive four kinds of or
inputs resources from the environment: human, financial, physical, and information. Through
educational technology and administrative functions, the inputs undergo a transformation process.
In schools, the interaction between students and teachers is part of the transformation or learning
process by which students become educated citizens as the most important output exported to the
environment . In a school, the output may be students’ knowledge, skills, abilities, and attitudes.
Feedback serves as a control mechanism.

For this study another element is introduced into the basic open systems model which is also
related to the environment. The context element is defined in terms of the culture, type of school,
geographic location of the institution. The second box in the model indicates the interaction of the
inputs and the transformation process to carry out the mission-vision of the school ; and the formation
of the phenomenon in question, the Paulinian identity is viewed as the product of the transformation
process.

Graphically, the framework is shown by the following tentative model:

 Context: Institution: Phenomenon:
 Culture  Resources
 Type of  Processes Paulinian
School  Delivery Identity
 Geographic System
location

Figure 1. Apriori of the study

This simple tentative framework was used only as a broad guideline in defining the research
question. However, because the research is a qualitative one, the framework that emerged based
on the data gathered turned out to be more complex.
In this study , the Paulinian identity is viewed as a phenomenon as it is something that is
observed which is impressive. Thus, extending this view, the Paulinian , based on the
American Heritage dictionary definition is a person with observable remarkable or
noteworthy traits.

Objective of the Study

In general this study aimed to determine the external and internal public perceptions of the
Paulinian. Specifically the study sough to find answers to the following:
1. What is the public (internal and external) perceptions about
 Paulinian education
 Qualities of the Paulinian (student, employee, administrator,)
2. Is there a gap between the public image and defined image (based on the motto of
caritas, veritas and sciencia)
3. Is there a gap between the external public and internal public

Based on the specific objectives of the study the following open-ended questions were asked to
the respondents:

1. How do you perceive St Paul as an institution?

 2. How do you perceive a Paulinian ?
 Student
 Employee
 Administrator

Method

The St. Paul University System Research Committee through the initiative of its
chairperson, Sr. Marie Rosanne Mallillin, SPC conceptualized a research project that would clarify
the perceptions regarding Paulinian identity. The initial plans and programs for this research
project were presented during the first meeting of the committee for the academic year 2010-2011.
There were nine representatives from the different St. Paul University System Institutions (St. Paul
University Philippines, St. Paul University-Manila, St. Paul University-Quezon City, St. Paul
University-Iloilo, St. Paul University-Dumaguete, St. Paul University-Surigao and St. Paul College
of Ilocos Sur) who initially drafted the problem statements and the instrument for the data
gathering procedure of the investigation. The different SPC schools and SPC supervised schools
were identified by the committee members who made an agreement that these schools would be
assigned to the different committee members. All members made a commitment to undertake the
study that they had all participated in conceptualizing (Table 1).

Table 1. Area Assignment for each SPUS Research Committee Member

Committee Members: Area Assignment:

Dr. Jesus Pizarro (SPUP) St. Paul University-Philippines and St. Paul
School-Aparri
Dr. Runvi Manguerra (SPUM) St. Paul University-Manila, St. Paul
Colleges (Island Park, Paranaque, Makati),
St. Paul School-Polilio, Our Lady of Peace
School of Antipolo, St. Paul College-
Balayan, Batangas
Dr. Ma. Cecilia Medina (SPUQC) St. PaulUniversity-Q.C., St. Paul College
San Miguel, St. Paul College Bocaue, St.
Paul Colleges (Sta. Maria, San Rafael, San
Ildefonso, Pasig), San Gabriel Academy-
 Caloocan and St. Paul Academy-Goa
Camarines Sur
Ms. Imelda Olaguer and Ms. Ronela St. Paul University-Iloilo, St. Paul School
Jundos (SPUI) (Barotac Nuevo and Barotac Viejo)
Dr. Romario Ybanez and Mr. Gregorio St. Paul University-Dumaguete, St. Paul
Bacay (SPUD) School, Medellin, Cebu
Dr. Aldrin Darilag, Dr. Letecia Cantutay St. Paul University-Surigao, SPC, St.
and Mr. Larry Dillo (SPU-Surigao) Michael College-Cantilan, St. Paul School
of Buug Zamboanga Sibugay, St. Anthony
School Manticao, Sto Nino Parish School
Gitagum, Notre Dame Suralla-Cotabato
City)
Mr. Efren Ramos (SPCIS) St. Paul College of Ilocos Sur-Bantay,
Ilocos Sur; St. Joseph Institute-Candon
Ilocos Sur; St. William Institute-Magsingal
Ilocos Sur; St. Vincent’s Academy,
Candelaria, Zambales; St. Augustine’s
School-Iba Zambales; St. William’s
School-San Marcelino, Zambales

Table 2 presents the research related activities that the committee had gone through. These
activities and programs were conducted based on the agreed timeline. Each committee member
performed the assigned task and provided updates to the other members every time they met. The
timeline of activities show the progress of the research work in accordance with the agreed
expectations for specified deadlines.

Table 2. Timeline of Activities

DATE: TASKS: RESPONSIBILITY

MATRIX:
September 25-27, 2010 Conceptualization of the research Committee Members
 Formulation of Problem
statement and Research
Questions
 Agreement on timetable
October , 2010 Presentation of the Research Sr. Marie Rosanne
Proposal to the SPUS Mallillin, SPC
Administrative Board (St. Paul
University-Dumaguete)
October, 2010 – Data Gathering Phase Committee Members
February, 2011 and SPUS Researchers
 December, 2010 Committee Meeting for updates Committee Members
(St. Paul University-Iloilo)
January, 2011 Committee Meeting for updates Committee Members
(CICM Bukal ng Tipan Retreat
House)
February 8, 2011 Presentation of Research Updates Sr. Marie Rosanne
for the SPUS Administrative Mallillin, SPC
Board (SPU-Surigao)
March 8-10, 2011 Seminar-Workshop on Committee Members
Qualitative Data Analysis (St. and Dr. Adelaida Bago
Paul University-Dumaguete) (Research Consultant)
April 25-27, 2011 Consolidation of Results (CICM Committee Members
Bukal ng Tipan) and Dr. Adelaida Bago
(Research Consultant)
May 12, 2011 Dissemination of Research SPUS Research
Output to the SPC Education Committee
Ministry

Respondents of the Study

A total of 5518 respondents from the internal public and the external public participated in the
study constituting several groups. For the internal public the respondents included the important
stakeholders of the schools: students, employees, administrators, alumni, and parents. For the
external public the respondents were chosen from various sectors that the Paulinians interact with
in their daily lives: government employees, church workers, media, members of the local
community, business, and non-government institutions. Table 1 shows the distribution of the
respondents from both the internal and the external public for all the participating schools.

Table 1. Profile of the Participants in the Study

Type of Respondents GRAND TOTAL
Internal: f %
Students 3018 54.69
Employees 593 10.75
Administrators 77 1.40
Parents 781 14.15
Alumni 300 5.44
Sub-Total 4769 86.43

External:    
Gov't Workers 128 2.32
Church Workers 110 1.99
Media 16 0.29
Local Community 334 6.05
Businessmen 107 1.94
NGO 54 0.98
Sub-Total 749 13.57

TOTAL 5518 100.00

It is apparent that students and parents from the different schools and universities under the
SPC Education Ministry were the majority respondents of the study, it is because students and
parents are the readily available groups and they are the clientele of the different Paulinian
educational institutions. The employees, particularly the faculty members took a great share in the
profile of the respondents of the study, this is expected considering that the frontliners of the
Paulinian education workforce are the faculty members. It is noteworthy to mention that among
the identified external observers, the local community had a great number to present views and
opinions about the paulinians. This explains the reality that in any institution, the community
people and local stakeholders are the reliable sources of feedbacks that will serve as information to
the academic leaders and managers for the continued improvement of the school system.

Context of Schools in the study

The institutions that participated were of different types. The differences were due to:
 ownership, (either SPC owned or SPC administered),
 size (small school: less than 500 students, medium school: 500-1000 students, big school:
more than 1000 students)
 location (rural or urban community)
 culture (ethnicity and religion)
  school levels offered (Elementary School only, High School only, both Elementary and
High School, Elementary and High School and Higher Education, Higher Education only)

Sources of Data

The major data gathering method used for the study were interview, administration of the
unstructured questionnaire and documentary analysis. The questionnaire was originally written in
Filipino and later translated to English, Cebuano, Surigaonon, Ilocano, and Hiligaynon. The
members of the committee were assisted by selected faculty and students in the some phases of the
research process, specifically in gathering, encoding and transcribing the data.

Analysis of Data

The data analysis involved in this investigation was the qualitative data analysis proposed
by Dey (1993) which is a process of moving in an analytical spiral rather than using a fixed linear
approach. According to the author, the core of qualitative analysis focuses on three interrelated
processes: describing, classifying and interconnecting concepts regarding a phenomenon. He
describes the process as a circular one which represents an iterative spiral (Figure 2).

During the process of analysis, the phenomenon is broken down into several elements or
components. The first step in qualitative analysis is to develop a thorough understanding of the
phenomenon through a comprehensive description of its various elements or components. The
process involves coding, a process of categorizing qualitative data (labeling) for describing the
implications (connecting) and then selecting a core concept. Each element is then classified or
labeled which is known as open coding, which is the second process in the analysis. After
classifying the various elements or components, they are then compared and contrasted to
determine their relationships. This is known as axial coding. The third step requires the putting
together of the various pieces (elements, components) into a meaningful new whole or a storyline
after the selection of a core category (selective coding). To this extent the description and
classification provides the building blocks which are connected to enable the creation of a new
whole (an emerging theory, framework, or model).
 Emergent Model

Selective Coding

Axial Coding

Open Coding

Figure 2. Schematic diagram of the data analysis of the study based from Dey’s method of
qualitative analysis (McLaughlin, n.d).

In this study, the integrative diagrams were put together after the different members of the
committee shared their findings during several sessions. The integrative work became possible
after each member made a careful analysis and tried to make sense of the bits and pieces of
information data gathered from his/her areas of responsibility and then collaborated in putting
together the emergent model for the study.

Problems Encountered

The research committee members encountered various problems and difficulties in their
journey towards the accomplishment of the goals and objectives of this SPUS research project.
The problems involve three major concerns: funding, lack of commitment of some members and
security risk.
 The issue on funds became one notable concern in the pursuit of this study as there were no
clear cut guidelines on how financial requirements will be properly addressed. Although the
committee requested a budget for the project to the SPUS administrative board after the approval
of the proposal for the project, no action has so far been given on the request. The expenses have
been shouldered by the SPUS member schools to sustain the data gathering, analysis and other
activities for the study.

Another setback was the commitment of some committee members to sustain their
participation in the research activities up to the last phase. Some members became lukewarm in
pursuing the data analysis when they realized the breath of the scope and the depth of
investigation. Also, other members found it hard to comply with agreed deadlines because of their
workload in their respective stations. Because of the failure of some members to comply with the
deadlines, some of the data collected could not be included in the report.

Sometimes, a member of the research committee member would assign somebody to

represent him/her during meetings. Unfortunately, in more than one occasion, the representative
would not be properly oriented about the project and thus could not participate actively in the
discussion of updates and worse still could not give any updates regarding the progress of the
study by the unit concerned. One member of the SPUS Research committee unexpectedly
resigned from participating in this research endeavor when the project was nearing the
homestretch. As a result some participant schools assigned to that institution were excluded from
the study. As a consequence, although a total of 34 schools were supposed to be included in the
study , the withdrawal of a participating lead school reduced the number of schools to 27.

A certain level of risk was involved in the data gathering in far flung areas. A committee
member found herself traveling across danger areas to reach the assigned Paulinian schools in very
remote places. Fortunately, she was able to return to her home base without suffering any
physical harm.
Discussion of Findings
Table 2. Summary of Perceptions of St. Paul as an Institution
Categories
Christian
Formation Quality of Education

Competent Good Integral High Standard Physical

Faculty Instruction Curriculum Resources
Positive
 Christ
Perceptions  Good and  Advanced  With  Prestigious  Adequate
Centered/Go friendly and Relevant intellectual,  top physical
d-fearing teachers Lessons moral and performing resources
 Teaching  Knowledgeable  Globally spiritual  high quality  High
values and teachers competitive supports education standard
virtues  High academic graduates  Holistic  ISO facilities
 Proclaiming profile  High  updated accredited  modern
the word of  Friendly Standard  Leaner-  Recognized facilities
God teachers Teaching centered internationa  well-
 Observes the  Good manager  Holistic  Advanced lly managed
teaching of education  Responsive  globally resources
the Catholic  relevant competitive  Aesthetically
Church  excellence designed
 Observes the  Multi- school
teaching of awarded  Harm free
the Catholic and risk free
church school
 Observes environment
Christian
spirituality
 Committed
Negative
Perceptions  Poor  Too many Poor  Poor
competency in subject registrar’s facilities
English among matters service  Small
the teachers  Expensive classrooms
 Lack of time School and dirty
management  Some rooms canteen
are not
conducive
for learning
 Substandard
teaching
 Poor
scheduling
Table 2 continuation
Effective Leadership & Management
Categories
Mission Oriented Clean & Orderly Disciplined Social Orientation
Environment
 Positive Perceptions  Clean school  Students follow instructions,  patriotic
 Inclusion of religion environment rules and regulations  very good
or Theology subjects  beautiful  strict implementation and community
 embraces Paulinian landscape compliance to school policies outreach
vision-mission  proper waste and regulations  strong support for
 excellent spiritually segregation  Good management skills the poor
and academically practices  produces law abiding  Friendly students
 adherence to the  impressive individuals  Knows how to
charism of SPC environment  Responsible and competitive deal with different
congregation advocacy students types of people
 with integrity  Friendly  with hard working employees  One with the
 model school/good environment  strict/consistent rules community
role model to  peaceful and  service-oriented
students welcoming  sense of social
 famous school place responsibility
 high standard school  well-organized  Concern with the
 SPC managed school community
 private school  family-oriented
 provides catholic  honest
learning to students  respectful
 generous
 caring
 humanitarian
 aware/active in
environmental
advocacy
Negative Perceptions
Some SPC sisters are  Very stringent  school for the rich
not open-minded  Bureaucratic  expensive
 students have limited freedom  elite
 strict policies and standards  discriminating
against public
schools
 materialistic

Table 2 reveals the summary of the public perceptions about the Paulinian education.
The public perceived the educational system of St. Paul as a system that is permeated with three
primary characteristics that are known as the three major categories: Christian formation, Quality
Education and Effective Leadership and Management. In terms of Christian formation, St. Paul
as an academic institution is a Christ-centered organization, that teaches values and virtues,
committed to proclaim and observe the teachings of the catholic church and has dedication
towards a path of spirituality. In terms of Quality Education, the internal and external public
view St. Paul as the educational that espouses competency of the faculty, good instruction,
integral curriculum, high standard academic status and adequate physical resources. Competent
faculty that can be manifested through the good and friendly characters of teachers,
knowledgeable and high academic profile teaching force and an educator with exceptional
management skills. Good Instruction was noticeable in advanced and relevant lessons,
globally competitive graduates, high standard and holistic teaching process. Integral
curriculum can be evident through the inclusion of moral, spiritual, and intellectual academic
formations, promotion of a learner centered instruction and having an advanced, relevant and
responsive educational formation to the students. High standard means that the school is at par
with the different standards set by the different accrediting and audit organizations, to be
globally competitive and be recognized as one the best if not the best academic institution in
Asia and the world. Lastly is the physical resources that reflects the adequate and well
managed physical plant, high standard and modern facilities, safe school environment.

Effective Leadership and Management was presented as the mission oriented, clean and
orderly environment , disciplined and socially oriented school. It was viewed that St. Paul as an
institution must have a positive perceptions in life, must embrace Paulinian values and charism
of the SPC congregation. The mission of the education ministry should permeate to all the
members of the Paulinian family that is having a clear view of an excellent and spiritual
academic endeavor. Effective leadership and management of the St. Paul schools is manifested
through a clean and orderly environment, and this can be recognized through a clean, orderly,
peaceful, environmental friendly, and well-organized school locale. Another dimension that is
observed by the stakeholders is the disciplined members of the St. Paul Institutions. Disciplined
school means observing, upholding, abiding with the rules and regulations set by the institution.
There is also a clear evidence that there is a good management skills of the leaders and followers
work hard for the continued observance of the law. The last dimension that was identified by
the respondents of this investigation is the social orientation. St. Paul in general has a good
name in the society. This can be traced through the many circumstances that St. Paul Educators
and leaders became significant catalysts for social transformation and restoration of justice and
peace. St. Paul as an institution was perceived as patriotic, friendly, humanitarian,
environmentalists, advocate of life, justice and peace.

Table 3. Perception about St. Paul School/University as an Institution by the Internal Public
Categories GRAND TOTAL
  f %
Christian Formation 1304 23.66
Quality Education 2164 39.27
Competent Faculty 163 2.96
Good Instruction 306 5.55
Integral Curriculum 168 3.05
High Standards 399 7.24
Physical Resources 109 1.98

Effective Leadership and Management 1338 24.28

Mission Oriented 377 6.84
Clean and Orderly Environment 91 1.65
Disciplined 150 2.72
Social Orientation 501 9.09
Negative Perceptions 204 3.70
Total Responses 5511 100.00

Table 3 shows the perception of the internal public towards St. Paul University as an
institution. The table shows that among the five categories that emerged from the data, Quality
Education was considered to be the primary concern of the members of the St. Paul School
family. This shows that quality education has been always in the forefront of St. Paul Education
Ministry and it’s always been regarded as the paramount in St. Paul University System. This
affirms the concepts presented by Adams (1993), that quality education exists around basic
dimensions like: learners who are healthy, well-nourished and ready to participate and learn,
and supported in learning by their families and communities; environments that are healthy,
safe, protective and gender sensitive, and provide adequate resources and facilities; content that
is reflected in relevant curricula and materials; processes through which trained teachers use
learner-centered teaching approaches; and outcomes that encompass knowledge, skills and
attitudes of the learners.
 It is in the same vein that Effective Leadership and Management is another dimension
that was perceived to be an important feature of St. Paul Schools, this only shows that Quality
Education connotes good school governance. Effective Leadership and Management together
with Quality education was perceived to be another important characteristic of the educational
system of St. Paul. Surprisingly, the internal public only regarded Christian formation as the
third most perceived characteristic, this implies a greater effort on the part of St. Paul Christian
formators to become more aggressive and realistic in their shepherding process.

Table 4. Perception about St. Paul School/University as an Institution by the External Public
Categories GRAND TOTAL
  f %
Christian Formation 264 21.75
Quality Education 367 30.23
Competent Faculty 27 2.22
Good Instruction 37 3.05
Integral Curriculum 34 2.80
High Standards 58 4.78
Physical Resources 29 2.39

Effective Leadership and Management 301 24.79

Mission Oriented 38 3.13
Clean and Orderly Environment 42 3.46
Disciplined 80 6.59
Social Orientation 190 15.65
Negative Perceptions 92 7.58
Total Responses 1214 100.00

Table 4 shows the perceptions of external public that could be compared with the
perception of the internal public. Evidently, the perception of the external public coincides with
the perceived categories of the internal publics. Table 4 affirms the phenomenon presented in
table 3 and this only shows that there is a great impression on the Quality Education as the
primary noticeable attribute of St. Paul Institution.

In both the internal and external public, the social orientation of St. Paul Schools was not
highly perceived as the significant variable, this category was only cited by the 15.65% and
9.09% of the internal and external public respectively. Negative perceptions of the institution
however were very few in the external public and external public citing this amongst their
perceptions of the institutions.

Table 5. Perceptions about St. Paul University as an Institution by rank

  OVER ALL RANK
Respondents Christian Quality Educational Social Negative
Formatio Educatio Leadership Orientatio Perception
n n and n s
Management
Students 2 1 3.5 5 3.5
Employees 3 1 2.5 4 2.5
Administrators 3 1 2.5 4 2.5
Alumni 2.5 1 4 5 2.5
Parents 2.5 1 4 5 2.5
External 4 1 2.5 5 2.5
AVERAGE SCORE: 2.83 1 3.16 4.67 2.67

Based on the results of the study, it is evident that St. Paul schools give more emphasis
on the academic and spiritual development of the students. As for the St. Paul of Chartres
Education Ministry Vision and Mission states “ Paulinian Education is Christian and
redemptive, concerned with the development of the whole person as a child of God. It leads the
student to live their new identity in Christ, prepares them for the next life, and equips them for
Christian leadership in their own communities here and now. A uniquely Marian and Paulinian
spirituality permeates the academic curriculum, reflecting the Sister’s spirituality.”

Looking at the vision and mission of St. Paul of Chartres education ministry in relation to
the result in Table 5, it can be observed that, these institutions have realized their mission in
providing quality Christian Education. However, in the category of social orientation, the
internal group did not give more emphasis on it. As one of the respondents said that “ St. Paul is
an income generating institution” another respondent said that “ because of the high tuition fees
and obligatory seminars, I would rather send my children to other schools”, another respondent,
commented that “some Paulinians are not open-minded”. Though, majority of the respondents
said that St. Paul is academically excellent; it has a high standard education, best school for
various discipline. A parent respondent stated that, St. Paul provides better future for my
children because of its high quality education. Thus, St. Paul as an institution provides Christian
quality education as perceived by the students, employees, administrators, parents, alumni. While
the external they viewed St. Paul as an institution as socially oriented, majority of local
community respondents said that St. Paul is “matulungin, may paapapahalaga sa mahihirap”. It
is evident by the result of this study that being socially oriented of the Paulinians is manifested
through the experiences of the local community with the Paulinians themselves through
community outreach program. Thus, the concern for the poor is one of the objectives of the
school for the students to become socially responsible.

Table 6. Summary of Paulinian Character Traits by Category

Categories
Cognitive Skills Christian Values and Attitudes Social Status
  Christ- Relational Values Work Ethics Social  
centeredness Orientation
Positive Traits  
 Assertive  God-fearing  forgiving  studious  Nature lover  “Rich”
 Rational  Strong faith  Respectful  energetic  Humanitarian  Decent
 Fast-Learner in God  Helpful  responsible  Patriotic  Simple
 Creative  Religious  Understanding  disciplined  Concern with  Model in the
 Smart  Pious  Loyal  With good the students society
 Can speak  Prayerful  Humble manners  Sympathetic  Highly
english fluently  With  Obedient  Reliable  Generous respected
 Competent conscience  Kind  Trustworthy  Helpful  Noble
 Artistic  Prophet like  Warm  Patient  Sensitive  Dignified
 broad-minded  Witness  Friendly  Honest  Fair  With integrity
 Alert-mind  Morally  Charitable  Committed  Hospitable  Influential
 Talented upright  Polite  Diligent  Refined
 Analytic  Model  Loving  Obedient  Educated
 Confident  Righteous  Trustworthy  Dedicated  Peace builder
 Educated  Live their  True  Responsible  Well rounded
 Intelligent promises  Friendly  Productive  Well
 Active and vows  Accommodating  Risk taker mannered
 Leader  honest  Approachable  Serving  Model
 With conviction  Compassionate  Hard working  Tidy
 good decision  Generous  Loyal  Civilized
maker  Attentive  Orderly  Conservative
 Disciplined  Philanthropic  Persevering  Well groomed
person  Considerate  Determined
 Warm hearted  Punctual
 caring  industrious
Negative Traits  
 Hippocrite  too noisy  scandalous
 Rugged  lazy  dominant
 Snobbish  Loud  Expensive/vain
 Proud personality  “pasaway”
 Bump  Proud  “sosyal”
 “maarte”  Insensitive  “Ma pride”
 Selfish  stringent
  Annoying
 Insulting
 Full of pride
 Arrogant
 Obnoxious
 Rumor munger
 discriminating

Table 6 summarizes the Paulinian character traits in accordance with the identified
categories. In terms of cognitive skills, some positive traits were: talented, fast learner, artistic,
intelligent, educated, and creative, these are qualities of a Paulinian that exemplify excellence in
education through cognition and skills development. In terms of Christian values and attitudes,
there were 4 identified sub-categories that explains different realities of value formation and
attitude development, these are: Christ-centeredness, relational values, work ethics and social
orientation. It is important to underscore that Christ-centeredness characteristics are not as
significantly expressed compared with the different dimensions of relational values. It can
distinctly identify that to be a Christ-centered individual, one has to consider first the quality and
the essence of relationship with other people. Christ-centeredness in the true sense of the word
means being respectful, obedient, warm, loving, forgiving, compassionate towards another
person. In the gospel of John 13:34, “Jesus said, love one another, as I have loved you ,” this
passage in the gospel of John constantly reiterating the value of loving thy neighbor as a requisite
for being Christ-centered individual.
Work ethics are set of values based on hard work and diligence. It is also a belief in the
moral benefit of work and its ability to enhance character. In this study, Paulinians are viewed
as the exemplars of the different characteristics of work ethics. Paulinians are regarded as
trustworthy, reliable, disciplined, punctual, loyal, and responsible. With regards to social
orientation, the respondents perceived paulinians as patriotic, humanitarian, sympathetic,
sensitive, and concern with the needs of the students.
Table 6 also highlighted the last category which is the social status. Paulinians are
regarded long before as the rich and decent member of the society, moreover, they serve as the
model of the society and builders of a good image. This can be confirmed through the notable
alumni who have contributed significantly for the building of nation and the society.
Table 7. Perceptions about Paulinian Students by Internal & External Publics
Categories TOTAL
Positive Negative
Characteristics Internal External Internal External
  f % f % f % f %
Cognitive Skills 1311 19.77 452 25.71 7 1.56 15 2.73
Christian Values and Attitudes 4829 72.81 1182 67.24 143 31.92 421 76.68
Christ-centeredness 1378 20.78 388 22.07 1 0.22 1 0.18
Relational 1769 26.67 404 22.98 54 12.05 307 55.92
Work Ethics 865 13.04 206 11.72 52 11.61 36 6.56
Social Orientation 210 3.17 86 4.89 21 4.69 60 10.93

Social Status 492 7.42 124 7.05 298 66.52 113 20.58
TOTAL RESPONSES 6632 100.00 1758 100.00 448 100.00 549 100.00

Table 7 presents the perceptions of the internal and external publics about Paulinian
students. It is remarkable that Christian values and attitudes were the most significant category
that were perceived by the stakeholders. This only shows that both the internal and external
publics share a common insight about the identity of Paulinian students. Unexpectedly, Christ-
centeredness which is one of the core values of St. Paul Education Ministry is not the primary
category that was perceived by the internal and external publics. They regarded the Paulinian
students as person for others which can be manifested through the relationship of the Paulinian
with other people. Nevertheless, Christ-centeredness which was perceived by 20.78% and
22.07% of the respondents was still the constitution of the 72.81% and 67.24% under the
Christian Values and Attitudes category. This further confirms that the Christian and
redemptive educational formation was indeed instilled in the minds and hearts of the Paulinians.

Deviant characteristics were also perceived by the internal and external publics. It was so
interesting to note that external publics perceived more negative characteristics on values and
attitudes compared with the internal publics which presents negative characteristics on social
status. This only shows that there are still considerable amount of nonstandard comments about
the Paulinians.
Table 8. Perceptions about Paulinian Employees by Internal & External Publics
  TOTAL
Categories Positive Negative
Characteristics Internal External Internal External
 
f % f % f % f
Cognitive Skills 754 17.90 287 21.66 1 1.11 2 1.87
Christian Values and Attitudes 3266 77.54 969 73.13 76 84.44 89 83.13
Christ-centeredness 603 14.32 245 18.49 2 2.22 1 0.93
Relational 1100 26.12 326 24.60 52 57.78 56 52.34
Work Ethics 756 17.95 259 19.55 16 17.78 25 23.36
Social Orientation 280 6.56 36 2.72 1 1.11 0 0.00

Social Status 192 4.56 69 5.21 13 14.44 16 14.95

TOTAL RESPONSES 4212 100.00 1325 100.00 90 100.00 10 100.00
7

Table 8 shows that Paulinian employees were perceived in the same manner as the
Paulinian students were observed by the internal and external publics. It is noteworthy to
mention that still, relational skills was on top of the other categories under the Christian values
and attitudes. The very essence of St. Paul School’s existence lies on the fact that Christian
Values and Attitudes were the most perceived categories by the external and internal publics, in
the same manner, it is imperative to underscore that relational skill was the most notable
category that was identified by the respondents. This clarifies the notion that intrapersonal and
interpersonal skills will enable the person to meet his emotional and social needs (Romain,
1988), it is important therefore that teachers, students, administrators and lay collaborators
should understand the importance of relationships rather than merely proclaiming the idea of
being a Christ-centered member of the Paulinian community. It’s high time to all the members
of the Paulinian community to really define and express the true meaning of being a Christ
centered member of the community. The interesting aspect of this study is that Christ-
centeredness which was purportedly inculcated into minds and hearts of every Paulinian needs a
lot of clarification and affirmation for the purpose of enhancing its credibility and confirmability.

Moreover, negative characteristics were perceived by the internal and external publics for
the Paulinian employees if relational skills would be the main course of assessment. This means
that Paulinian employees more than being skilled cognitively should take into consider the
values and attitudes particularly the aspect which has something to do with intrapersonal and
interpersonal relationships.

Table 9. Perceptions about Paulinian Administrators by Internal & External Publics

  TOTAL
Categories Positive Negative
Characteristics Internal External Internal External
  f % f % f % f %
Cognitive Skills 799 23.22 176 15.56 0 0.00 0 0.00
Christian Values and Attitudes 2460 71.49 853 75.42 52 75.36 43 74.14
Christ-centeredness 612 17.79 277 24.49 0 0.00 0 0.00
Relational 779 22.64 265 23.43 31 44.93 25 43.10
Work Ethics 507 14.73 211 18.66 13 18.84 6 10.34
Social Orientation 84 2.44 24 2.12 0 0.00 7 12.07

Social Status 182 5.29 102 9.02 17 24.64 15 25.86

TOTAL RESPONSES 3441 100.00 1131 100.00 69 100.00 58 100.00

Table 9 presents the perception of the internal and external publics towards the Paulinian
administrators. The internal publics viewed the administrators of Paulinian schools as persons
that espouse relational skills and Christ-centered characteristics. However, there is a difference
between the values of Christ-centeredness and relational skills. Administrators were perceived
as individuals with dominant characteristics on relationships rather than having a dominant
attributes of being a Christ-centered one. With regards to the perceptions of external publics,
Paulinian administrators were viewed as a Christ-centered one.

There were also negative connotations that were perceived by the internal and external
publics in the aspect of Christian values and attitudes, particularly on being an administrator
which has significant deviant characteristics on relational skills. Internal and external publics
viewed the Paulinian administrators as individuals with many abnormalities on interpersonal and
intrapersonal relationships. Moreover, there was also a significant findings on the negative
connotations of the publics when it comes to the social status of the Paulinian administrators.

The above tables show the traits that can be attributed to the fact that Paulinian students
are being molded by the institution to become Christian Paulinian professionals, while the
employees and administrators were considered as guides and role models of the students such
that they should really enhance their relational skills to relate to their clientele.

Generally, the Paulinians have been known to the public as dynamic person imbued with
Christian values and attitude. Specifically, the Paulinians have been known to the public as
individual endowed with desirable human skills—the ability to deal and relate with one another
in a more personal rather than in a professional manner, and in a more spiritual rather than
intellectual way. The Paulinian image as being a social status or symbol is not much evident in
this study. Where St. Paul is basically an academic community, its populace (students,
employees, administrators) doesn’t seem to act as academician.

The external public having the higher percentage of frequency is more vocal in defining
the image of the Paulinian compared to the internal public. A slight difference between the
students and employees and administrators is observed where the public both internal and
external viewed the Paulinian administrators as more of a Christ-centered while students and
employees are more of relational.

In the context of the Paulinian motto “ Caritas, Veritas, Scientia” the more emerging
traits are on the knowledge and charity aspect and only few are in the aspect of truth. This could
be the gap in the Paulinian identity as perceived by the internal and external groups. This
strongly implies that being truthful is not visible among the Paulinians.
Emergent Framework:

Paulinian Education Perceptions Phenomenon:

Paulinian Identity

Christian Formation Christian

Christian Values
Values and
and
Quality of Education Attitude
Attitude
Quality of Christ-centeredness
Christ-centeredness
EXTERNAL Public
Leadership and Relational
Relational values
values
Management Work
Work ethics
ethics
Social Orientation Social
Social Orientation
Orientation
INTERNAL Public Cognitive
Cognitive Skills
Skills
Status
Status

Deviant
Deviant Deviant
Deviant
Norm (Highly
(Highly (Highly
(Highly Norm
Negativ
Negativ Negativ
Negativ
ee ee
(Highly (Highly
Positive) Positive)

CONTEXT:

Location
Location
Size
Size
Culture
Culture
Levels
Levels
Ownership
Ownership

Figure No. 3. The Emergent Framework of the Study

The analysis of the qualitative data using the Dey (2003) iterative spiral model involving
the three interrelated processes of describing, classifying and interconnecting concepts regarding
a phenomenon, produced an emergent model based on the perceptions of both the internal and
external publics. The model shows the relationship between three core categories: the context
(variation in the type of school), Paulinian education, and Paulinian identity. The model indicates
that the variation in school due to location, size, culture, levels offered and ownership impacts on
the quality of Paulinian education which in turn is a function of the quality of leadership and
management . In the emergent model Paulinian education serves as the causal element and the
Paulinian identity as the effect or consequence.

Based on the perceptions of both the internal and external publics, the Paulinian
education norm is characterized by a highly positive impression about the quality of education,
the quality of leadership and management, the Christ-centeredness of the institutions as well as
its social orientation. However, a few negative perceptions also surfaced which indicate
deviation from the norm. This implies that although a very high percentage of the responses
showed a very positive view about the quality of Paulinian education, this view is not shared by
a few minority who think otherwise.

Summary of Findings:

1. The internal public perception about Paulinian education are the following:
a. Majority (39.27%) of the internal publics viewed the Paulinian education as an
institution that espouses Quality Education and this can be exemplified by the
presence of high standards in education.
b. Effective Leadership and Management connotes a well defined mission and vision
that is being translated into evident actions.
c. Christian Formation ranked third (23.66%) among the four identified categories
perceived by the internal publics.
d. Social Orientation ranked fourth (9.09%) among the four identified categories
perceived by the internal publics.
e. Minimal (3.70%) deviant characteristics were identified.
2. The external public perception about Paulinian education are the following:
a. Majority (30.23%) of the external publics viewed the Paulinian education as an
institution that espouses Quality Education and this can be exemplified by the
presence of high standards in education.
b. Effective Leadership and Management (24.79%) connotes the presence of
disciplined members of the organization
c. Christian Formation ranked third (21.75%) among the four identified categories
perceived by the external publics.
 d. Social Orientation ranked fourth (15.65%) among the four identified categories
perceived by the external publics.
e. Minimal (7.58%) deviant characteristics were identified but these characteristics
outweigh the perceived deviant variables that were viewed by the internal publics.
3. The internal public perception about the Paulinian students are the following:
a. Majority of the internal publics viewed Paulinian students as having relational
skills (26.67%); Christ-centeredness (20.78%); Cognitive Skills (19.77%) as the
most significant attributes of being a Paulinian student.
b. Social Status (7.42%) and Social Orientation (3.17%) were perceived as the two
least categories.
4. The external public perception about the Paulinian students are the following:
a. Majority of the external publics viewed Paulinian students as having Cognitive
Skills (25.71%); relational skills (22.98%); Christ-centeredness (22.07%); as the
most significant attributes of being a Paulinian student.
b. Social Status (7.05%) and Social Orientation (4.89%) were perceived as the two
least categories.
5. Both internal and external publics perceived some deviant characteristics but these are
not so significant as the positive characteristics.
6. The internal public perception about the Paulinian employees are the following:
a. Majority of the internal publics viewed Paulinian employees as having relational
skills (26.12%); Work Ethics (17.95%); Cognitive Skills (17.90%); Christ-
centeredness (14.32%); as the most significant attributes of being a Paulinian
student.
b. Social Orientation (6.56%) and Social Status (4.56%) were perceived as the two
least categories.
7. The external public perception about the Paulinian employees are the following:
a. Majority of the external publics viewed Paulinian employees as having relational
skills (24.60%); Cognitive Skills (21.66%); Work Ethics (19.55%); Christ-
centeredness (18.49%) as the most significant attributes of being a Paulinian
student.
 b. Social Status (5.21%) and Social Orientation (2.72%) were perceived as the two
least categories.
8. Both internal and external publics perceived some deviant characteristics but these are
not so significant as the positive characteristics for the Paulinian employees.
9. The internal public perception about the Paulinian administrators are the following:
a. Majority of the internal publics viewed Paulinian administrators as having
Cognitive Skills (23.22%); relational skills (22.64%); Christ-centeredness
(17.79%); Work Ethics (14.73%) as the most significant attributes of being a
Paulinian student.
b. Social Status (5.29%) and Social Orientation (2.44%) were perceived as the two
least categories.
10. The external public perception about the Paulinian administrators are the following:
a. Majority of the external publics viewed Paulinian administrators as having Christ-
centeredness (24.49%); relational skills (23.43%); Work Ethics (18.66%);
Cognitive Skills (15.56%) as the most significant attributes of being a Paulinian
student.
b. Social Status (9.02%) and Social Orientation (2.12%) were perceived as the two
least categories.
11. Both internal and external publics perceived some deviant characteristics but these are
not so significant as the positive characteristics for the Paulinian administrators.
12. In the context of the Paulinian motto “ Caritas, Veritas, Scientia” the more emerging
traits are on the knowledge and charity aspect and only few are in the aspect of truth.
This could be the gap in the Paulinian identity as perceived by the internal and external
groups. This strongly implies that being truthful is not visible among the Paulinians.
13. Gap between external and internal