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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Developing a Model for Stakeholder Engagement Management for
Senior High School Work Immersion Program
Donn Uriel D. Buenaventura, Ed. D
Schools Divison Office, DepEd-San Jose del Monte, Bulacan 202 Central Sto. Cristo, San Jose del
Monte, Bulacan
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.910000050
Received: 14 October 2025; Accepted: 20 October 2025; Published: 03 November 2025
ABSTRACT
Work Immersion is the key culminating feature in K to 12 Senior High School Program. Different experiences
and concerns among internal and external stakeholders in school arose on its pilot implementation in 2017.
The study was designed to develop a model for stakeholder engagement management for Technical Vocational
and Livelihood (TVL) Strand Immersion Program. The mixed-method of research specifically Sequential
Exploratory design was used among 105 purposively selected respondents in 8 Schools Division in Region III
where ontological principles though open ended questionnaires were utilized. Participants were composed of
work immersion students, work immersion teachers, partnership coordinators and school heads. After manual
coding in the qualitative phase there were 48-factors identified, clustered into three themes namely: significant
learning experiences, work immersion issues, concerns and challenges, and stakeholder engagement practices.
To eliminate biases, thematic data underwent exploratory factor analysis where 11 factors were identified to
have high factorability based on its eigenvalues. Moreover, using Kaiser-Meyer-Olkin with a computed value
of .660 that signifies that the data gathered is suitable for structure detection and the approximated Chi-Square
value of 5551.670 significant at the .000 exact level of probability. Bartlett’s Test of Sphericity duly supports
the suitability of data since it shows very strong positive correlation between each identified thematic factors
that leads to the rejection of the null hypothesis. Significant learning experiences like attitudes of obedience,
self-control, self-discipline, service-oriented, cooperation and skills of having focus and maintaining good
working conditions were acquired during work immersion and were considerable factors for engagement of
stakeholders. The proposed Work Immersion Stakeholder Engagement (WISE) model aims to address issues,
concerns, and challenges in implementing work immersion in order to sustain and established linkages with
partner industries as venues for the aforementioned program.
Keywords: stakeholder engagement management, work immersion program
INTRODUCTION
The Department of Education (DepEd) envisions itself in producing and developing Filipino learners equipped
with values and competencies that will enable them to realize their fullest potentials in order to contribute
meaningfully to nation building which can be realized through relevant work immersion in Senior High
School.
Work Immersion is a key feature of Senior High School as part of the Expanded Basic Education Act of 2012.
This can be conducted in varied ways depending on the purposes and needs of the learners as stipulated on
DepEd Order no. 30. s. 2017. It develops learners the competencies, work ethics, and values relevant to
pursuing education and in the field of work. It provides opportunities for learners to be familiar in the
workplace, employment simulation, and to apply their work competencies in their area of specialization set in
authentic work environment. This requires strong partnership among stakeholders to work immersion
materialize. Through partnership building, DepEd hopes that partner institutions will provide learners with
work immersion opportunities, workplace or hands-on experience and additional resources.
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With almost 4,000 work immersion students deployed for SHS pilot year implementation in 2017-2018 in the
City Division of San Jose del Monte City varied challenges occurred from finding a partner to scheduling
students resulting to prolonged timeline of implementing the program due to limited number of partner
institutions within the city and bulk of students who will undergo work immersion program.
Based on the assessment on Senior High School partnership through the Regional Quality Assurance
Monitoring and Evaluation (R-QUAME) in 2017, there is a need to develop strong leadership team with high
level of commitment to involve stakeholders and made situational analysis. They suggest conducting
researches relative to SHS growth and developments in order to collaboratively create comprehensive SHS
plan integrated to school improvement plan. However, the evidence for relationship is still inconclusive
because it is just recently implemented which calls for a standardized model for effective delivery of work
immersion through strengthened school stakeholder engagement.
This is one of the issues and concerns that needs to be addressed according to Calub (2015) that DepEd needs
to respond to and not delegated on school level instead, it must be national policy driven and all sectors are
well informed. With limited partner industries, the model can initiate deeper process of engagement with
external (partner industries, Local government units) and internal stakeholders (learners/students, teachers,
coordinators, school heads) for Senior High School Work Immersion which is bounded on effective corporate
social responsibility.
This study aimed to develop a model for stakeholder engagement management for Senior High School Work
Immersion that involved both qualitative and quantitative means applying ontology philosophical principles in
research and exploratory factor analysis (EFA). To date, this study is the only mixed-design that will address
gaps in partnership building and will create a great impact on strengthening the implementation of Work
immersion, school-industry partnership, and strengthening Technical Vocational Program in Philippine
Secondary Schools especially in Region III or Luzon. Senior High School Learners will transact smoothly and
apply their learned skills in contextualized work scenario to gain efficiently experiences in preparation for
collegiate degree, work and career related insights.
METHODOLOGY
The study utilized mixed method research design specifically the sequential exploratory design (qual-quan), a
two-phased design, which primarily involves procedure for collecting, analyzing, and “mixing” both
quantitative and qualitative methods in a single study or a series of studies to understand a research problem in
order to explore a phenomenon, identify themes, design an instrument, and subsequently test it. (Creswell &
Plano Clark, 2011)
For the qualitative phase of the study, the study of being and understanding of reality in research based on the
perspective of the concerned people or in philosophy called as Ontology. Through Key informant Interview
Questionnaires that will be sent through on-line the qualitative themes will be identified as basis for the
development of the model through open, selective and theoretical coding. Qualitative approach is deemed most
suitable to cater 40 respondents stationed in various locations in Region III composed of administrators,
partnership coordinators, immersion teachers and students because it provides school stakeholders an
opportunity to define their own perceptions and problems they encounter in their organizations during the pilot
implementation of work immersion.
Since the study is designed to be exploratory and descriptive, the data was collected and analyzed using
approaches typical to qualitative design. These approaches aim to understand human phenomenon and
investigate the meaning that people give to events they experience in their working environments.
More so, Exploratory Factor Analysis (EFA) was employed on the quantitative phase of research to identify
significant factors for stakeholder engagement management out of identified themes which was answered by
105 purposively selected administrators, immersion teachers and students. . EFA is an effective tool to find
meaningful patterns within a large amount of data which simplifies the data and development of parsimonious
presentation through itemized correlation and variability.
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RESULTS AND DISCUSSIONS
Adherent to the qualitative philosophy of Ontology, open-ended questions were given from the 105 different
external and internal stakeholders for work immersion program in Region III. There were three main themes
derived namely Significant Learning Experiences, Work Immersion Issues, Concerns and Challenges, and
Stakeholder Engagement Practices which are further subdivided with eight sub-themes and a total of 48
factors. Aforementioned themes decoded using manual open-coding followed by selective coding which will
be further supported by theoretical coding.
Significant Learning Experiences
Work Immersion is the culmination of all learning competencies in Senior High School especially for those
students under Technical-Vocational Track. Based on the respondents they acquired knowledge, attitudes and
skills.
Acquired Knowledge
Knowledge has been part and parcel of the human development to maximize their full potentials which is the
first sub-theme identified in this study. During work Immersion , learners are not only expose to practicing
their skills but also to acquire knowledge of things that are introduced in the four walls of classroom but can
only be realized and distinguished deeply in the real work set-up.
Under this sub theme is budgeting. In shops and any business establishment, budgeting is applied to maximize
the available resources without sacrificing the quality of the product and service to be rendered.
Student Respondents said that,”natuto kaming mag-inventory para malaman kung ilan at gaano karami ang
bibilhin lng na supplies,” “we have daily auditing to really check the transactions”, nalaman ko na di basta
basta bibili ng supplies at paano makipag-connect sa suppliers.
Budgeting is an operational concept that plays an important role to sustain the operation of any organization.
Learners expose to this concept will really deepen their understanding how to spend money wisely and
prioritize things.
“Natuto kaming makipagkapwa tao,” a student said. Partnership Coordinator mentioned also that the real life
simulation prepares students to relate with different people and transact to suppliers and customers.
Harmonious relationship between individuals within the organization smoothen the service delivery.
Aside from Work Immersion prepares TVL students to work, it provided them to have hands-on training
through operating different tools and equipment in the immersion venue. Technical know-how in industrial
arts is very significant to perform the job design and requirements. Hands-on training means you get to use
your hands and bodies to perform tasks. This training aims to make conditions as realistic as possible. (Bianca,
2017)
More so, school heads reiterated that”, Immersion shows the reality that working is not a very easy task, so
they need to plan which is a perspective to broader aspect of life.” I really like to have my own shop someday
and acquire many techniques, student added.
We view 21st century skills as knowledge that can be transferred or applied in new situations. This transferable
knowledge includes both content knowledge in a domain and also procedural knowledge on how, why, and
when to apply this knowledge to answer questions and solve problems.
Acquired Attitudes
Majority of the managers hire employees that are trainable and possesses desirable attitudes. It was
consistently highlighted by the respondents the work values they acquire during immersion program like
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patience, obedience, independence, self-control, self-discipline, service oriented, cooperation, self-fulfillment,
and work commitment.
“Students are exposed to work under pressure to meet industry requirements,” Immersion teacher mentioned. I
really learned to be a listener and obey job requests to meet deadlines, student said.”
In the Philippines, youth unemployment hampers meaningful economic development. The sector’s lack of
knowledge, skills, and work experience puts them at a disadvantage. One way to address this is through the
Department of Education’s Senior High School (SHS) program, ushered by the K-12 education reform. One of
its components, the work immersion program, provides students “real workplace” experience, giving students
a set of technical-vocational and livelihood skills that can help them make more informed career choices and
improve their employment prospects.
Acquired Skills
Technical-Vocational Track is really a skill-based area whereas learners encountered to make adjustments,
work under pressure, socialize or communicate, listen carefully to instructions and making good working
conditions. Life is about relationships, and nowhere is that more apparent than the workplace. People hire
people, companies don’t hire people. It’s important that you work hard and are a competent employee, of
course, but you also need to be likable and fit in with the corporate culture.
We really learned how to focus, listen to given instructions and make adjustments, student said. On the other
Work immersion teachers and students really implemented necessary instructions. Learners really need to pay
attention to follow instruction. Though even if it is a cliché it applies that “Obedience is a blessing and
disobedience is a curse,” whereas personnel really need to obey rules and norms based on the standards of an
organization to become successful and achieve their target.
According to Faison (2017) communicate or talking about what is going on is so important for several
different reasons. If you have an issue with another person, nothing will be resolved unless you sit down and
discuss the things that are bothering you. If it’s something going on with just you, it’s nice to have an outside
source to give some advice or at least be a good listener. Also, staying focused keeping learners busy and
focused on your work is a great distraction from a challenge. Actively making sure you stay on track will
ensure that your work doesn’t start slacking because of other things going on.
Work Immersion Issues, Concerns, and Challenges
Such radical change and paradigm shift on basic education through K to 12 program especially work
immersion, really expects varied issues, concerns and challenges. Sinclair (2012) asserted that people in any
organization really need to understand first the concerns in order to address certain issues and surpass
challenges. Likewise, Dela Cruz (2018), stated that since work immersion is done outside the campus,
supervision from teachers is necessary. Less or no supervision at all is risky on the students’ side and there are
cases that the school is not liable to anything that will happen to the student. This is not just a burden to the
parents but to the school as well. Another one is the variety of results. Though one of the purposes of having
immersions is for the student to develop its abilities and capabilities related to the subject matter, we cannot
deny the fact the development varies from person to person. To some it might be a very productive immersion
but to others, it might be stressful. As a result constant evaluation and monitoring is needed.
Issues
Among the thematic issues coded were financial support to the learners, readiness of the students for work
immersion, some experienced favoritism in the immersion venue, assignment of tasks, and information
dissemination about work immersion among partner industries. These are also consistent on what the Regional
Quality Assurance Management Evaluation. Some of the statements of the respondents are quoted :
“Assignment of given task, madalas taga Xerox lang kami at taga bili ng pagakain; Biases in the work
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immersion venue; Lazy colleagues;” Student mentioned. While Coordinator and Teachers observed that issues
are having difficulty in doing adjustments in the work immersion.
Dougherty (2014) emphasized that stakeholder engagement is critical for the success of learning outcomes and
not merely a process but a state of organizational learning which is responsive to everybody needs. This is why
RQUAME suggested to include allowances for students and teachers transportation chargeable to MOOE
through special financial working plan. For readiness, the crafting of career modules and orientation manuals
for Senior High was ratified through a memorandum that needs to be observed 3 weeks before having
immersion and strengthened the parents’ orientations program and industry dissemination through giving
symposia and conferences per division office. In addition to check if student’s tasks are related to their target
competencies, Immersion teachers are also tasked to monitor daily and they will be monitored through routing
slips to be signed by the partner industry.
Concerns
In the manifesto of the Trade Union of the Philippines (TUCP) in 2015 it was stipulated that Immersion is
done outside the school campus in a “Workplace Immersion Venue,” defined as “the place where work
immersion of students is done. Examples of work immersion venues include offices, factories, shops and
project sites.” This could lead to confusion is due to the word “immersion” for it actually has two meanings in
K to 12. The first meaning refers to a required SHS subject in the curriculum. The second meaning refers not
to a subject but to a preferred mode of delivery of Tech-Voc subjects. In addition to some issues that were
addressed, some concerns arouse while Immersion is on-going like time schedule for work immersion, safety
of the workplace, accepting criticism, alignment of strand, required number of hours, and number of work
immersion students in an industry.
Dapat related na talaga yung place sa strand naming; Tapus na yung iba mag-immersion yung iba
magsisimula pa lang; Related Work immersion venue to students’ strand; Number of work immersion students
in the venue; Work Immersion Schedule was prioritized, that is why academic subjects schedule was affected;
Responses from the participants.
Since it was mentioned that Work immersion schedule is flexible and can be 80-120 hours, industry started to
have confusions due to lack of information also. Hence, school gave way and prioritized first, immersion of the
students before attending classes so they can have focus but it became a problem since there was a limited
number of industries resulting to batches, where some students have work immersion others having class
resulting to difficulty in coping up with the lessons and other requirements. A difficult task also for the
teachers since they will adjust to address different set of learners; learners that acquired the concepts going to
immersion and learners from immersion starting to acquire the lessons’ concepts in core subjects.
Challenges
Location/venue of work immersion; Kasabay ng documentation yung finals; Coping up with the environment;
Maghahabol ng lessons; Doing multi-tasking; and Meeting industry requirements.
These are some quoted statements of respondents experience during immersion. Since students were deployed
by batches they had a hard time to cope-up with missed lessons but teachers made necessary adjustments.
Learners also exposed to diverse work culture that require them to adjust. Some had hard time with regards to
the location of the immersion venue and commuting since all respondents came from public schools.
Lastly, the required portfolio after immersion made students manage their time wisely since it is on the same
time with other requirements with other subjects and examinations. Comparatively, rarely are OJT students
expected to produce the same products that regular employees produce. If that’s the case, how are these
students going to learn prior to their expectation with these experts that are going to teach them to be future
professionals? Immersion in SHS will be useless if it is patterned after most of the OJT experiences currently
being undertaken by college students. But, there is a solution simple enough to end this dilemma if that’s how
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we call it. And that is to involve the companies and not just the schools for them to be aware of the educational
objectives of the K to 12. work immersion. According to Magno (2017) this is a solid matter in terms of
enhancing the learners’ skills and discipline not only for self-improvement but also for the betterment of his/
her future company that is because the student will be able to asses himself early inside the company during
the immersion period and will be used to it. They will know about the work ethics, will gain knowledge about
the safety in the workplace. Lastly, the said experiences will be basis for the next work immersion.
Stakeholder Engagement Practices
One of the most common challenges that an enterprise project manager can expect to face is a lack of
stakeholder engagement (Clarizen, 2019). This theme was described on the different roles and indicators
between external internal stakeholders that assure efficient implementation of Work Immersion.
Internal Stakeholders
Internal stakeholders are primary people influencing the curriculum implementation like teachers, learners,
parents and administrators. With regards to work immersion, internal stakeholders played a vital role in
preparing students and parents for immersion like branding of work immersion students, observes ethical and
other considerations for deployment, initiative in searching for prospect partner industry, mapping and
networking.
“Involve them in school activities that showcase students’ talent and skills; Branding of work immersion
students (personality, hygiene, attitudes); School and students initiatives in researching about the company
profile and descriptions; Observe ethical considerations…”
These are some quoted remarks from the respondents that made internal stakeholders be engaged to the work
immersion program. Community engagement through the means of implementing strategies that will
encourage community participation should be the main focus of the school. This can be done through the
participation of the community in school events that will lead to a two-way communication between the two
parties, (Gilly, 2013).
Also, Mooney (2014) emphasized that wholesome atmosphere makes for a comfortable one, in which all types
of personalities can work together. An advantage of experiencing work ethics to every immersion student who
becomes a part of any partner industry is that it makes it clear that professional behavior is a must. If learners
understand the importance of not engaging in distasteful speech or practices, they will strive to maintain a
pleasant and friendly environment that customers and other employees can enjoy. A workplace in which an
ethics code has been instilled is a naturally pleasant place.
External Stakeholders
In this study the primary external stakeholder are the Partner industries serving as work immersion venues and
local government units. The following are activities that made them engaged and informed about the work
immersion program.
Reporting to theme the updates of school status; Recognition/thanking them for the support; Recognized them
during school recognition day; Presenting schools profile and milestones; Invitation/Orientation on what
Work Immersion K to 12.
External stakeholders were engaged through personal initiatives of the administrators and teachers to give an
orientation about work immersion and policies. They were also involved in school activities and informed
about the school status and profile. And lastly they were rewarded through recognition during year end rites of
the school which is contained or observe don the levels of engagement. When schools and community
organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen,
support, and even transform individual partners, resulting in improved program quality, more efficient use of
resources, and better alignment of goals and curricula (Harvard Family Research Project, 2010).
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Lastly, school administrators establish “cradle to career” conditions for learning that make it possible for every
child to succeed. This strategy works by creating a collaborative leadership structure, embedding a culture of
partnership, and aligning resources. Partners set and achieve high standards of accountability across multiple
outcomes.
Factor Analysis (Quantitative Part)
To eliminate subjectivity of the thematic factors identified in the qualitative phase of the study, the 48
identified factors were subjected to factor analysis where it was revealed that the 105 sample respondents is
adequate using Kaiser-Meyer-Olkin with a value of .660 that signifies that the data gathered is suitable for
structure detection which is appropriate since the study aimed to generate factors to be considered in making a
model for stakeholder engagement management for Senior High School Work Immersion Program. Also the
approximated Chi-Square value of 5551.670 significant at the .000 exact level of probability using Batlett’s
Test of Sphericity duly supports the suitability of data since it shows strong positive correlation between each
identified factors which indicates the rejection of the null hypothesis since the identified factors correlation is
valid and reliable enough to represent the total population .
Table 2 presents the mean perception of the respondents descriptively presented in reference to a deeper
statistical treatment which needed in the study. It can be gleaned generally that all factors are on the range of
High Extent except on financial support and favoritism which are perceived in moderate extent and both
categorized under issues on work immersion.
Table 1 Extracted Variability of Analyzed Factor Loadings
No.
Factors
Eigenvalues
% of Variance
Cumulative %
40
Observe ethical considerations for deployment
14.049
29.270
29.270
44
One-on-one/Personal discussion to industry
7.104
14.800
44.069
8
Obedience
3.443
7.173
51.243
13
Cooperation
2.484
5.175
56.418
42
Stakeholder mapping/networking/referrals
2.201
4.585
61.003
12
Service-oriented
1.995
4.156
65.159
16
Focus
1.635
3.405
68.564
45
Orientation about Work Immersion and Policies
1.552
3.233
71.797
21
Maintaining good working conditions (human
and material)
1.458
3.037
74.835
11
Self-discipline
1.327
2.764
77.598
10
Self-control
1.155
2.407
80.005
Legend: Sig. Eigenvalue >1 (Boduszek, 2017)
The table presents the factorability of the thematic components after subjecting to factor analysis where it
surpassed the common criterion of greater than 1.00 Eigenvalue in order to have an objective decision if a
factor is significant. The first strong factor with an eigenvalue of 14.049 with a variance of 29.270 and
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cumulative percentage of 29.270 is observing ethical considerations for deployment. Ethics should be observed
in any transactions like engagement among stakeholder since it requires mutual agreement between the school
and industry. If schools are willing to adjust with the organizational processes of the partner industry they will
welcome wholeheartedly immersion students. Also, on DepEd side schools are strongly discouraged to partner
or accept benefactors coming from tobacco, gambling, and other industries that services or goods affect the
quality of living of an individual as per DepEd Memorandum for Partnership Building. This is supported by
Bowen (2010), who examined applied ethics and stakeholder management where he indicated greater need for
identification of stakeholders to explicitly made ethics trust and other relational variables by committing to
standards of corporate communication. Referring to previous themes, this significant theme encompasses other
themes and it has the highest factorability which in any case ethics is considered a generically applicable factor
for any human relations and other societal functions, which in this case engaging stakeholders.
Other stakeholders unanimously agreed that the following work related values coded as acquired attitudes and
skills towards work is very evident and observable among learners like obedience with an eigenvalue of 3.443,
cooperation with an eigenvalue of 2.4884, service-oriented with an eigenvalue of 1.995, and focus with an
eigenvalue of 1.635. Through work immersion, learners realized that in real life they need to follow rule,
norms and standards to have smooth flow of transactions and become functional. They need to act accordingly
and collaborate to others and maintain composure in order to deliver quality service. According to Victory
(2016), work immersion brings academic reality into work life. Learners were already bombarded with
different classroom discussions and concepts and the best proof of it is to seek actual experiences that can be
concretized through immersion. Also it increases the level of consciousness about a certain work community.
It links what is being taught and what the industry needs, that points out one of the objectives of work
immersion in Senior High School.
The other 3 factors involve engagement these are personal discussions with and eigenvalue of 7.104,
orientation about work immersion and policies with eigenvalue of 1.552 and stakeholder mapping with 2.201
eigenvalue. These three are proven practices among partnership coordinators and school head respondents that
they fully and consistently emphasized that personal involvement of the school officials and persons concerned
plays an important role to convince stakeholder-industry to accept immersion students. It starts with a very
feasible stakeholders mapping that involves establishing target partners followed by orienting them about K to
12 work immersion, its beauty and potentials. Deloitte and Touche (2014) suggests that organizational impact
on stakeholders is rooted on identifying key stakeholders and stakeholder group. This is also present to the
BSR five-step stakeholder engagement model, where after thorough environmental scanning and needs
analysis that is the right time to map stakeholders to recognize what thing are needed to be done. According to
Lorette (2015) effective communication grabs the attention of the target audience, builds interest in the topic
and encourages a desire for pursuing the topic. The message should lure the recipient in and tempt him to
follow through with some kind of action. It is not meant to be manipulative; it should be truly honorable in its
attempt to offer an opportunity to the target audience. While Holt (2015) states that effective communication in
the workplace improves employee morale and increases productivity and in organization it increases
productivity, decreases employee turnover and improves office atmosphere. A stakeholder dialogue can refer
to any two-way communication or interaction in oral or written forms (Lehtimäki and Kujala, 2017)
Lastly, is maintaining good working conditions with an eigenvalue of 1.458 which is the final outcome of any
work, sustainability. Kadlec (2015) of Lumina Foundation describes stakeholder engagement as people starting
point, attitudes and works to mend the split and connect among stakeholders to make progress in a particular
issue. This helps to bridge the gaps and gives sustainable policy to meet the needs and interest of the people
involved in work immersion.
CONCLUSIONS
School and partner institutions work collaboratively to develop learners’ technical knowledge, desirable
attitudes and industry related skills. In the pilot implementation of work immersion in the region stakeholders
perceived all significant learning experiences (acquired knowledge, attitudes, & skills) work immersion
implementation issues, concerns and challenges and stakeholder engagement practices are already on high
extent. Ethical considerations and other reasons prior and during deployment in the partner industry or
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immersion venues must be observed. Personal involvement and discussions among internal and external
stakeholders about work immersion and governing policies engages probable partner industry to collaborate
and accept learners for immersion. Through exploratory factor analysis, observe ethical considerations for
deployment, One-on-one discussions to industry, obedience, stakeholder mapping, service-oriented, focus,
orientation about work immersion and policies, maintaining good working conditions, self-discipline, and self-
control are significant factors influencing stakeholders’ engagement that leads to the rejection of the null
hypothesis.
RECOMMENDATIONS
For Internal Stakeholders:
Financial support to the learners undergoing work immersion should be reviewed and proper allotted through
Maintenance and Other Operating Expenses (MOOE) of the school or establish partnership provisions of food
or travel allowances in the Memorandum of Agreement (MOA). Well planned and synchronized scheduling of
academic subjects taken in school that coincides on the allotted 80-120 hours of immersion in the industry.
Where schools should make necessary adjustments to establish win-win situation and provide focus for the
learners and quality learning episodes. Alignment of strand to the nature of work immersion must be observed
not only in preparation for National Certification but also for duality of the established partnership engagement
of the school and industry. Lastly, internal stakeholders need to consider ethical considerations in building
industry partnerships.
For external stakeholders
To ensure quality learning experiences, school and partner industry need to come-up with coping mechanism
or delivery to address gaps in workplace culture, location, and necessary documentations for assessment that
will make great improvements for future activities and planning.
For Future researchers
A validation study of the proposed Work Immersion Stakeholders Engagement Management (WISE) model
output for engaging partner industries for senior high school work immersion is recommended to measure its
effectiveness and efficiency.
ACKNOWLEDGEMENTS
The researcher deeply expresses his gratitude to the following:
Dr. Apollo P. Portez, Dr. Cherrypyn B. Barbacena, Dr. Romeo S. Ebonite, Dr. Werson R. De Asis, Chairman,
Dr. Ricardo M. De Lumen, Dr. Cristina B. Celarta, and Dr. Margaret S. Aquino (Language Editor) of
Technological University of the Philippines, Manila;
Kaypian NHS community headed by its principals Dr. Florida C. Gonzales (previous) and Dr. Jeaz DC.
Campano (current) together with the JHS and SHS faculty especially those who helped in gathering pertinent
data and relevant studies;. Also to James Carlo Sambajon who heart fully helped in the retrieval of the
questionnaires;
His heartfelt to the SHS administrators who immediately responded on my questionnaires, specifically: Elisa
U. Jarabe, Margarita O. Joven, Wilma M. Aquino, Joycelyn M. Lanozo and Edwin Adriano and to the
immediate endorsement of Germelina H. Pascual, CESO V Schools Division Superintendent and Dr. Beatriz
G. Torno, CESO IV, for the conduct of data gathering;
Lastly, to the selected work immersion students, teachers and partnership coordinators, school heads in the
region, who played a pivotal part of this study, without their experiences and ideas this study will not be
possible.
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REFERENCES
A. Books
1. Boduszek, Daniel (2017) Exploratory Factor Analysis in SPSS. University of Huddersfield
2. Corpuz, Brenda B. (2016) Becoming a 21
st
Century Leader. Lorimar Publishing. Inc. Quezon City
3. Creswell, John W. (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research (4
th
Ed.) Pearson Education Inc. USA
4. Frankel, Jack R. (1998) How to Design and Evaluate Research in Education. (7
th
Ed.) Mc Graw
Hill.Philippines
5. Serapio, Maria Perpetua A. (2014) Fundamentals of Research and Thesis Writing. Mega Jesta Printing
Press: Quezon City
6. Toothtaker, Larry E. (2010) Introductory Statistics for the Behavioral Science (2
nd
Ed.) Brooks/Cole
Publishing Company.California. USA
7. Villena, Danilo K. (2016) Fundamentals of Research. Adriana Publishing House Inc.: Quezon City
B. Unpublished & Published Thesis/Dissertations
1. AbebeAssefa Abraham University- Industry Linkage Practices, Determinants and Challenges
Theoretical and Empirical Article Review: Lessons for Effective and Successful Collaboration.
Department of Management, Faculty of Business and Economics, Assosa University, Ethiopia
2. Azarcon, (2013) Cloud Computing Cyber Community Management Framework. Dissertation.
Technological University of the Philippines, Manila
3. Briones, Gerily V. (2009) An Organizational Climate Healthcare Service Industry in Region IV-A.
Unpublished Dissertation. Technological University of the Philippines, Manila
4. Canlas, Ferdie Q. (2017) Strategic Technology Management for Free and Open Software (FOSS).
Unpublished Dissertation. Technological University of the Philippines, Manila
5. Compasivo, George P. (2005) Competency Standards for Bachelor of Industrial Technology for the
Construction Industry in Region IV-A: Inputs for Curriculum Development. Unpublished Dissertation.
Technological University of the Philippines, Manila
6. Marinas, Evelyn S. (2017). Management of Senior High School Program in the Selected International
Schools in Qatar: An Input to Philippine Overseas Senior High School. Technological University of the
Philippines, Manila
7. Pomernaz, Emily F. (2017) Multilevel Public Decision Making Level Skills: Implications for Wildlife
Governance. Ph. D. Dissertation. Cornell University
8. Molwus, Jurbe J. (2016) Using Structural Equation Modelling (SEM) to Understand the Relationships
among Critical Success Factors (CSFs) for Stakeholder Management in Construction
9. Salamat, Reynaldo G. (2016) An Assessment of the On-the Job Training in Selected State Universities
and Colleges in Region III. Input to a Model OJT Program. Unpublished Dissertation. Technological
University of the Philippines, Manila
10. Tuppal, Cyruz P. (2009) A Quality Management System Model for Nursing Educational Institutions in
NCR. Unpublished Dissertation. Technological University of the Philippines, Manila
11. Villasenor, Vinci Nicholas R. (2017) A technology Management Framework for a Paperless Program
for Accreditation System in Philippine Private Higher Education Institutions. Unpublished Dissertation.
Technological University of the Philippines, Manila
C. Journals/Published Materials
1. Cabardo Jimmy Rey Opong (2016) Levels of Participation of the School Stakeholders to the Different
School-Initiated Activities and the Implementation of School-Based Management Journal of Inquiry &
Action in Education
2. DiBari, Julie A (2016) Studying School Improvement Teams to Analyze Multiple Stakeholder
Engagement in Decision-Making in Public Education Rhode Island College, juliedibari@gmail.com
3. Habibi, Arash (2014) Delphi Technique Theoretical Framework in Qualitative Research. The
International Journal of Engineering and Science. Vol. 3 Issue 4
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 604
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4. Hooge, E., T. Burns and H. Wilkoszewski (2012), “Looking Beyond the Numbers:Stakeholders and
Multiple School Accountability”, OECD Education Working Papers, No. 85, OECD Publishing.
5. Maak Thomas (2012) Responsible Leadership, Stakeholder Engagement, and the Emergence of Social
Capital
6. Owen, Susanne Experiential Placements: Dissemination and Stakeholder Engagement for Curriculum
Planning Action to Prepare Future Pharmacy Professionals Journal of Learning 2007 Vol. 2 No. 1 1
7. O’Meara, K., & Jaeger, A. (2006). Preparing future faculty for community engagement: barriers,
facilitators, models, and recommendations. Journal of Higher Education Outreach and Engagement,
11(4), 3-26.
8. Sanford, Brian A. (2007). The Delphi Technique: Making Sense of a Consensus. Practical Assessment,
Research and Evaluation. Volume 12, Number 10, August
9. Sinclair Marie-Louise (2012)Developing a Model for Effective Stakeholder Engagement Management
Curtin University of Technology
10. Schreiber Martin Joseph 2012 A Case Study: The Impact of An Immersion Experience on the Vocation
of Lay Teacher-Leaders in American Jesuit High Schools. Loyola University Chicago
D. Web sources
1. https://www2.deloitte.com/content/.../ZA_StakeholderEngagement_04042014.pdf
2. https://www.bsr.org/reports/BSR_Five-Step_Guide_to_Stakeholder_Engagement.pdf
3. https://www.apm.org.uk/resources/find-a.../stakeholder-engagement/key-principles/
4. https://www.apm.org.uk/resources/find-a-resource/stakeholder-engagement/
5. ethosdc.com/wp-content/uploads/.../Ethos_Core_Capabilities_Federal_04112017.pdf
6. ttps://blogs.deakin.edu.au/apprj/wp-content/uploads/sites/33/2014/.../12-sinclair.pdf
7. blockbusters.biz/business-stakeholder-engagement-analysis-101/
8. https://www.cssp.org/publications/.../WPIC_DCFS_Stakeholder_Engagement_Toolkit...
9. https://www.anmac.org.au/sites/default/files/.../stakeholder_engagement_framework.p...
10. https://www.finance.wa.gov.au/.../FaCS_Stakeholder_Engagement_Guidelines.pdf
D. Others
1. ASEAN School Heads Competency Framework (2012)
2. D. O. no. 30 s. 2017 Work Immersion Curriculum Guide
3. D. O. no. 40 s. 2015 K to 12 Partnership Building
APPENDIX
Work Immersion Stakeholders’ Engagement (Wise) Model
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Rationale
● standardize procedures to engage stakeholders to support and accept work immersion students
● institutionalize practices for better implementation of Senior High School Work Immersion specifically
for Technical Vocational Track
● Highlight knowledge, skills, and attitude that can be achieved through work immersion
● develop a culture of partnership between school and industry
Description
The Work Immersion Stakeholders’ Engagement (WISE) Model is the output of qual-quan research
through based on ontological principles or experiences of varied stakeholders in Region III. Furthermore
exploratory factor analysis (EFA) was utilized to show the reliability and factorability of the factors identified
in qualitative phase. It is divided into 3 components based on the key ideas of the study and defines the
specific roles and activities per phase of implementation coded through mnemonics which are all based on the
identified thematic factors. There are 7 gears representing the Technical Vocational Education Track and the
university the researcher and proponent studies it also show interdependency of each variables. In addition, the
model is both linear and cyclical in nature like Sinclair (2012) but fully operates following Tuckman’s Input-
Process-Output (1987) model whereas the feedback loop encloses each key principle through planning,
preparing and assessing. Each gear is composed of different sub processes which are connected and
interdependent to each other. The following are the detailed strategic steps for engagement:
Legend
Pre-
Immersion
Immersion
Post Immersion
Work Attributes
Knowledge
Attitudes
Skills
● Branding
● Ethics
● Initiative
● Mapping
● Support
● Tasks
● Time
● Alignment
● Location
● Safety
● Coping-up
● Post-Conference
● Documentations
● Work
Readiness
● Budgeting
● Technical
● Human
Relations
● Hands-on
Experience
● Patience &
Perseverance
● Cooperation
● Service
Oriented
● Commitment
● Independence
● Self-Control
● Self-Discipline
● Obedience
● Respect
● Maintenance
● Focus
● Listening
● Adjustments
● Working under
pressure
● Socialization
Strategic Steps
The following are the specific procedures to be adopted based on WISE model.
Gear 1 Partner Industry (DOIN-R) The following are the suggested steps to engage partner Industries
1. Dialogue
Schools personally involve target partners through open communication and establish
rapport with the prospect industry internally and externally.
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2. Orientation
Internal stakeholders will link to external stakeholders by giving information that will
arouse their interest to be involved in the development of the school and participate
on its efficient curriculum delivery.
3. Involvement
Mutual participation of both internal and external stakeholders to attain certain
objective after being informed.
4. Network
Continuous widening and deepening of engagement through connections.
5. Recognition
Sustaining the bond of partnership through giving recognitions, tokens and quality
output.
Gear 2 Pre-Immersion (BEIM) Stated as follows are critical steps for engagement to ensure successful
effective work immersion.
1. Branding
Involve preparing students for work, from orientation, establishing desirable routines,
hygiene and presenting themselves properly.
2. Ethics
A philosophical term, through this model it concerns about proper procedure and
decorum of deployment before endorsing work immersion students to partner
industry.
3. Initiative
The total involvement of internal stakeholders to connect with industry and prepare
students for work immersion.
4. Mapping
The literal manner of locating target industry within the vicinity and its proximity to
school and residence of the students.
Gear 3 During Immersion (STTALS) The following practices ensures smooth work immersion.
1. Support
Provision of both human and material support mechanism for students to complete
the target hours for work immersion
2. Tasks
School and partner industry will establish definite work design and requirements to
accomplish during the period of immersion.
3. Time
Agreement upon the reporting time, scheduling and duration of work immersion
should also be specified.
4. Alignment
School and industry must ensure that the learning experience to be acquired is aligned
and in consonance with to the chosen track.
5. Safety
Ensuring parents who are stakeholders that work immersion is significant to the
holistic development of their children, safety precautions and schemes to be observed.
Gear 4 Post Immersion (CPD) After immersion the following should be observed:
1. Coping-up
Contextualized adjustments to be done in school after work immersion that includes
sharing of experiences, consultations and assistance to lessons.
2. Post-
Conference
Focused group discussions to harness significant learning experiences from work
immersion.
3.
Documentations
Application of portfolio assessment that will serve as authentic learning evidence.
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DESIRABLE WORK ATTRIBUTES
Knowledge
Attitudes
Skills
Work Readiness
Patience and perseverance
Maintenance
Budgeting
Cooperation
Focus
Technical
Service-oriented
Listening
Human Relations
Commitment
Adjustments
Hands-on
Experience
Independence
Working under pressure
Self-Control
Socialization
Self-Discipline
Obedience
Respect
Partner Industry Engagement (Pie) Operational Plan (External Stakeholders)
Goal
Suggested
Activities
WISE
Strategic
Steps
Objectives
Persons
Involved
Time Frame
Expected Outcome
To
achieve
the goals
of the K
to 12
Program,
the
Departme
nt of
Education
(DepEd)
needs to
enter into
partnershi
ps with
different
groups in
the fields
of work
immersio
n
opportuni
ties for
public
Senior
High
School
(SHS)
1.
Identificatio
n of
potential
partner
2.
Brainstormi
ng meeting
3. Needs
Analysis
Dialogue
(Internal)
● identify
potential
partners for
immersion
● convene to
develop
schemes for
immersion
needs and
possible
partners
● School
Heads
● Partnershi
p
Coordinat
or
● Worm
Immersion
Teachers
● TVL
teachers
● January to
February
● Work immersion
needs
● List of possible
immersion
venues for TVL
learners
1.
Partnership
Meeting
2.
Introducing
the program
Dialogue
(External)
● Set
appointment/inv
ite the target
partner industry
abut
introducing the
SHS Work
Immersion
Program
● School
Head
● Partnershi
p
Coordinat
or
● Target
Partner
Industry
● March to
April
● Documentations
● School
Monitoring,
Evaluation and
Planning
Adjustments
(SMEPA)
1.
Rationalizin
Orientation
● Make follow-up
● School
● March to
●
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learners,
use of
facilities
and
equipmen
t,
additional
teacher
training
opportuni
ties, and
additional
resources
in the
form of
donations
.
g the
program to
partner
industry
meetings
● report updates
and
accomplishment
s to convince
target industry
Head
● Partnershi
p
Coordinat
or
● Target
Partner
Industry
April
1. Designing
and
formalizing
Agreements
2.
MOU/MOA
Signing
3. Invitation
for School
Improvemen
t Planning
and
Adjustments
Involvement
● Convince target
to partners to
convene and
sign
MOU/MOA
● Participate in
School planning
activities
● School
Head
● Partnershi
p
Coordinat
or
● Target
Partner
Industry
● April to
May
● Memorandum of
Understanding
or Agreement
● Enhanced school
improvement
plans and
SMEPA
1. Referral
System
2.
Identifying
common
connections/
people
Network
● proliferate
connections and
linkages
through internal
and external
initiative of
finding
common
connections
through
referrals
● School
Head
● Partnershi
p
Coordinat
or
● Target
Partner
Industry
● May
● Additional target
stakeholders for
partnership
1.
Benefactors’
Day
Recognition
● give recognition
to partner
industries
● School
Head
● Partnershi
p
Coordinat
or
● Target
Partner
Industry
● Year End
Rites-
March at
the end of
School
Year
● plaques and
certificates
WORK IMMERSION Operational Plan (Internal Stakeholders)
Goal
Suggested
Activities
Objectives
Persons
Involved
Time Frame
Expected Outcome
Develop
● A. Pre Immersion: Branding=>Ethics=>Initiative=>Mapping
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learners’
life and
career
skills in
preparati
on for
making
decisions
on
postseco
ndary
educatio
n or
employm
ent
through
partners
hip
building,
hands-on
experien
ces and
additiona
l
learning
resources
.
1. Partnership
building and
Stakeholder
Engagement and
Mapping
(Branding,
Ethics,
Initiative &
Mapping)
● Locate and
convince
possible
work
immersion
partners
● disseminate
information
about SHS
Immersion
program
and
stakeholder
s
engagement
● identify
potent
industry
partners
● Immersion Coordinator
● Teachers
● Target Partners
Janu
ary
April
● Sufficient number
of Partners aligned
with students
college degree
preference
2. Parents’
Consultation
(Ethics &
Initiative)
● orient
parents on
their roles
as
stakeholder
s and
develop
support
mechanism
and
consensus
● Teachers
● PTA officers
● Parent
June
● Parents support
and consent to
their child during
work immersion
3. Students’
Orientation on
Work Immersion
and Preparation
of Contents of
Portfolio
(Branding ,
Initiative)
● present
work
immersion
curriculum
standards
and career
pathways
● Immersion Coordinator
● Teachers
● Target Partners
● Youth Formation
Officer
● Invited HEIs
June
July
● Effective
Orientation and
Career Program
● Inventory of
Learners aligned
to their college
degree preference
and work
immersion venues
B. Immersion Proper :Support=>Tasks=>Time=> Alignment=>Location=>Safety
1. Immersion
Venues
Consultation
(Support,
Tasks, Time,
Alignment,
Location and
Safety)
● gain immediate
feedbacks for
strengthened
partnership and
sustainability
● Work Immersion
Teacher
● Class Advisers
August
● Well attended
Immersion
Venues
2. Immersion
Students
Consultation and
● acquire necessary
field related
responses from the
● Work Immersion
Teacher
Septemb
er to
● Well attended
Immersion
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Supervision
(Support,
Tasks, Time,
Alignment,
Location and
Safety)
respondents for
adjustments and
conflict resolution
if arise
● Class Advisers
October
Venues
● C. Post Immersion: Coping-up=>Post-Conference=>Documentations
1. Exit Interview
(Coping-Up)
● clear and process
observations from
the partner work
immersion venue
● Immersion
Teacher
● Immersion
Venue
Supervisor
October
● Structured Interview and
minutes of the meetings
2. Post
Conference
● Brief and
expound students
learning
experiences for
enrichment and
meaningful
realizations
● Work
Immersion
Teacher
● Class
Advisers
October
● Structured Interview in the
school and documentations
3. Checking of
Portfolio
(Documentation
s)
● Assess pertinent
documents in
support to
students
significant
experiences
during work
immersion
● Work
Immersion
Teacher
● Class
Advisers
October
November
● Efficient and
well prepared
portfolio
Rewards
and
Recognit
ion
4. National
Certificate
(NCII)
Assessment)
(Knowledge,
Skills and
Attitude)
● Certify
competencies of
learners through
TESDA
● TVL
Teacher
January
February
● TESDA NC I-
IV Certificates
5. Best in Worm
Immersion
Recognition
(Knowledge,
Skills and
Attitude)
● Recognize
exemplary
performance of
students in work
Immersion
● School
Head
● TVL
Teacher
March to April
● DepEd Medal