International Journal of Humanities, Arts and Social Sciences volume6issue5pp.202-210doi:https://dx.doi.org/10.20469/ijhss.6.20004-5 Administrative and Instructional Issues in the Implementation of Voucher Program Among Selected Private Senior High Schools JohnMarkR.Asio∗ ChristopherDC.Francisco CollegeofEducationArtsandSciences, CityofMalolosIntegratedSchool-Sto. Rosario, GordonCollege,OlongapoCity,Philippines CityofMalolos,Bulacan,Philippines RosalindaC.Rodriguez JesusisLordCollegesFoundationInc., Bocaue,Bulacan,Philippines Abstract: Theprimaryaimofthisresearchwastoidentifytheissuesencounteredbyschooladministratorsandteachers inimplementingthevoucherprogram. Weidentifiedadministrativeissuesintermsofthereleaseofvouchersorbilling statements,providingresources,application,andprocessingofdocuments,andcareerguidanceorientation. Meanwhile, wealsoinvestigatedinstructionalissuestoteachlikestrategiesandtechniques,studentpreparation,learningresources, curriculumenhancement,andteachers’preparationandreadiness. Theresearchmethodforthisstudywasaqualitative phenomenologicalapproachthatfocusedondescribingthelivedexperiencesofpeople. Thisstudyinvolvedsixschool administratorsandsixteachersthatbelongedtoprivateseniorhighschoolsinaprovinceinCentralLuzon,Philippines, duringtheschoolyear2018-2019. Theresultsshowedthattheissuesassociatedwithimplementingvoucherprograms amongschooladministratorsare: (a)delaysinapplicationandprocessingofdocuments,(b)lackofparents’supportand students’activeparticipationincareerguidanceorientation,(c)delaysinthevoucher’srelease,and(d)difficultiesin hiringqualifiedteachersandthekeepingofteachers. Meanwhile,thecommonproblemsassociatedwithimplementing voucheramong teachersare: (a)lack ofpreparednessamong teachers, (b)congested curriculum competenciesand idealisticoutcomeexpectations,(c)jobmismatch,traditionalteaching,non-congruencybetweentheteachingstrategies and content, (d) innovative technological advancements issues, and (e) students are not competent. They can learn significantinsightsfromtheresearch-basedpropositionsdrawnfromthestudy. Keywords: Administration,Instruction,Implementation,Voucherprogram,Privateseniorhighschools Received: 21May2020;Accepted: 17September2020;Published: 25October2020 INTRODUCTION The role of leadership and administration is significant in the success of an educational institution (Icutan & Sagaionit,2017;ZellmanG.L.etal.,2099). Thissuccessiskeytoeconomicandsocialprogress. Thereismuchbeing askedforthosewhoareinleadershippositions. However,theseleadersalsoneedsupporttodotheirjobs(Pont,Nusche, &Moorman,2008). Foradministrativeconcerns,RabacalandAlegato(2017)showedintheirresearchthatadministratorshadavery highextentofopportunitiestoimplementtheK-12program. However,IcutanandSagaionit(2017)foundthatschool administratorsalsohaveamoderatelyseriousconflictalongwithdifferentadministrativefactors. Schoolmanagers ∗CorrespondenceconcerningthisarticleshouldbeaddressedJohnMarkR.Asio,CollegeofEducationArtsandSciences,GordonCollege, OlongapoCity,Philippines.E-mail:[email protected] (cid:13)c 2020TheAuthor(s). PublishedbyKKGPublications. ThisisanOpenAccessarticledistributedunderaCreativeCommonsAttribution- NonCommercial-NoDerivatives4.0InternationalLicense. 203 Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 cannot deny the fact that they also have few conflicts of relationship with higher authorities. We could attribute this to the fact that school managers should deal with higher authorities since they are their superiors. Pleasant relationshipswithupperauthoritiesreinforcethedeterminationandself-confidenceneededinsuccessfulendeavors ofgoals(Baumeister,Campbell,Krueger,&Vohs,2003). Asexpected,therearevariedrolesandresponsibilitiesfor schoolmanagers. Hence,theyneedgoodtimemanagementtolessenthisproblem. AccordingtoKumar(2010),to distinguishaprovision,crucialprocessesofeducationmustlieinthehandsofthegovernment. Thepotentialroleof vouchersinimprovingschoolqualityisfurtherrestricted. Inaddition,Ferrer(2019),statedfurtherthattheGovernment AssistancetoStudentsandTeachersinPrivateEducation(GASTPE)identifieddifferentformsofassistancetostudents and teachers in private education in the Philippines. The drive of any educational transformation process must lie onimprovingthesystemicfeaturesofeducation,suchasthecriticalissuesofteacherprofessionalizationinvolving selection, training, and academic support, and providing adequate resources to fulfill the imperatives of universal elementaryeducation. A studyrecommendedthatthegovernmentmustimprovethedesignandimplementationof programswhichincludethedivisionofrolesandpatternsofcooperationbetweengovernmentagenciesandotherkey playersinimplementingtheprogram(Setiyono,n.d.). AlsointhePhilippines,althoughthereisapro-privatesector schemeintheirgovernment,privateschoolsarediminishing(Termes,EdwardsJr,&Verger,2020). Fromadifferent perspective, Ford and Andersson (2019) exposed in their study that start-up voucher schools and those unaffiliated oneswiththelargerinstitutionhaveahighdegreeoffailure. Tilltheseaspectsareaddressedandeducationalquality improves,voucherscanservelittlepurpose. Theprimaryaimofthestudywastoidentifytheissuesassociatedwithimplementingthevoucherprogramamong seniorhighschoolstudentsinselectedprivateschoolsfromaprovinceinCentralLuzon,Philippines. Thisstudytries toanswerthefollowingquestions: 1. Whatadministrativeissuesconfrontedtheimplementationofthevoucherprogram? 2. Whatinstructionalissuesconfrontedtheimplementationofthevoucherprogram? 3. Whatarethecommonproblemsassociatedwithimplementingthevoucherprogram? 4. Whatcopingmechanismsdoadministratorsandteachersuseinaddressingtheissuesencountered? LITERATUREREVIEW InthestudybySarvi,Munger,andPillay(2015),onecouldfindfromthisstudythefollowingsixconsiderations concerningtheK-12program. Rosenberg(2011)alsoaddedthatruralhighschoolsfaceadditionalchallengesinthe recruitmentandmaintenanceofprimequalityteachersandadministratorsforvariousreasons. Aresearcheralsoargued thatvouchersmustnotbeconsideredasolutiontoimprovestudentperformanceoutput(Zhao,2019). Inrelation,a studyalsodivulgedthatparentsremainedneutralaboutthegovernment’seffortstopromotequality,’child-centered’ schools(Wong&Rao,2020). InamemobyPatrickandPowell(2009),onlyafewpublicationswitharigorouscontext pertaintotheeffectivenessofonlinelearningforK-12students. Teachersandstudentshadaveryhighextentinalmost all areas except in areas on curriculum, instruction, and faculty qualifications (Rabacal & Alegato, 2017). Another issuestipulatedbyCapilitan,Cabili,andSequete(2015)showedthattherewasadecongestionoftopicsforallareas ofscience. Thiscontexthastodowiththeretentionandincreaseintheknowledgeofstudents. ThestudyofDixon, Egalite,Humble,andWolf(2019)stipulatedthatthereisalargeimpactofvoucheruseinthetestscoresinEnglishfrom aparticularurbanizedcityinIndia. Also,Lartecetal.(2014)showedthatteachersusedstrategieslikeimprovising instructionalmaterials,remediationofinstruction,andutilizationofaliterarypieceinteachingamothertongue-based multilingualeducation. Orbe,Espinosa,andDatukan(2018)foundthesameissuesthattheteacher’scontent,pedagogy, and assessment in a science subject are problematic. These challenges include instruction-related factors, teacher competence,in-servicetrainingsufficiency,jobsatisfaction,andsupportfromuppermanagement,laboratoryadequacy, school resources, assessment tools, and other influences on teacher success in teaching. Amadio (2015) revealed someotherissuesrelatedtoimplementingcross-curricularthemes. Teachersoftenhavetodealwitha’congested’or overloaded curriculum. Also,itisdifficulttofind enoughtimeforcross-curricularthemes. Besides,Tabora (2014) mentionedsomeseriousproblemswiththeK-12seniorhighschoolcurriculum. Theseincludeover-congestionand technical-vocationaltrackpreparationofstudentsforworkintheindustry. Previousfindingsshowedthatimplementing theSHSprograminSTEChadmixedresponseratings(Acar,2017). Thesaidstudyproducedthefollowingresponses: afairresponsefortheinfrastructureandlearningfacilities,averygoodresponseforinstructionandcurriculum,anda Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 204 poorresponseforadmissionandretentionarea. Sergio(2012),inhisstudy,claimedthattheintendedimplementationof theK-12program,teachertraining,anddeploymentarealsoseriousconcernsthatneedactiveinterventionbeforetheir implementation. Also,Mohammad(2016)discussedthatinformantsinthestudyhadpositiveandnegativereactionsto theK-12BasicEducationProgram. IntermsofK-12curriculumdevelopmentandpreparedness,Dagaraga,Demata,Felicilda,Malinda,andSabando (2013)revealedthatprivateandpublicschoolswereverypreparedwiththeirinstructionalplanning,teachingpedagogy, andassessment. However,Umil(2017)mentionedsomesignificantproblemsintheK-12implementationlikeshortages in manpower and facilities, budget allocations, problems brought about by senior high school implementation and an increase in out-of-school youths. Metin (2013) mentioned that teachers do not determine the topics and criteria onthestudents’level. Theauthoralsomentionedthatthereisinsufficientknowledgeabouthow topreparerubrics. Regardingtheirlevelofpreparednessintermsofinstructionalmaterials,itturnedouttobemoderatelyprepared. The concerns/problemsencounteredinimplementingtheK-12curriculumexhibitedsignificantdifferenceswhengrouped accordingtoage,educationalqualifications,andteachingexperiences. WiththegapsfoundinrelatedstudiesembarkingimplementingtheK-12program,whichtookveryseriouseffects onimplementingvoucherprograms,theresearcherspurporttoidentifytheadministrativeissuesandinstructionalissues associatedwithimplementingvoucherprogramsinanotherresearchenvironmentinselectedprivateschoolsfroma provinceinCentralLuzon,Philippines. METHODOLOGY Design The research method for this study was a qualitative phenomenological approach. This approach focuses on describing the lived experiences of people. Also, it explores how they have suffered these experiences. In the phenomenologicalresearchdesign,itconcernsthelivedexperiencesofpeople(Groenewald,2004). Theresearchersexplicatedthedatagatheredinsteadofanalyzingit. Theexplicationprocessreferredtohasfive phasesorsteps: (1)bracketingandphenomenologicalreduction,(2)delineatingunitsofmeaning,(3)clusteringof unitsofmeaningtoformthemes,(4)summarizingeachinterview,and(5)extractinggeneralanduniquethemesfrom alltheinterviewsandmakingacompositesummaryintheformofagroundedtheoreticalframework. Theresearchersusedinterviewsandobservationindatagathering. Thisistogettheinformationrequirementsfor thisstudy. Theresearchersinterviewedtherespondents. Theinvestigatorsalsogavetheparticipantsaletterofrequest. Thislettersignifiestheiragreementwiththeinterview. Participants Therespondentsofthestudycomprisedschooladministratorsandteachersfromselectedprivateseniorhighschools inthemunicipalityofBocaue,Bulacan,Philippines. Weusedpurposivesamplingtoselecttherespondentsofthestudy. Purposivesamplinginqualitativeresearchisatechniqueusedtoidentifyandselectinformation-richcasesforthemost efficientuseoflimitedresources(Patton,2002). Thisinvolvedidentifyingandselectingindividualsorgroupsofpeople whohaveexperiencedorknowledgeableaboutaphenomenonofinterest(Cresswell&Plano-Clark,2011). Inthisstudy,selectingtheparticipantswaspurposefulinthesensethattheymeetthreeimportantcriteriaforthe study: first,aschooladministratorandteachers;second,schooladministratorsandteachersbelongtoprivateschools fromaprovinceinCentralLuzon,duringtheschoolyear2018-2019;andthird,theyhaveatleastbeenintheposition for at least one year. Considering these general criteria, six school administrators and six teachers qualified for the study. Instrument Togathertheinformationforthisstudy,weusedresearcher-madeinterviewquestions. Wesubmittedthequestions for validity and reliability to experts. They composed of a university professor, a principal, a headteacher, and a researcher. These questions describe the issues and problems in implementing the voucher program. We sent letters to the participantstoscheduleapersonalinterviewwiththem. Thiswasforthemtobeinformedofthetopicathandandto givethemthereadinesstotelltheirlivedexperiencesasschooladministratorsandteachers. Theguidequestionsserved asstimuliingettingtheperceptionsoftherespondentsontheissues. 205 Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 Theguidequestionswere: i. Forschoolprincipals 1. Asaschooladministrator,whatissuesdoyouencounterinimplementingthevoucherprogram? 2. Whatcopingmechanismsdoyouuseinaddressingtheissuesencountered? ii. Forteachers 1. Asateacher,whatissuesdoyouencounterwhenimplementingthevoucherprogram? 2. Whatcopingmechanismsdoyouuseinaddressingtheissuesencountered? Theresearchersthenhadapersonalinterviewwiththerespondentstogatherdatafromtherespondentsregarding theirphenomenologicalexperiencesintheschooladministration. RESULTSANDDISCUSSION This study aims to find out the administrative and instructional issues of school administrators and teachers in implementing the voucher program for senior high school. The study hereby found the following themes which answerthestatementoftheproblemmentionedintheprecedingdiscussion. Notethatinthediscussionwemarkedour participantsinthefollowingpattern: SchoolAdministratoronetosixandTeacheronetosix. Thisistopreservetheir anonymitythroughoutthestudy. AdministrativeIssuesConfrontingtheImplementationoftheVoucherProgram • Delays the in application and processing of documents: Most of the school administrators, (except school administratorsix)saidthattherewereissuesintheprocessandapplicationofthedocumentsbyhavingsome delaysinthesubmissionsoftherequirements. Itraisedseveralcauses: firstisaboutthemtoomanyrequirements andconsideredaburdeninapplyingforthevoucherprogram,secondistheexpenseinacquiringthedocuments needed,andthelastreferstothehumanerror,infillingoutforms. • Lack of parents’ support and students’ active participation in career guidance orientation: Issues of time constraints with parents and the students’ decision factors were some issues and challenges encountered by schooladministratorswhentheyconductedtheircareerguidanceorientation. Enoughsessionsforcareerguidance orientationsandproperguidanceforthestudentsandsupportfromparentsaretheutmostdesired. • Delays in the release of voucher: We considered financial sustainability important for the school. But all experiencedelaysinthereleaseofvouchers. Asasolution,administratorsaskthebankforfinancialhelp. Thisis toprovidefortheneedsoftheschool,teachers,andstudents. • Difficultiesinhiringqualifiedteachersandkeepingteachers: Subsidyforfacilitiesandotherlearningmaterials providealltheneedsofthestudents,thoughitwouldcostalotforschooladministrators. However,thekeepingof teacherswasoneoftheprimaryproblemsbecausesometeachersconsideredprivateschoolsasatrainingground. Teachers would still look for a greener pasture after all the efforts and privileges given to teachers in private schoolstheystillwanttoenterpublicschools. Hence,schooladministratorshadadilemmaaboutinvestingalot toteachers,regardingtraininginthatgivenphenomenon. Arecommendationfortheproperallocationofbudget andprudentplanningforthefacultydevelopmentprogramisimperative. Fromtheabovementionedthemesidentified,itisclearthatseveralissuesarose. Thesecannotbeoverlookedby schooladministratorssincethesemattershampertheoperationoftheschool. Literaturethatprovidessomearguments inthepreviousdiscussionincludesthatofAl-Amarat(2011),wheretheauthorshowedsomeproblemsfacedbyteachers at public schools. The author found that there are significant differences in interaction regarding genders, levels of school, and teaching experience in terms of behavioral problems. From a unique perspective, a publication stated that a state from the U.S. failed to capitalize on the state’s economic recovery to benefit the public-school children andleftlessmoneyavailableforallpublicpriorities,includingschools(PublicSchoolForum,2016). Basedonthese arguments,thecurrentstudycreatesanothervenueorgapfromtheexistingresultsthatpertaintotheimplementationof thevoucherprogram. InstructionalIssuesConfrontingtheImplementationoftheVoucherProgram • Lackofpreparednessamongteachers: Alloftheteachersinterviewed,agreedthattheyhavegivenlittleattention totheirpreparation. Theyhavelistedtwosignificantreasons. Firstisaboutthecommonproblemsofgraduated Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 206 teachers,whichisthereadinessfortheactualsettingorlifeinsidetheschool. Althoughtheyhadtheiron-the-job trainingbeforetheygraduated,still,theyseethingswhentheyarealreadyinthefieldforalongerperiod. Second, referstothetime-pressuredpreparations. Theinstitutionfillsteacherswithmanyteachingloadsandpreparesfor eachsubjectthattheyteach. Theycouldnotpracticeaheadfortheirlessonsandtheycannothaveamasteryof thecontentandpedagogy. • Congestedcurriculumcompetenciesandidealisticoutcomesexpectation: TeachersclaimthattheK-12curricu- lumhasahigh-standard,thatitissomuchidealistic. Forthem,issuesrootedinthesetworeasons: firstisthat competenciesarecongestedbecauseofinsufficiencyoftime. Themasteryofthelessonsisbeingcompromised. The second is that the students cannot cope up with all the competencies because it goes beyond learners’ capabilities. • Jobmismatch,traditionalteaching,non-congruencybetweentheteachingstrategiesandthecontent: Theseare someclamoredissuesofteachersregardingtheissuesinteachingstrategiesandtechniques. Hence,theteachers’ innovativeideasandstudent-centeredactivitiesarestillachallengeforthem. Also,schooladministratorsmaybe clearinsettingaqualificationstandardinhiringandselectingteacher-applicants. • Innovativetechnologicaladvancementsissues: Theneedforastrengthenedandstableinternetconnectionwas oneissuebeingconfrontedbyteacherstolearnmaterialsorresources. Intheneweraoftechnologynowadays, wechallengeschoolstocopeupwiththetrendsofthepresenteducationaladvancementintechnologyandvirtual learning. • Studentsarenotcompetent: Thereadinessofstudentstobecompetentandlifelonglearners,intheperceptionof theteachers,isstillaseriousissue. Wesuggestthatanintensivequantitative-basedstudyregardingthisissue. Basedontheabovementionedproblemsfromthefindingsofthecurrentstudy,thesewerethesameissuesraised byresearchersDurbanandCatalan(2012)whereintheycriticizedtheunresponsivecurriculum,impropermonitoringof programs,globalizationofeducation,andpoliticsineducation. Theauthorsalsoimploredthatforeducationinthe Philippinestowemustaddresstheillsandproblemsaddressed. IntheinitialimplementationofK+12curriculums, teachersrefinedtheirbestpracticesinthreeoutoffiveidentifiedareasofconcern. Theauthoraddedthattherewereno identifiedbestpracticesinlearningresourcesandteachingstrategiesandtechniques. Fromthiscontext,thefindings supportotherexistingresultswhichparticularlypointtotheproblemsandchallengesofthecurriculumdevelopment. CommonProblemsAssociatedwiththeImplementationoftheVoucherProgram Thecommonproblemsassociatedwithimplementingvoucherprogramamongschooladministratorsare: (a)Delays inapplicationandprocessingofdocuments,(b)Lackofparents’supportandstudents’activeparticipationincareer guidanceorientation,(c)Delaysinthereleaseofthevoucher,(d)Difficultiesinhiringqualifiedteachersandkeepingof teachers. Meanwhile, the common problems associated with implementing voucher among teachers are: (a) Lack of preparednessamongteachers,(b)Congestedcurriculumcompetenciesandidealisticoutcomesexpectation,(c)Job mismatch, traditional teaching, non-congruency between the teaching strategies and the content, (d) Innovative technologicaladvancementsissues,and(e)Studentsarenotcompetent. The enumerated problem based on the revelations of the participants is interesting. And the resultof this study is almost parallel to the research of Kanyimba, Hamunyela, and Kasanda (2014). They reported that the barriers to the implementation of education for sustainable development are dispositional, situational, and institutional. In addition,Fontan(2012)statedthatthegovernmentdevelopedschoolvoucherstotargetspecificpopulationsofstudents, includingstudentswithdisabilities. Theseareminormattersthathaveagreatimpact. Thecurrentstudyfocusedon thecontextofthedifferentproblemsthataroseduringtheimplementationofthevoucherprogramsofsomeselected privateinstitutions. Thefindingswereagainanadditionalreferenceforfutureresearchesinthesamefield. CopingMechanismsthatAdministratorsandTeachersUsetoAddresstheIssuesEncountered Administrators’copingmechanisms:Followingmechanismsareusedascopingmeans. 1. Creatingaprocessingteam: AccordingtoSchoolAdministratortwo,theadministrationismakingallitseffortto provide timely service. Also, they serve the students and process more of their documents. Thus, the school establisheditscoreteam. Theyaretheoneswhohandlegovernmentaidsandsubsidy. 207 Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 2. Strategicplanning: FortheSchoolAdministratorthree,theyplanforstepstoaddressthedifferentissues. For example, the issue of career guidance orientation. They give letters to the parents and even use social media campaigns. Thisisfortheadvancedisseminationofinformationabouttheseniorhighschoolvoucherprogram. School Administrator five stipulated that the school collaborates with the LGU’s. They help the students to processtheirdocuments. Theschoolstartedaseriesofseminarsprovidingexpertspeakers. Itisnecessaryto adheretotheannouncementsonthedeadlineforsubmission. SchoolAdministratorfoursaidthattheschoolalso conductsfacultymeetings. Thisistoaddressalltheabove-mentionedproblemsencountered. Theschoolalso directsanadditionalseriesofseminars. Thisistodealwiththestudents’decision-makinginthecareerpath. 3. Intensifying partnerships: As to cope with the existing issues, School Administrator six said that the school spearheadedplans. Thisistoensurethereadinessoftheinstitution. Thisisalsotoprovidepropersolutionstothe difficultiestheyencountered. AccordingtoSchoolAdministratorthree,theyalsolookforpartners/connection. Thisisforthesustainingoftheprogram. Theschooladministratorshadstrategicplanningonin-serviceseminars andtraining. Theyalsoplannedcreativewaysofprocessingdocuments. Also,theydevelopedwaysofproper information dissemination. Careful decision-making to address the issues raised. As school administrators, they have to take some risks in the school managementsystem. They have to run the school community in a smooth-sailingenvironment. Theyneedtobereadytolookfortacticalwaysforthewelfareoftheschool. And aimtowardsitssustainabilityandeconomicprogress. 4. Frequent training: As a way of coping up with this difficulty to hire qualified teachers and in retaining the teachers,SchoolAdministratoronesaidthatthedepartmentconductedin-servicetrainingprogramstotrainthe teachersbeforetheactualteachingexperience,aftertheIn-Service-Training(INSET),thedepartmentcontinues totraintheteachersthroughdepartmentaltrainingeveryquarter. Teachers’copingmechanisms 1. QuarterlyINSET:AccordingtoTeacherone,thedepartmentconductedin-servicetrainingprogramstotrainthe teachersbeforetheactualteachingexperience,afterthein-service-training,thedepartmentcontinuestotrainthe teachersthroughdepartmentaltrainingeveryquarter. Teachertwosaidthattraininganddevelopmentisacrucial partofteachingandlearning. Outstandingthingisthattheschoolhasusedstudentandteacherempowerment andtraining. 2. Collaborativecurriculumassessment: Teacherthreesaidthatteachers,students,theadministrationmustcome hand-in-handforimprovingeachpartaspectofthecurriculum. Inthisstatement,Teacherthreebelievesthatto enhancecurriculum,theremustbeacollaborationbetweenteachers,students,andtheschooladministrationfora betterwayofassessments,evaluations,andproposedsomechangesaccordingtotheneedsofthestudentsand thesociety. 3. Appropriateapproaches: Teacherfourstatedthatteachersmustbetrainedwell. Thisisforthemtobereadyand copeupwith theproblem thatmay arise. Meanwhile,accordingtoTeacherfive,sometimes,itisthewaywe approachandteachstudentsthatcanmakethemengageinlearning. Therearesomesituationswhereinstudents’ perceptionisbeingaffectedbythequalityofeducationthattheschoolisoffering. 4. Research-orientedlearningmaterials: Teachersixstipulatesthatthecopingmechanismstheyuseinaddressinga varietyofissueswithimplementingseniorhighschoolvoucherprogramsaredoingresearcheswithinstructional materialsandcontent. Moreoverpursuingcontinuousstudieslikeattendingseminarsandtraining,takingupa master’sdegreetocontinuegrowthinmycareerassomethingsthatneedtobedone. 5. Inter-schoolbenchmarking: Teachersconsiderseminarsandtrainingasanimportantmechanismtocopewith issues. Since this is vital in teachers’ capabilities and professional growth. It was also a good initiative that teachers enroll in graduate schools to pursue a higher academic career. This will serve the school in the best waythattheycanbe. AdditionalresearchisalsooneoftheimportantthingstoconsiderasclaimedbyTeacher six. This means that the best way to eliminate problems and illuminate issues is to conduct researches. By benchmarking,teacherscanresearchnotjustinthelocalschoolsbutalsointheinternationalschool. From the above findings, it showed how vital the administrators and teachers tried to find ways to cope up with the challenges that the voucher program provided them in their schools. Although it is a tough ride ahead, the schools, the administrators, and the teachers still put up a deserving and quality education for students. In Asio,J.M.R.etal. /InternationalJournalofHumanities,ArtsandSocialSciences6(5)2020 208 an editorial report of Kiang and Chang (2009), they mentioned that the domains of education are segmented and compartmentalized-conceptually, institutionally, and operationally. This makes the above-stated concepts parallel to the mentioned literature. Harris, Herrington, and Albee (2007) also discussed that vouchers are consistent with aggressiveeducationalaccountabilitypolicies,whicharisefromastate’smoderatesocialconservatism,opennessto privatization,anddemographiccharacteristics. Furthermore,Brillantes,Brillantes,andJovellanos(2018),theCHED K-12adjustmentassistanceprogramhavetobeappreciatedasatransitionprogramitself,aninnovativeprogramspurred bytheneedtoberecognizedintheimperativesofglobalizationandreforms. CONCLUSION Basedonthefindingsofthestudy,wedrewthefollowingconclusions: (1)theissuesassociatedwithimplementing voucher programs among school administrators were: delays in application and processing of documents, lack of parents’ supportand students’ active participation in career guidance orientation, delays in the release of vouchers, difficultiesinhiringqualifiedteachers,andkeepingteachers,(2)theissuesassociatedwithimplementingvoucheramong teachers were: lack of preparedness among teachers, congested curriculum competencies and idealistic outcomes expectation, job mismatch, traditional teaching, non-congruency between the teaching strategies and the content, innovativetechnologicaladvancementsissues,andstudentsarenotcompetent,(3)thecommonproblemencountered by school administrators and teachers were: delays in the application and release of the voucher and insufficient preparationsamongteachersandstudents,(4)theschooladministrators’andteachers’copingmechanisminaddressing theissuesencounteredwere: creatingaprocessingteam,strategicplanning,intensifyingpartnerships,frequenttraining, collaborative curriculum assessment, quarterly in-service training, appropriate approaches, and research-oriented learningmaterials,andinter-schoolbenchmarking. LIMITATIONSANDFUTURERESEARCHDIRECTIONS Thestudyfoundsomeinterestingfindingsandpresenteditconciselytobeunderstoodbyreadersinthefieldof management,administration,education,andothers. However,justlikeotherstudies,thisoneisnotabsoluteandhasits ownlimitations. First,themethodusedinthearticle. Sincethisisdoneinaqualitativeway,futureresearcherscannow alsodelveintodoingquantitativeresearchesalso. Second,therespondents,thestudylimiteditselfonlytoacoupleof administratorsandteachers. Theauthorssuggesttoincludeotherstakeholders. Third,thelocaleofthestudy,thestudy onlyincludedseveralprivateschoolsinaparticulartowninthePhilippines,thus,forfutureresearches,considerother townsandprovincesinthecountryformoresubstantialdata. Andlastly,theresearchquestion,amorein-depthand exploratoryonemakesabigdifference. IMPLICATIONS Basedonthefindingsofthestudy,theresearchersprovidedthefollowingimplicationsfortheadministratorsand teachersforfuturereferences: 1. Privateschoolsandinstitutionwhichtrytobenefittothevoucherprogramofthegovernmentshouldstrivetheir best to meetthe demands and standards of applying and maintain the voucher program. Itis understood that the process is quite challenging and problems might arise, however, with proper coordination to responsible resources,thiscanbesolved. 2. School administrators need a lot of patience and innate understanding regarding the implementation of the voucher program. It is a government fund that cannot be wasted progressively. The program should benefit students,schools,andparentsaswell. 3. Fortheteachers,sincemostoftheprivateschoolsandinstitutionsallocatetheirfunds’adsalaryfromthevoucher program, this should not be the cause of learning degradation for the delayed release of the fund. Instead, continuetopursuetherealgoalofbeingateacherandexemplifytheheartofarealeducator. 4. 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