Reliability and validity of Schools Governance and Operations Division Unified Monitoring Tool of Bislig City Division: A Descriptive Evaluative Approach

EDUCATIONAL MANAGEMENT

This study examined the reliability and validity of the Schools Governance and Operations Division (SGOD) Unified Monitoring Tool (UMT) utilized in the Department of Education (DepEd) Bislig City Division. Grounded in the increasing demand for data-driven governance and accountability in education, the research aimed to assess whether the UMT provides consistent and accurate measurements in evaluating school programs, activities, and projects (PAPs). A descriptive-evaluative research design was employed, involving 15 randomly selected elementary and secondary schools from a total population of 70 schools within the division. Inter-rater reliability was determined using Cohen’s Kappa coefficient, while content validity was assessed through the Content Validity Index (CVI) based on expert evaluations. Findings revealed that the UMT demonstrated low inter-rater reliability, with a mean Kappa value of 0.25, indicating weak agreement among evaluators. In contrast, the tool exhibited excellent content validity, achieving a perfect CVI score of 1.00, signifying that all indicators were considered highly relevant, clear, and representative of the intended constructs. The disparity between reliability and validity suggests that inconsistencies are primarily attributable to variations in tool implementation rather than deficiencies in its conceptual design. Key factors influencing reliability include differences in monitor competency, ambiguity in certain qualitative indicators, lack of standardized training and calibration, and variability in school compliance during monitoring periods. The study concludes that while the UMT is a valid instrument for assessing school governance and operations, its reliability requires improvement. It recommends the implementation of structured capacity-building programs, refinement of indicator definitions, and the establishment of standardized monitoring protocols to enhance consistency. These findings contribute to strengthening monitoring and evaluation systems and support evidence-based decision-making in educational management.

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