Implementation of Work Immersion Program in Public Senior High Schools in the Division of Batangas Province

Abstract

The study assessed the implementation of the Work Immersion Program in public senior high schools in the Division of Batangas Province, with the goal of designing a practical plan for improvement. An embedded mixed method approach guided the inquiry, integrating survey responses with insights gathered from focus group discussions. Quantitative data were examined through descriptive and inferential techniques, while qualitative data were analyzed using thematic analysis. Findings showed that the implementation of work immersion across its key dimensions had generally been carried out to a great extent, as perceived by students, immersion coordinators, and school heads. Support mechanisms particularly those related to training opportunities and the provision of resources had also been viewed as highly present. However, several gaps emerged, including challenges in conflict management, inconsistencies in evaluation practices, and limited access to digital tools needed for effective monitoring and learning. The analysis further indicated variations in the assessments of respondents across most dimensions, although perceptions regarding training remained aligned across groups. A notable positive relationship was observed between the extent of program implementation and the availability of support mechanisms, suggesting that sufficient preparation and resources strengthened program delivery. Common concerns identified during the focus group discussions included difficulties in securing industry partners, scheduling issues, financial limitations, and occasional behavioral challenges among learners. Based on these findings, a Work Immersion Implementation Plan was developed to promote more effective, inclusive, and sustainable program practices across schools in the division.