Post Hoc Analysis of School Library Functionally Based on Current Situation, Desired Condition, and Essential Requirement

ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 Post Hoc Analysis of School Library Functionally Based on Current Situation, Desired Condition, and Essential Requirement Jicqie I. Endab Abstract. This study assessed the extent of school library functionality based on stakeholders’ perspectives in the San Isidro District, Davao del Norte, using three contextual dimensions: current situation, desired condition, and essential requirements. Specifically, it sought to determine the frequency distribution of respondents’ perceptions of library status, the extent of library resources, and the extent of library functionality in terms of accessibility, resource quality, and user satisfaction. It also examined whether significant differences existed in perceived functionality across the three status categories, and which of these categories had a significant impact. Employing a quantitative-descriptive and inferential design, data were gathered from 170 respondents through a structured survey. Descriptive statistics revealed that most respondents viewed the library in terms of its desired condition, and perceived the extent of resources and functionality across all domains as extensive. ANOVA results indicated no statistically significant differences in user satisfaction across the status groups (F = 0.694, p = 0.501), and post hoc comparisons confirmed the absence of significant pairwise differences. Consequently, the null hypotheses were retained. The findings affirm the consistent perception of school library functionality across varying status contexts, with strong user satisfaction and alignment with baseline and aspirational benchmarks. KEY WORDS 1. School library functionality 2. user satisfaction 3. accessibility Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction The effectiveness of school libraries can be analyzed through the current situation, desired conditions, and essential requirements. The current situation often discloses challenges like limited resources, outdated materials, and poor technology access, leading to inadequate funding and staffing. This emphasizes the urgent need for improvement and the importance of evaluating library functionality. The desired condition portrays an ideal library with plentiful, diverse resources aligned with the curriculum. Desired enhancements include longer hours, an improved physical environment, and modern technology to support 21st-century learners. Essential requirements for achieving the desired condition encompass adequate funding for resources, qualified staff to assist students, and effective resource management processes. Safety and accessibility are vital, ensuring all students can access library services. School libraries serve as essential supplementary spaces that support the development of students’ reading NIJSE (2025) - habits and literary engagement. In a study conducted by Dilek c¸ i (2022), the status of school libraries and teachers’ perceptions regarding their functionality were assessed. Findings revealed that while approximately two-thirds of schools had library facilities, many faced limitations in physical space, resulting in constrained capacity. Although some libraries were equipped with computers and internet access, the extent of digital integration remained minimal. The collections were predominantly composed of classical literature, with few contemporary titles available. A closer look at the genres indicated that most holdings were novels and storybooks, reflecting a narrow range of literary types. Consequently, students were not able to utilize library services to their full potential due to these constraints. The study recommends enhancing the physical infrastructure and expanding both the diversity and quality of library resources to promote more effective student engagement. Archibong et al. (2022) stated that libraries, whether print or digital, are crucial to the school system as they enhance reading habits. Not all unity schools have functional e-libraries, but both print and digital formats are preferred by teachers and students due to their respective advantages. It is recommended that print libraries be upgraded regularly to support digital resources. It is recommended that the Federal Ministry of Education in Nigeria prioritize the completion and full equipping of planned e-libraries to enhance access to digital learning resources. The Inspectorate Division should also conduct regular evaluations of school facilities to maintain quality standards. Moreover, increasing the recruitment of qualified ICT educators in unity schools is essential to advancing computer literacy among students. To further strengthen educational outcomes, the Ministry should implement ongoing capacity-building initiatives, recognizing that the presence of welltrained and competent teachers is fundamental to achieving high-quality education. Twum et al. (2022) investigated how various dimensions of library service quality—namely service affect, access to information, personal control, and the physical environment of the library—affect user satisfaction and, in turn, user loyalty. The findings indicated that all dimensions, except for the physical aspect of the library (library as place), showed a significant positive correlation with user satisfaction. Furthermore, the study confirmed a strong, positive relationship between user satisfaction and user loyalty. These results suggest that enhancing the quality of services provided by libraries can lead to greater user satisfaction, which is a key determinant of sustained patronage. To improve teacher education and instructional quality in the Philippines, Origenes et al. (2024) explored the experiences and learning paths of student teachers during their practice in public high schools. The research found that many student teachers faced challenges in coping with the real demands of teaching in actual classrooms, especially when compared to the structured environments of their training institutions. A significant issue was the lack of resources, such as poorly equipped school libraries. Furthermore, practical teaching experiences were crucial for helping student teachers adapt to varied learner needs and enhance their teaching methods. School libraries in the Philippines are currently grappling with several significant challenges that impede their effectiveness. A prominent issue is the limited access to technology, which restricts the ability of librarians to provide comprehensive digital services and hampers students’ access to online resources. This technological gap is further exacerbated by persistent stereotypes about librarianship, leading to the undervaluation of librarians’ roles within the educational system. Additionally, inadequate educational resources and infrastructure deficiencies pose substantial barriers to the development and accessibility of library services. These challenges collectively hinder the capacity of school libraries 2ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - to support student learning and development effectively (Wagas, et.al., 2023). Albro et al. (2024) examined the use of evaluative tools designed to assess the quality and credibility of publications within the field of library science. Their study analyzed forty-eight peer-reviewed library science journals with open-access features, applying two librarian-developed evaluation instruments. The findings highlighted both the strengths and weaknesses commonly found across these journals, provided a comparative analysis of the two tools, and assessed their practicality and limitations. While the study found that library science journals generally avoid the problematic traits often flagged in scholarly publishing, it also identified areas where publishers could enhance the credibility and overall quality of their publications. The situation in Davao del Norte public schools reflects a mix of challenges and opportunities regarding educational resources and library functionality. While there is a commitment to improving the quality of education, many schools face significant hurdles, including limited access to up-to-date library resources, insufficient funding, and inadequate infrastructure. Numerous school libraries face resource shortages, resulting in a limited variety of books and digital resources that meet students’ needs and correspond with the curriculum. This situation is further exacerbated by a shortage of qualified librarians and staff who can effectively manage library services and support students in their learning journeys. Despite these challenges, there is a growing recognition of the importance of school libraries as critical components of education process. Initiatives to enhance library facilities and expand access to technology are gaining traction, with stakeholders advocating for improved funding and resources. Community engagement and partnerships with local organizations are also being explored to bolster library services. In this context, addressing the functionality of school libraries in Davao del Norte is essential for fostering an environment conducive to learning and development. 1.1. Theoretical/Conceptual Framework of the Study —In the context of your study on school library functionality, several theories provide a solid theoretical framework. The constructivist theory suggests that learners create their own understanding and knowledge through experiences and reflection, highlighting the crucial role of library resources in enhancing student learning and engagement (Dilek c¸ i, 2022). A well-functioning library can offer a diverse range of materials that encourage exploration and independent knowledge-building. Similarly, social constructivism highlights the role of social interactions in the learning process, suggesting that knowledge is constructed through collaboration and communication. This perspective underscores the library’s role as a social hub where students and teachers can collaborate, share ideas, and engage in group learning activities (Archibong, et.al., 2022). Furthermore, access to knowledge theory emphasizes the right to access information as fundamental to education and personal development, aligning with your study’s focus on accessibility, resource quality, and user satisfaction. This theory emphasizes the critical role of libraries in ensuring equitable access to educational resources and in cultivating an inclusive learning environment (Pang, 2024). The theory of information behavior explores how individuals seek, use, and share information, examining the various factors influencing information-seeking behavior. Applying this theory can illuminate how students and teachers interact with library resources and how library functionality impacts their information-seeking practices (Wei, et.al., 2020). Lastly, systems theory views organizations as complex systems with interrelated components. In analyzing school libraries, this theory helps to understand how various elements resources, staff, technology, and services work together to create an effective library environ3ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - ment. By integrating these theories into your study, you can better understand the factors influencing school library functionality. This theoretical framework will guide your research design, data analysis, and interpretation of findings, contributing to a thorough exploration of how school libraries support student learning and engagement. Figure 1 presents the current situation variable, which refers to the existing state of school libraries, encompassing the resources available, the level of accessibility, and the quality of services provided. This variable includes measurable aspects such as the number of books, the availability of digital resources, the condition of materials, and the library’s physical space. It also reflects the perceptions of students and teachers regarding how well the library meets their needs. This variable is critical as it establishes a baseline for evaluating the effectiveness of library services. Understanding the current situation helps identify gaps and areas needing improvement, thus guiding targeted interventions. The desired condition variable represents stakeholders’ ideal state for school libraries. This includes aspirations for improved access to diverse resources, enhanced technology, a more inviting physical environment, and expanded services that support academic and recreational needs. The desired condition is shaped by the expectations of students, teachers, and the broader school community, and it often reflects contemporary educational trends that emphasize collaboration, innovation, and critical thinking. This variable is crucial as it provides a framework for evaluating the effectiveness of current library practices and guiding future improvements. By identifying the desired condition, the study can align library services with the needs and aspirations of users, thereby enhancing engagement and satisfaction. The essential requirements variable encompasses the fundamental components necessary for a school library to function effectively. This includes adequate funding, qualified and trained staff, appropriate technology, and systematic resource acquisition and management processes. The essential requirements serve as criteria for evaluating whether the library can meet the current situation and desired condition. The interaction of these variables is significant in the context of your study. The current situation informs the desired condition by revealing existing gaps and areas for improvement. In turn, the desired condition sets the standard against which the current situation is evaluated. Essential requirements are the foundation that enables libraries to transition from the current situation to the desired condition. If the essential requirements are not met, it becomes difficult for libraries to fulfill their potential, impacting student engagement and learning outcomes. 2. Methodology This chapter details the crucial processes and steps needed to carry out the study. Key elements include selecting the study design, identifying respondents and sampling methods, choosing data collection instruments, outlining procedures, considering ethical aspects, and performing data analysis. These steps are vital to guarantee the study’s appropriateness and accuracy, leading to reliable data collection, analysis, and interpretation. 2.1. Research Design—This study is a quantitative, comparative analysis to assess the school library functionality based on the current situation, desired condition, and essential requirements in San Isidro District, Davao del Norte. The One-Way Analysis of Variance (ANOVA) is utilized to analyze the differences in the current situation, desired condition, and 4ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework essential requirements (Creswell, 2020) to the dependent variable, school library functionality. This statistical method is a great way to see if there are meaningful differences in how different groups perceive library functionality. It allows researchers to explore how various library characteristics can influence user satisfaction and engagement, making it easier to understand the needs of users. Employing One-Way ANOVA, the study can effectively identify which specific aspects of library functionality are perceived as lacking or needing improvement, thus providing a robust framework for drawing conclusions and making datadriven recommendations for enhancing library services. Moreover, this approach can help establish a clear connection between user perceptions and the effectiveness of library operations, thereby informing policy and practice within the educational context. The application of One-Way ANOVA in assessing school library functionality offers a robust statistical approach to examining differences in perceptions and evaluations of library performance based on the current situation, desired condition, and essential requirements. By categorizing these three aspects as independent groups, OneWay ANOVA enables researchers to analyze whether there are statistically significant differences in how stakeholders—such as students, teachers, and librarians—rate library functionality across these categories. For instance, the current situation may reflect the present state of library facilities and services, while the desired condition captures the stakeholders’ expectations or ideal scenarios for a well-functioning library. The essential requirements, on the other hand, represent the minimum resources and services needed for effective library utilization. Through ANOVA, it becomes possible to identify which category demonstrates the greatest variance in satisfaction or functionality ratings, providing insights into areas that require immediate improvement or alignment with stakeholders’ needs. This approach is particularly useful in making data-driven decisions for policy formulation, resource allocation, and strategic planning to enhance library services in alignment with educational goals. 5ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - 2.2. Ethical Consideration—The ethical consideration section of this study will address the key principles that ensure the protection and well-being of the teacher-respondents involved. This encompasses adhering to social values, obtaining informed consent and assent, recognizing the vulnerability of research respondents, ensuring privacy and confidentiality, assessing risks and benefits, prioritizing safety, upholding justice, maintaining transparency, verifying the qualifications of the researcher, managing potential conflicts of interest, securing adequate facilities, and promoting community involvement. The social value of this study on school library functionality lies in its ethical commitment to promoting educational access and equity. Focusing on the perceptions of students and teachers, it seeks to ensure their voices are acknowledged and integrated into the evaluation of library services. This approach aligns with ethical research principles that emphasize the well-being of participants and advocate for meaningful improvements in their learning environments. The findings can potentially drive enhancements in the quality and accessibility of resources, contributing to a more equitable and inclusive educational system. 2.3. Research Respondents—The study’s respondents will be teachers from the San Isidro District under the Davao del Norte Schools Division. Using Slovin’s formula with a 5The researcher proportionately distributed the samples to be determined as respondents from the respective schools, and the respondents will be informed face-to-face or online. They will likewise be oriented about the study’s purpose and importance and contribution to their professional development status. Collecting data in a face-to-face and online manner requires a systematic and organized approach to ensure accuracy, reliability, and ethical compliance throughout the process. First, respondents should be formally invited to participate, with clear communication about the study’s purpose, procedures, and their rights as participants. This can be done through letters, emails, or personal outreach. Before proceeding, informed consent must be obtained to ensure that participants voluntarily agree to be part of the research, understanding their right to withdraw at any time. During face-to-face data collection, a structured environment should be created to facilitate a smooth interaction between the researcher and participants. For surveys or interviews, the researcher should provide participants with the necessary materials, such as questionnaires or interview guides, and ensure that the setting is comfortable, accessible, and free from distractions. Privacy must be prioritized to encourage participants to share honest and unbiased responses without fear of judgment or influence. In-person interviews enable researchers to observe non-verbal cues like facial expressions and body language, providing context to verbal responses. These interactions also enable the researcher to seek clarification or probe deeper into certain responses when necessary, enhancing the richness of the data collected. Responses can be recorded with participants’ consent, or detailed notes can be taken during the interaction to maintain accuracy. At the conclusion of each session, participants should be thanked for their time and contributions, and any questions or concerns they have should be addressed. It is essential to maintain proper documentation and securely store collected data to ensure confidentiality. Overall, face-to-face data collection fosters a direct and meaningful connection with participants, encouraging comprehensive and candid responses that enhance the quality of the research findings. Teachers are considered qualified respondents in this study on school library functionality because of their integral role in the educational ecosystem and their direct interaction with both the library and their students. Their insights and experiences are essential for understanding how effectively 6ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - the library supports curriculum delivery, teaching strategies, and student learning outcomes. As educators, they are uniquely positioned to evaluate the relevance, quality, and accessibility of library resources and services, as well as the library’s overall impact on student engagement and academic performance. Teachers often act as facilitators, guiding students on effectively utilizing library resources, making their perspective vital to assessing the library’s functionality. In selecting respondents, the study will include teachers who meet specific inclusion criteria to ensure the reliability of the findings. These criteria include being currently employed in the San Isidro District under the Davao del Norte Schools Division; having at least one year of teaching experience to ensure familiarity with the library’s resources and services; having taught subjects that require active use of library resources; and having participated in school initiatives or activities that involve collaboration with the library. These criteria help ensure that the respondents possess relevant knowledge and experience, allowing the study to comprehensively address the practical needs and challenges associated with school library functionality. 2.4. Research Instrument—In this study, the researcher adapted survey instruments from multiple sources to align with the research problem, variables, and overall objectives. Primary reference was drawn from Navarro-Cota et al. (2024), who developed a comprehensive usability measurement tool for m-learning applications. Additional sources included Hupe and Van Keuren (2020), focusing on tracking student assistants’ work at Dahlgren Memorial Library, and Setiawan (2024), who examined the psychometric properties of the Learning Environment Diagnostics Instrument. The contents of these instruments were modified to suit the specific context and requirements of the present investigation. The researcher dedicated time to collecting and analyzing literature to identify concepts that informed the content and supported the instrument and its associated components. This careful process resulted in question items that addressed potential threats to the study’s validity. The survey questionnaire had two parts. One part determined the extent of the school’s library status in terms of current situation, desired condition, and essential requirements. Similarly, the second section of the survey evaluates teachers’ perceptions regarding the functionality of school libraries, specifically focusing on aspects such as accessibility, the quality of available resources, and overall user satisfaction. To ensure the instrument’s accuracy and consistency, the survey items will undergo test-retest procedures and reliability analysis using Cronbach’s Alpha at the 0.05 level of significance. Cronbach’s Alpha is a statistical measure that evaluates internal consistency by examining the intercorrelation of survey items, thereby determining how well they collectively represent a single construct. Reliability coefficients above 0.70 are deemed acceptable, with those exceeding 0.80 reflecting strong reliability, and values above 0.90 indicating excellent consistency (Tabachnick Fidell, 2020). 2.5. Data Gathering Procedure—The guidelines for this process adhere to the policies of The Rizal Memorial Colleges, Inc. As part of the formal request, researchers delineate their intentions regarding data collection, analysis, and dissemination, aligning these with the overarching research goals. This communication proactively addresses anticipated concerns or questions from recipients, as well as the confidentiality measures and potential benefits of the study. The formal permission request explicitly seeks authorization to proceed, emphasizing the pivotal role of their support in ensuring the research’s success. 7ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - Scale Descriptive Rating and Interpretation on School Library Status Scale Descriptive Rating Interpretation 4.20 – 5.00 Very Extensive The school’s library status in terms of current situation, desired condition, and essential requirements / library functionality are always manifested. 3.40 – 4.19 Extensive The school’s library status in terms of current situation, desired condition, and essential requirements / library functionality are oftentimes manifested. 2.60 – 3.39 Moderately Extensive The school’s library status in terms of current situation, desired condition, and essential requirements / library functionality are sometimes manifested. 1.80 – 2.59 Less Extensive The school’s library status in terms of current situation, desired condition, and essential requirements / library functionality are rarely manifested. 1.00 – 1.79 Not Extensive The school’s library status in terms of current situation, desired condition, and essential requirements / library functionality are not manifested. Permission to Conduct the Study In March 2025, before data collection, the researcher will obtain necessary permissions from the relevant authorities, including the research adviser, the Dean of The Rizal Memorial Colleges, Inc., and the top management of DepEd Davao del Norte Division through the appropriate channels. This involved submitting a comprehensive research proposal outlining study design, procedures, and potential risks and benefits. The researcher will provide detailed information about the study’s purpose, goals, and methods for data collection, analysis, and reporting. Furthermore, in February 2025, immediately after the colloquium, the researcher will take steps to ensure that all participants are fully informed about the study, their rights, and the nature of their involvement. Informed consent will be obtained from each participant before participating in the study. The researcher is committed to data accuracy and completeness during the last week of March 2025. Questionnaires will be distributed and retrieved using a standardized and systematic approach, ensuring reliability in collecting responses from participants. 2.6. Data Analysis—This section outlines the statistical procedures employed to analyze the data gathered in response to the research questions posed in the study. Specifically, a oneway Analysis of Variance (ANOVA) was conducted to determine whether significant differences exist in school library functionality when categorized according to the current situation, desired condition, and essential requirements. A post hoc Tukey Honestly Significant Difference (HSD) test was applied to examine specific group differences further. These inferential techniques were selected to ensure the robustness and reliability of comparisons among the identified grouping variables. All data were processed using statistical software to ensure accuracy and objectivity in interpreting results. To address Statement of the Problem numbers one and two specifically, the extent of school library status in terms of the current situation, desired condi8ISSN 3028-1261 10.5281/zenodo.17312621/NIJSE.2025 NIJSE (2025) - tion, essential requirements, and the extent of school library functionality, including the mean and standard deviation, was employed. These measures provided a comprehensive summary of respondents’ perceptions and allowed for an initial interpretation of the data distributions across key variables. 3. Results and Discussion This chapter presents the results of the statistical analysis conducted to examine the functionality of school libraries concerning their current situation, desired condition, and essential requirements. Utilizing a one-way analysis of variance (ANOVA) followed by post hoc comparisons, the study aims to identify whether significant differences exist among the defined levels of library functionality across the three dimensions. The findings are interpreted in the context of the study’s objectives and research questions, with particular attention to patterns, variations, and implications for educational resource management. Each result is systematically discussed to offer insights into the alignment between existing library conditions and the functional standards expected by stakeholders within the school community. 3.1. Frequency Distribution of Respondents’ Group Perceptions Regarding The School Library Status —Table 1 presents the frequency and percentage distribution of respondents based on their perception of school library status across three categorical groupings: Current Situation (CS), Desired Condition (DC), and Essential Requirements (ER). A total of 170 respondents participated in the study. The table shows that the most significant proportion of respondents (n = 85, 50.00%) identified with the Desired Condition (DC) grouping. This indicates that half of the respondents perceived school library functionality as aligned more with what should ideally be achieved rather than what currently exists or is minimally required. This finding highlights an aspirational gap between actual practice and stakeholder expectations. This result is consistent with recent studies emphasizing the increasing demand for library modernization to meet evolving educational standards (Torres Vega, 2022). On the other hand, 57 respondents (33.53%) classified their perceptions under the Current Situation (CS) category. This proportion suggests that approximately one-third of the participants assessed school library conditions based on existing realities, which may reflect both the operational strengths and limitations of current library infrastructure and services. According to Martinez et al. (2023), stakeholder identification with current conditions often reveals the urgency of addressing observable gaps in resource access, technological integration, and service efficiency in public school libraries. 3.2. Extent of School Library Resources— School library resources encompass the physical, digital, and human assets to support teaching, learning, and literacy development. These include print and non-print materials such as books, journals, e-resources, multimedia tools, infrastructure, and personnel like trained librarians. This study assessed school library resources regarding the current situation, desired condition, and essential requirements. The analysis revealed variations in perceptions among respondents, suggesting that while some schools meet basic standards, others aspire for improved resource quality and accessibility. 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