ISSN 3028-1261
10.5281/zenodo.17312621/NIJSE.2025
Pos Hoc Analysis o School Lib a y Func ionally Based on
Cu en Si ua ion, Desi ed Condi ion, and Essen ial Requi emen
Jicqie I. Endab
Abs ac . This s udy assessed he ex en o school lib a y unc ionali y based on s akeholde s’
pe spec i es in he San Isid o Dis ic , Da ao del No e, using h ee con ex ual dimensions:
cu en si ua ion, desi ed condi ion, and essen ial equi emen s. Speci ically, i sough o
de e mine he equency dis ibu ion o esponden s’ pe cep ions o lib a y s a us, he ex en
o lib a y esou ces, and he ex en o lib a y unc ionali y in e ms o accessibili y, esou ce
quali y, and use sa is ac ion. I also examined whe he signi ican di e ences exis ed in
pe cei ed unc ionali y ac oss he h ee s a us ca ego ies, and which o hese ca ego ies had
a signi ican impac . Employing a quan i a i e-desc ip i e and in e en ial design, da a we e
ga he ed om 170 esponden s h ough a s uc u ed su ey. Desc ip i e s a is ics e ealed ha
mos esponden s iewed he lib a y in e ms o i s desi ed condi ion, and pe cei ed he ex en
o esou ces and unc ionali y ac oss all domains as ex ensi e. ANOVA esul s indica ed no
s a is ically signi ican di e ences in use sa is ac ion ac oss he s a us g oups (F = 0.694, p =
0.501), and pos hoc compa isons con i med he absence o signi ican pai wise di e ences.
Consequen ly, he null hypo heses we e e ained. The indings a i m he consis en pe cep ion
o school lib a y unc ionali y ac oss a ying s a us con ex s, wi h s ong use sa is ac ion and
alignmen wi h baseline and aspi a ional benchma ks.
KEY WORDS
1. School lib a y unc ionali y 2. use sa is ac ion 3. accessibili y
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
The e ec i eness o school lib a ies can be
analyzed h ough he cu en si ua ion, desi ed
condi ions, and essen ial equi emen s. The cu -
en si ua ion o en discloses challenges like
limi ed esou ces, ou da ed ma e ials, and poo
echnology access, leading o inadequa e und-
ing and s a ing. This emphasizes he u gen
need o imp o emen and he impo ance o
e alua ing lib a y unc ionali y. The desi ed
condi ion po ays an ideal lib a y wi h plen i ul,
di e se esou ces aligned wi h he cu iculum.
Desi ed enhancemen s include longe hou s, an
imp o ed physical en i onmen , and mode n
echnology o suppo 21s -cen u y lea ne s. Es-
sen ial equi emen s o achie ing he desi ed
condi ion encompass adequa e unding o e-
sou ces, quali ied s a o assis s uden s, and e -
ec i e esou ce managemen p ocesses. Sa e y
and accessibili y a e i al, ensu ing all s uden s
can access lib a y se ices. School lib a ies
se e as essen ial supplemen a y spaces ha
suppo he de elopmen o s uden s’ eading
NIJSE (2025) -
habi s and li e a y engagemen . In a s udy con-
duc ed by Dilek
c¸
i (2022), he s a us o school li-
b a ies and eache s’ pe cep ions ega ding hei
unc ionali y we e assessed. Findings e ealed
ha while app oxima ely wo- hi ds o schools
had lib a y acili ies, many aced limi a ions
in physical space, esul ing in cons ained ca-
paci y. Al hough some lib a ies we e equipped
wi h compu e s and in e ne access, he ex en
o digi al in eg a ion emained minimal. The
collec ions we e p edominan ly composed o
classical li e a u e, wi h ew con empo a y i les
a ailable. A close look a he gen es indica ed
ha mos holdings we e no els and s o ybooks,
e lec ing a na ow ange o li e a y ypes. Con-
sequen ly, s uden s we e no able o u ilize li-
b a y se ices o hei ull po en ial due o hese
cons ain s. The s udy ecommends enhancing
he physical in as uc u e and expanding bo h
he di e si y and quali y o lib a y esou ces
o p omo e mo e e ec i e s uden engagemen .
A chibong e al. (2022) s a ed ha lib a ies,
whe he p in o digi al, a e c ucial o he school
sys em as hey enhance eading habi s. No all
uni y schools ha e unc ional e-lib a ies, bu
bo h p in and digi al o ma s a e p e e ed by
eache s and s uden s due o hei espec i e
ad an ages. I is ecommended ha p in li-
b a ies be upg aded egula ly o suppo digi-
al esou ces. I is ecommended ha he Fed-
e al Minis y o Educa ion in Nige ia p io i ize
he comple ion and ull equipping o planned
e-lib a ies o enhance access o digi al lea ning
esou ces. The Inspec o a e Di ision should
also conduc egula e alua ions o school acil-
i ies o main ain quali y s anda ds. Mo eo e ,
inc easing he ec ui men o quali ied ICT edu-
ca o s in uni y schools is essen ial o ad ancing
compu e li e acy among s uden s. To u he
s eng hen educa ional ou comes, he Minis y
should implemen ongoing capaci y-building
ini ia i es, ecognizing ha he p esence o well-
ained and compe en eache s is undamen al
o achie ing high-quali y educa ion. Twum e al.
(2022) in es iga ed how a ious dimensions o
lib a y se ice quali y—namely se ice a ec ,
access o in o ma ion, pe sonal con ol, and he
physical en i onmen o he lib a y—a ec use
sa is ac ion and, in u n, use loyal y. The ind-
ings indica ed ha all dimensions, excep o he
physical aspec o he lib a y (lib a y as place),
showed a signi ican posi i e co ela ion wi h
use sa is ac ion. Fu he mo e, he s udy con-
i med a s ong, posi i e ela ionship be ween
use sa is ac ion and use loyal y. These esul s
sugges ha enhancing he quali y o se ices
p o ided by lib a ies can lead o g ea e use
sa is ac ion, which is a key de e minan o sus-
ained pa onage. To imp o e eache educa ion
and ins uc ional quali y in he Philippines, O i-
genes e al. (2024) explo ed he expe iences and
lea ning pa hs o s uden eache s du ing hei
p ac ice in public high schools. The esea ch
ound ha many s uden eache s aced chal-
lenges in coping wi h he eal demands o each-
ing in ac ual class ooms, especially when com-
pa ed o he s uc u ed en i onmen s o hei
aining ins i u ions. A signi ican issue was
he lack o esou ces, such as poo ly equipped
school lib a ies. Fu he mo e, p ac ical each-
ing expe iences we e c ucial o helping s uden
eache s adap o a ied lea ne needs and en-
hance hei eaching me hods. School lib a ies
in he Philippines a e cu en ly g appling wi h
se e al signi ican challenges ha impede hei
e ec i eness. A p ominen issue is he limi ed
access o echnology, which es ic s he abili y
o lib a ians o p o ide comp ehensi e digi al
se ices and hampe s s uden s’ access o on-
line esou ces. This echnological gap is u he
exace ba ed by pe sis en s e eo ypes abou li-
b a ianship, leading o he unde alua ion o
lib a ians’ oles wi hin he educa ional sys em.
Addi ionally, inadequa e educa ional esou ces
and in as uc u e de iciencies pose subs an ial
ba ie s o he de elopmen and accessibili y
o lib a y se ices. These challenges collec-
i ely hinde he capaci y o school lib a ies
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o suppo s uden lea ning and de elopmen
e ec i ely (Wagas, e .al., 2023). Alb o e al.
(2024) examined he use o e alua i e ools de-
signed o assess he quali y and c edibili y o
publica ions wi hin he ield o lib a y science.
Thei s udy analyzed o y-eigh pee - e iewed
lib a y science jou nals wi h open-access ea-
u es, applying wo lib a ian-de eloped e alua-
ion ins umen s. The indings highligh ed bo h
he s eng hs and weaknesses commonly ound
ac oss hese jou nals, p o ided a compa a i e
analysis o he wo ools, and assessed hei p ac-
icali y and limi a ions. While he s udy ound
ha lib a y science jou nals gene ally a oid he
p oblema ic ai s o en lagged in schola ly pub-
lishing, i also iden i ied a eas whe e publishe s
could enhance he c edibili y and o e all qual-
i y o hei publica ions. The si ua ion in Da ao
del No e public schools e lec s a mix o chal-
lenges and oppo uni ies ega ding educa ional
esou ces and lib a y unc ionali y. While he e
is a commi men o imp o ing he quali y o ed-
uca ion, many schools ace signi ican hu dles,
including limi ed access o up- o-da e lib a y
esou ces, insu icien unding, and inadequa e
in as uc u e. Nume ous school lib a ies ace
esou ce sho ages, esul ing in a limi ed a-
ie y o books and digi al esou ces ha mee
s uden s’ needs and co espond wi h he cu icu-
lum. This si ua ion is u he exace ba ed by a
sho age o quali ied lib a ians and s a who
can e ec i ely manage lib a y se ices and sup-
po s uden s in hei lea ning jou neys. Despi e
hese challenges, he e is a g owing ecogni ion
o he impo ance o school lib a ies as c i ical
componen s o educa ion p ocess. Ini ia i es
o enhance lib a y acili ies and expand access
o echnology a e gaining ac ion, wi h s ake-
holde s ad oca ing o imp o ed unding and
esou ces. Communi y engagemen and pa -
ne ships wi h local o ganiza ions a e also be-
ing explo ed o bols e lib a y se ices. In his
con ex , add essing he unc ionali y o school
lib a ies in Da ao del No e is essen ial o os-
e ing an en i onmen conduci e o lea ning and
de elopmen .
1.1. Theo e ical/Concep ual F amewo k
o he S udy —In he con ex o you s udy on
school lib a y unc ionali y, se e al heo ies p o-
ide a solid heo e ical amewo k. The con-
s uc i is heo y sugges s ha lea ne s c ea e
hei own unde s anding and knowledge h ough
expe iences and e lec ion, highligh ing he c u-
cial ole o lib a y esou ces in enhancing s u-
den lea ning and engagemen (Dilek
c¸
i, 2022).
A well- unc ioning lib a y can o e a di e se
ange o ma e ials ha encou age explo a ion
and independen knowledge-building. Simila ly,
social cons uc i ism highligh s he ole o so-
cial in e ac ions in he lea ning p ocess, sug-
ges ing ha knowledge is cons uc ed h ough
collabo a ion and communica ion. This pe spec-
i e unde sco es he lib a y’s ole as a social
hub whe e s uden s and eache s can collabo-
a e, sha e ideas, and engage in g oup lea n-
ing ac i i ies (A chibong, e .al., 2022). Fu he -
mo e, access o knowledge heo y emphasizes
he igh o access in o ma ion as undamen al
o educa ion and pe sonal de elopmen , align-
ing wi h you s udy’s ocus on accessibili y, e-
sou ce quali y, and use sa is ac ion. This heo y
emphasizes he c i ical ole o lib a ies in en-
su ing equi able access o educa ional esou ces
and in cul i a ing an inclusi e lea ning en i on-
men (Pang, 2024). The heo y o in o ma ion
beha io explo es how indi iduals seek, use,
and sha e in o ma ion, examining he a ious
ac o s in luencing in o ma ion-seeking beha -
io . Applying his heo y can illumina e how
s uden s and eache s in e ac wi h lib a y e-
sou ces and how lib a y unc ionali y impac s
hei in o ma ion-seeking p ac ices (Wei, e .al.,
2020). Las ly, sys ems heo y iews o ganiza-
ions as complex sys ems wi h in e ela ed com-
ponen s. In analyzing school lib a ies, his he-
o y helps o unde s and how a ious elemen s
esou ces, s a , echnology, and se ices wo k
oge he o c ea e an e ec i e lib a y en i on-
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men . By in eg a ing hese heo ies in o you
s udy, you can be e unde s and he ac o s
in luencing school lib a y unc ionali y. This
heo e ical amewo k will guide you esea ch
design, da a analysis, and in e p e a ion o ind-
ings, con ibu ing o a ho ough explo a ion o
how school lib a ies suppo s uden lea ning
and engagemen . Figu e 1 p esen s he cu en
si ua ion a iable, which e e s o he exis ing
s a e o school lib a ies, encompassing he e-
sou ces a ailable, he le el o accessibili y, and
he quali y o se ices p o ided. This a iable
includes measu able aspec s such as he numbe
o books, he a ailabili y o digi al esou ces,
he condi ion o ma e ials, and he lib a y’s
physical space. I also e lec s he pe cep ions
o s uden s and eache s ega ding how well he
lib a y mee s hei needs. This a iable is c i i-
cal as i es ablishes a baseline o e alua ing he
e ec i eness o lib a y se ices. Unde s anding
he cu en si ua ion helps iden i y gaps and a -
eas needing imp o emen , hus guiding a ge ed
in e en ions. The desi ed condi ion a iable
ep esen s s akeholde s’ ideal s a e o school
lib a ies. This includes aspi a ions o imp o ed
access o di e se esou ces, enhanced echnol-
ogy, a mo e in i ing physical en i onmen , and
expanded se ices ha suppo academic and
ec ea ional needs. The desi ed condi ion is
shaped by he expec a ions o s uden s, each-
e s, and he b oade school communi y, and i
o en e lec s con empo a y educa ional ends
ha emphasize collabo a ion, inno a ion, and
c i ical hinking. This a iable is c ucial as i
p o ides a amewo k o e alua ing he e ec-
i eness o cu en lib a y p ac ices and guiding
u u e imp o emen s. By iden i ying he desi ed
condi ion, he s udy can align lib a y se ices
wi h he needs and aspi a ions o use s, he eby
enhancing engagemen and sa is ac ion. The es-
sen ial equi emen s a iable encompasses he
undamen al componen s necessa y o a school
lib a y o unc ion e ec i ely. This includes
adequa e unding, quali ied and ained s a , ap-
p op ia e echnology, and sys ema ic esou ce
acquisi ion and managemen p ocesses. The
essen ial equi emen s se e as c i e ia o e al-
ua ing whe he he lib a y can mee he cu en
si ua ion and desi ed condi ion. The in e ac ion
o hese a iables is signi ican in he con ex
o you s udy. The cu en si ua ion in o ms
he desi ed condi ion by e ealing exis ing gaps
and a eas o imp o emen . In u n, he desi ed
condi ion se s he s anda d agains which he
cu en si ua ion is e alua ed. Essen ial equi e-
men s a e he ounda ion ha enables lib a ies
o ansi ion om he cu en si ua ion o he
desi ed condi ion. I he essen ial equi emen s
a e no me , i becomes di icul o lib a ies o
ul ill hei po en ial, impac ing s uden engage-
men and lea ning ou comes.
2. Me hodology
This chap e de ails he c ucial p ocesses and s eps needed o ca y ou he s udy. Key elemen s
include selec ing he s udy design, iden i ying esponden s and sampling me hods, choosing da a
collec ion ins umen s, ou lining p ocedu es, conside ing e hical aspec s, and pe o ming da a
analysis. These s eps a e i al o gua an ee he s udy’s app op ia eness and accu acy, leading o
eliable da a collec ion, analysis, and in e p e a ion.
2.1. Resea ch Design—This s udy is a
quan i a i e, compa a i e analysis o assess he
school lib a y unc ionali y based on he cu en
si ua ion, desi ed condi ion, and essen ial e-
qui emen s in San Isid o Dis ic , Da ao del
No e. The One-Way Analysis o Va iance
(ANOVA) is u ilized o analyze he di e ences
in he cu en si ua ion, desi ed condi ion, and
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Fig. 1. Theo e ical/Concep ual F amewo k
essen ial equi emen s (C eswell, 2020) o he
dependen a iable, school lib a y unc ional-
i y. This s a is ical me hod is a g ea way
o see i he e a e meaning ul di e ences in
how di e en g oups pe cei e lib a y unc ion-
ali y. I allows esea che s o explo e how a -
ious lib a y cha ac e is ics can in luence use
sa is ac ion and engagemen , making i easie
o unde s and he needs o use s. Employing
One-Way ANOVA, he s udy can e ec i ely
iden i y which speci ic aspec s o lib a y unc-
ionali y a e pe cei ed as lacking o needing
imp o emen , hus p o iding a obus ame-
wo k o d awing conclusions and making da a-
d i en ecommenda ions o enhancing lib a y
se ices. Mo eo e , his app oach can help
es ablish a clea connec ion be ween use pe -
cep ions and he e ec i eness o lib a y ope -
a ions, he eby in o ming policy and p ac ice
wi hin he educa ional con ex . The applica-
ion o One-Way ANOVA in assessing school
lib a y unc ionali y o e s a obus s a is ical
app oach o examining di e ences in pe cep-
ions and e alua ions o lib a y pe o mance
based on he cu en si ua ion, desi ed condi ion,
and essen ial equi emen s. By ca ego izing
hese h ee aspec s as independen g oups, One-
Way ANOVA enables esea che s o analyze
whe he he e a e s a is ically signi ican di e -
ences in how s akeholde s—such as s uden s,
eache s, and lib a ians— a e lib a y unc ion-
ali y ac oss hese ca ego ies. Fo ins ance, he
cu en si ua ion may e lec he p esen s a e o
lib a y acili ies and se ices, while he desi ed
condi ion cap u es he s akeholde s’ expec a-
ions o ideal scena ios o a well- unc ioning
lib a y. The essen ial equi emen s, on he o he
hand, ep esen he minimum esou ces and se -
ices needed o e ec i e lib a y u iliza ion.
Th ough ANOVA, i becomes possible o iden-
i y which ca ego y demons a es he g ea es
a iance in sa is ac ion o unc ionali y a ings,
p o iding insigh s in o a eas ha equi e imme-
dia e imp o emen o alignmen wi h s akehold-
e s’ needs. This app oach is pa icula ly use-
ul in making da a-d i en decisions o policy
o mula ion, esou ce alloca ion, and s a egic
planning o enhance lib a y se ices in align-
men wi h educa ional goals.
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2.2. E hical Conside a ion—The e hical
conside a ion sec ion o his s udy will add ess
he key p inciples ha ensu e he p o ec ion and
well-being o he eache - esponden s in ol ed.
This encompasses adhe ing o social alues, ob-
aining in o med consen and assen , ecogniz-
ing he ulne abili y o esea ch esponden s,
ensu ing p i acy and con iden iali y, assessing
isks and bene i s, p io i izing sa e y, upholding
jus ice, main aining anspa ency, e i ying he
quali ica ions o he esea che , managing po-
en ial con lic s o in e es , secu ing adequa e
acili ies, and p omo ing communi y in ol e-
men .
The social alue o his s udy on school li-
b a y unc ionali y lies in i s e hical commi -
men o p omo ing educa ional access and eq-
ui y. Focusing on he pe cep ions o s uden s
and eache s, i seeks o ensu e hei oices a e
acknowledged and in eg a ed in o he e alua-
ion o lib a y se ices. This app oach aligns
wi h e hical esea ch p inciples ha emphasize
he well-being o pa icipan s and ad oca e o
meaning ul imp o emen s in hei lea ning en-
i onmen s. The indings can po en ially d i e
enhancemen s in he quali y and accessibili y o
esou ces, con ibu ing o a mo e equi able and
inclusi e educa ional sys em.
2.3. Resea ch Responden s—The s udy’s
esponden s will be eache s om he San Isid o
Dis ic unde he Da ao del No e Schools Di-
ision. Using Slo in’s o mula wi h a 5The
esea che p opo iona ely dis ibu ed he sam-
ples o be de e mined as esponden s om he
espec i e schools, and he esponden s will
be in o med ace- o- ace o online. They will
likewise be o ien ed abou he s udy’s pu pose
and impo ance and con ibu ion o hei p o es-
sional de elopmen s a us. Collec ing da a in a
ace- o- ace and online manne equi es a sys-
ema ic and o ganized app oach o ensu e accu-
acy, eliabili y, and e hical compliance h ough-
ou he p ocess. Fi s , esponden s should be
o mally in i ed o pa icipa e, wi h clea com-
munica ion abou he s udy’s pu pose, p oce-
du es, and hei igh s as pa icipan s. This can
be done h ough le e s, emails, o pe sonal ou -
each. Be o e p oceeding, in o med consen
mus be ob ained o ensu e ha pa icipan s ol-
un a ily ag ee o be pa o he esea ch, unde -
s anding hei igh o wi hd aw a any ime.
Du ing ace- o- ace da a collec ion, a s uc-
u ed en i onmen should be c ea ed o acili a e
a smoo h in e ac ion be ween he esea che and
pa icipan s. Fo su eys o in e iews, he e-
sea che should p o ide pa icipan s wi h he
necessa y ma e ials, such as ques ionnai es o
in e iew guides, and ensu e ha he se ing is
com o able, accessible, and ee om dis ac-
ions. P i acy mus be p io i ized o encou -
age pa icipan s o sha e hones and unbiased
esponses wi hou ea o judgmen o in lu-
ence. In-pe son in e iews enable esea che s
o obse e non- e bal cues like acial exp es-
sions and body language, p o iding con ex o
e bal esponses. These in e ac ions also en-
able he esea che o seek cla i ica ion o p obe
deepe in o ce ain esponses when necessa y,
enhancing he ichness o he da a collec ed.
Responses can be eco ded wi h pa icipan s’
consen , o de ailed no es can be aken du ing
he in e ac ion o main ain accu acy. A he con-
clusion o each session, pa icipan s should be
hanked o hei ime and con ibu ions, and
any ques ions o conce ns hey ha e should be
add essed. I is essen ial o main ain p ope
documen a ion and secu ely s o e collec ed da a
o ensu e con iden iali y. O e all, ace- o- ace
da a collec ion os e s a di ec and meaning ul
connec ion wi h pa icipan s, encou aging com-
p ehensi e and candid esponses ha enhance
he quali y o he esea ch indings. Teache s a e
conside ed quali ied esponden s in his s udy
on school lib a y unc ionali y because o hei
in eg al ole in he educa ional ecosys em and
hei di ec in e ac ion wi h bo h he lib a y and
hei s uden s. Thei insigh s and expe iences
a e essen ial o unde s anding how e ec i ely
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he lib a y suppo s cu iculum deli e y, each-
ing s a egies, and s uden lea ning ou comes.
As educa o s, hey a e uniquely posi ioned o
e alua e he ele ance, quali y, and accessibil-
i y o lib a y esou ces and se ices, as well
as he lib a y’s o e all impac on s uden en-
gagemen and academic pe o mance. Teach-
e s o en ac as acili a o s, guiding s uden s
on e ec i ely u ilizing lib a y esou ces, mak-
ing hei pe spec i e i al o assessing he li-
b a y’s unc ionali y. In selec ing esponden s,
he s udy will include eache s who mee spe-
ci ic inclusion c i e ia o ensu e he eliabili y
o he indings. These c i e ia include being
cu en ly employed in he San Isid o Dis ic
unde he Da ao del No e Schools Di ision;
ha ing a leas one yea o eaching expe ience
o ensu e amilia i y wi h he lib a y’s esou ces
and se ices; ha ing augh subjec s ha equi e
ac i e use o lib a y esou ces; and ha ing pa -
icipa ed in school ini ia i es o ac i i ies ha
in ol e collabo a ion wi h he lib a y. These
c i e ia help ensu e ha he esponden s possess
ele an knowledge and expe ience, allowing
he s udy o comp ehensi ely add ess he p ac i-
cal needs and challenges associa ed wi h school
lib a y unc ionali y.
2.4. Resea ch Ins umen —In his s udy,
he esea che adap ed su ey ins umen s om
mul iple sou ces o align wi h he esea ch p ob-
lem, a iables, and o e all objec i es. P ima y
e e ence was d awn om Na a o-Co a e al.
(2024), who de eloped a comp ehensi e usabil-
i y measu emen ool o m-lea ning applica-
ions. Addi ional sou ces included Hupe and
Van Keu en (2020), ocusing on acking s u-
den assis an s’ wo k a Dahlg en Memo ial Li-
b a y, and Se iawan (2024), who examined he
psychome ic p ope ies o he Lea ning En i-
onmen Diagnos ics Ins umen . The con en s
o hese ins umen s we e modi ied o sui he
speci ic con ex and equi emen s o he p esen
in es iga ion. The esea che dedica ed ime
o collec ing and analyzing li e a u e o iden-
i y concep s ha in o med he con en and sup-
po ed he ins umen and i s associa ed com-
ponen s. This ca e ul p ocess esul ed in ques-
ion i ems ha add essed po en ial h ea s o he
s udy’s alidi y. The su ey ques ionnai e had
wo pa s. One pa de e mined he ex en o
he school’s lib a y s a us in e ms o cu en
si ua ion, desi ed condi ion, and essen ial e-
qui emen s. Simila ly, he second sec ion o he
su ey e alua es eache s’ pe cep ions ega d-
ing he unc ionali y o school lib a ies, speci i-
cally ocusing on aspec s such as accessibili y,
he quali y o a ailable esou ces, and o e all
use sa is ac ion. To ensu e he ins umen ’s ac-
cu acy and consis ency, he su ey i ems will un-
de go es - e es p ocedu es and eliabili y anal-
ysis using C onbach’s Alpha a he 0.05 le el o
signi icance. C onbach’s Alpha is a s a is ical
measu e ha e alua es in e nal consis ency by
examining he in e co ela ion o su ey i ems,
he eby de e mining how well hey collec i ely
ep esen a single cons uc . Reliabili y coe i-
cien s abo e 0.70 a e deemed accep able, wi h
hose exceeding 0.80 e lec ing s ong eliabil-
i y, and alues abo e 0.90 indica ing excellen
consis ency (Tabachnick Fidell, 2020).
2.5. Da a Ga he ing P ocedu e—The
guidelines o his p ocess adhe e o he poli-
cies o The Rizal Memo ial Colleges, Inc. As
pa o he o mal eques , esea che s delinea e
hei in en ions ega ding da a collec ion, analy-
sis, and dissemina ion, aligning hese wi h he
o e a ching esea ch goals. This communica-
ion p oac i ely add esses an icipa ed conce ns
o ques ions om ecipien s, as well as he con-
iden iali y measu es and po en ial bene i s o
he s udy. The o mal pe mission eques explic-
i ly seeks au ho iza ion o p oceed, emphasizing
he pi o al ole o hei suppo in ensu ing he
esea ch’s success.
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Scale Desc ip i e Ra ing and In e p e a ion on School Lib a y S a us
Scale Desc ip i e Ra ing In e p e a ion
4.20 – 5.00 Ve y Ex ensi e
The school’s lib a y s a us in e ms o cu en si ua ion, desi ed con-
di ion, and essen ial equi emen s / lib a y unc ionali y a e always
mani es ed.
3.40 – 4.19 Ex ensi e
The school’s lib a y s a us in e ms o cu en si ua ion, desi ed condi-
ion, and essen ial equi emen s / lib a y unc ionali y a e o en imes
mani es ed.
2.60 – 3.39 Mode a ely Ex ensi e
The school’s lib a y s a us in e ms o cu en si ua ion, desi ed condi-
ion, and essen ial equi emen s / lib a y unc ionali y a e some imes
mani es ed.
1.80 – 2.59 Less Ex ensi e
The school’s lib a y s a us in e ms o cu en si ua ion, desi ed con-
di ion, and essen ial equi emen s / lib a y unc ionali y a e a ely
mani es ed.
1.00 – 1.79 No Ex ensi e
The school’s lib a y s a us in e ms o cu en si ua ion, desi ed con-
di ion, and essen ial equi emen s / lib a y unc ionali y a e no mani-
es ed.
Pe mission o Conduc he S udy
In Ma ch 2025, be o e da a collec ion, he
esea che will ob ain necessa y pe missions
om he ele an au ho i ies, including he e-
sea ch ad ise , he Dean o The Rizal Memo-
ial Colleges, Inc., and he op managemen o
DepEd Da ao del No e Di ision h ough he
app op ia e channels. This in ol ed submi ing
a comp ehensi e esea ch p oposal ou lining
s udy design, p ocedu es, and po en ial isks
and bene i s. The esea che will p o ide de-
ailed in o ma ion abou he s udy’s pu pose,
goals, and me hods o da a collec ion, analy-
sis, and epo ing. Fu he mo e, in Feb ua y
2025, immedia ely a e he colloquium, he e-
sea che will ake s eps o ensu e ha all pa ici-
pan s a e ully in o med abou he s udy, hei
igh s, and he na u e o hei in ol emen . In-
o med consen will be ob ained om each pa -
icipan be o e pa icipa ing in he s udy. The
esea che is commi ed o da a accu acy and
comple eness du ing he las week o Ma ch
2025. Ques ionnai es will be dis ibu ed and
e ie ed using a s anda dized and sys ema ic
app oach, ensu ing eliabili y in collec ing e-
sponses om pa icipan s.
2.6. Da a Analysis—This sec ion ou lines
he s a is ical p ocedu es employed o analyze
he da a ga he ed in esponse o he esea ch
ques ions posed in he s udy. Speci ically, a one-
way Analysis o Va iance (ANOVA) was con-
duc ed o de e mine whe he signi ican di e -
ences exis in school lib a y unc ionali y when
ca ego ized acco ding o he cu en si ua ion,
desi ed condi ion, and essen ial equi emen s.
A pos hoc Tukey Hones ly Signi ican Di e -
ence (HSD) es was applied o examine speci ic
g oup di e ences u he . These in e en ial ech-
niques we e selec ed o ensu e he obus ness
and eliabili y o compa isons among he iden i-
ied g ouping a iables. All da a we e p ocessed
using s a is ical so wa e o ensu e accu acy and
objec i i y in in e p e ing esul s. To add ess
S a emen o he P oblem numbe s one and wo
speci ically, he ex en o school lib a y s a us
in e ms o he cu en si ua ion, desi ed condi-
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ion, essen ial equi emen s, and he ex en o
school lib a y unc ionali y, including he mean
and s anda d de ia ion, was employed. These
measu es p o ided a comp ehensi e summa y
o esponden s’ pe cep ions and allowed o an
ini ial in e p e a ion o he da a dis ibu ions
ac oss key a iables.
3. Resul s and Discussion
This chap e p esen s he esul s o he s a is ical analysis conduc ed o examine he unc ionali y
o school lib a ies conce ning hei cu en si ua ion, desi ed condi ion, and essen ial equi emen s.
U ilizing a one-way analysis o a iance (ANOVA) ollowed by pos hoc compa isons, he
s udy aims o iden i y whe he signi ican di e ences exis among he de ined le els o lib a y
unc ionali y ac oss he h ee dimensions. The indings a e in e p e ed in he con ex o he s udy’s
objec i es and esea ch ques ions, wi h pa icula a en ion o pa e ns, a ia ions, and implica ions
o educa ional esou ce managemen . Each esul is sys ema ically discussed o o e insigh s
in o he alignmen be ween exis ing lib a y condi ions and he unc ional s anda ds expec ed by
s akeholde s wi hin he school communi y.
3.1. F equency Dis ibu ion o Respon-
den s’ G oup Pe cep ions Rega ding The School
Lib a y S a us —Table 1 p esen s he e-
quency and pe cen age dis ibu ion o espon-
den s based on hei pe cep ion o school lib a y
s a us ac oss h ee ca ego ical g oupings: Cu -
en Si ua ion (CS), Desi ed Condi ion (DC),
and Essen ial Requi emen s (ER). A o al o
170 esponden s pa icipa ed in he s udy. The
able shows ha he mos signi ican p opo ion
o esponden s (n = 85, 50.00%) iden i ied wi h
he Desi ed Condi ion (DC) g ouping. This in-
dica es ha hal o he esponden s pe cei ed
school lib a y unc ionali y as aligned mo e
wi h wha should ideally be achie ed a he
han wha cu en ly exis s o is minimally e-
qui ed. This inding highligh s an aspi a ional
gap be ween ac ual p ac ice and s akeholde ex-
pec a ions. This esul is consis en wi h ecen
s udies emphasizing he inc easing demand o
lib a y mode niza ion o mee e ol ing educa-
ional s anda ds (To es Vega, 2022). On he
o he hand, 57 esponden s (33.53%) classi ied
hei pe cep ions unde he Cu en Si ua ion
(CS) ca ego y. This p opo ion sugges s ha
app oxima ely one- hi d o he pa icipan s as-
sessed school lib a y condi ions based on ex-
is ing eali ies, which may e lec bo h he op-
e a ional s eng hs and limi a ions o cu en
lib a y in as uc u e and se ices. Acco ding
o Ma inez e al. (2023), s akeholde iden i-
ica ion wi h cu en condi ions o en e eals
he u gency o add essing obse able gaps in
esou ce access, echnological in eg a ion, and
se ice e iciency in public school lib a ies.
3.2. Ex en o School Lib a y Resou ces—
School lib a y esou ces encompass he physi-
cal, digi al, and human asse s o suppo each-
ing, lea ning, and li e acy de elopmen . These
include p in and non-p in ma e ials such as
books, jou nals, e- esou ces, mul imedia ools,
in as uc u e, and pe sonnel like ained lib a -
ians. This s udy assessed school lib a y e-
sou ces ega ding he cu en si ua ion, desi ed
condi ion, and essen ial equi emen s. The anal-
ysis e ealed a ia ions in pe cep ions among e-
sponden s, sugges ing ha while some schools
mee basic s anda ds, o he s aspi e o imp o ed
esou ce quali y and accessibili y. This aligns
wi h indings by Bau is a and En iquez (2021),
who emphasized ha equi able access o up-
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