Relationship of S.V. Montessori Inc. Integrated Marketing Communication Strategies On Its Corporate Branding

RELATIONSHIP OF INTEGRATED MARKETING COMMUNICATION
STRATEGIES OF S.V. MONTESSORI, INC. (SVM)

ON CORPORATE BRANDING
A Thesis
Presented to the Open University
System Polytechnic University of the Philippines
In Partial Fulfillment
of the Requirements for the Degree
Master in Communication
Mary Grace Bulaong Arroyo
April 6, 2016
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Master in Communication,

this thesis entitled RELATIONSHIP OF INTEGRATED MARKETING COMMUNICATION
STRATEGIES OF S.V. MONTESSORI, INC. (SVM) ON CORPORATE BRANDING has
been prepared and submitted by Mary Grace Bulaong Arroyo who is recommended for
Oral Examination.
________________________________
Dr. Ronald M. Henson
Adviser
________________________________ ________________________________
Dr. Angelina E. Borican Prof. Ma. Victoria G. Red
Evaluator Evaluator
Approved by the PANEL OF EXAMINERS ON ORAL EXAMINATION
________________________________
Dr. Anna Ruby P. Gapasin
Chair
________________________________ ________________________________
Dr. Angelina E. Borican Prof. Ma. Victoria G. Red
Member Member
Date of Oral Examination: April 12, 2016
Accepted and approved in partial fulfillment of the requirements for the degree
Master in Communication.
Passed the Comprehensive Examination on September 25, 2015.
________________________________ ________________________________
Dr. Anna Ruby P. Gapasin Dr. Carmencita L. Castolo
Executive Director Director
Open University System Institute of Open and Distance Education
Date of Graduation: _________________________
ii
ACKNOWLEDGEMENT
I would never have been able to finish my research without the guidance of
my thesis adviser and panelists, help from friends, and support from my family and
fiancé.
I would like to express my deepest gratitude to my adviser, Dr. Ronald M.
Henson, for his guidance, caring, and patience. The immense knowledge he
shared helped me a lot in doing my research. Besides my adviser, I would like to
thank my panelists: Dr. Anna Ruby P. Gapasin, Dr. Angelina E. Borican and Prof.
Ma. Victoria G. Red for their encouragement and insightful comments and
suggestions.
I would like to thank Prof. Maridette Joyce Maranan and Prof. Carlo Pilapil
for sharing their time and knowledge and giving advice on thesis writing. Also to
my tablemates/ Coffee Floats dabarkads who were always there supporting and
encouraging me.
Thank you also to S.V. Montessori, Inc. for providing all the assistance I
needed to complete this study.
I am very grateful to my Pangsie, Mangsie, Kuya Lauren, Carlo, Andi and
my fur babies for always supporting me and encouraging me with their best wishes.
Finally, to my fiancé, who will be my husband days from now. Rod, thank
you for always cheering me up and standing by me through the good and bad
times.
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ABSTRACT
Thesis Title : RELATIONSHIP OF INTEGRATED MARKETING

COMMUNICATION STRATEGIES OF S.V.
MONTESSORI, INC. (SVM) ON CORPORATE
BRANDING
Researcher : Mary Grace Bulaong Arroyo
Degree : Master in Communication
OU Center : Manila
Year : 2016
Adviser : Dr. Ronald M. Henson
This study titled “Relationship of Integrated Marketing Communication Strategies

of S.V. Montessori (SVM) on Corporate Branding” focused on assessing the relationship
of IMC strategies used by S.V. Montessori on corporate branding. This aimed to (1)
characterize the profile of the high school parents and students of S.V. Montessori; (2)
pinpoint clients’ most commonly encountered and used IMC tools of the S.V. Montessori;
(3) identify clients’ preferred source of information about S.V. Montessori; (4) ascertain the
views of the high school parents and students on SVM’s services and corporate branding;
(5) evaluate the relationship of SVM’s integrated marketing communication strategies with
its corporate branding; (6) evaluate the relationship of SVM’s services with its corporate
branding; and (7) assess the association of SVM’s corporate branding with parent’s loyalty
and satisfaction. This study was guided by the IMC Process Model by Wang and Schultz.
A survey design was used to gather data among the respondents. Thirty-six high
school students and thirty high school parents were chosen as respondents through
census sampling.
Results show that most of the parent-respondents are in the age range of 41-50
years old, female, employed with monthly household income of Php 26,000 and above,
college graduate, has two children and are married. High school students are mostly male,
16 years old.
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Parents mostly encounter brochure/ flyers as form of marketing tool with Parent
Bulletin as the main source of information on SVM activities. Students encounter SVM
Facebook fan page as a marketing tool and Bulletin board as the main source of
information.
Parent-respondents are satisfied with the school operations and administration,

fees and payment schemes, quality of services and corporate branding of SVM. Student-
respondents are satisfied with school operations and administration, school policies,
school activities and corporate branding; but is neither satisfied nor dissatisfied with school
facilities and services.
A significant relationship was seen between the IMC strategies and corporate
branding based on the answers of the students. A significant relationship was seen
between services and corporate branding both on the parents and students. Parents’
loyalty and satisfaction has also a significant relationship with the corporate branding of
SVM. Therefore the decision of the parents to enroll their children depends on the
corporate branding established in the services offered by SVM.
Recommendations on improving further the services and integrated marketing

communication tools as well as conducting future studies were suggested by the
researcher.
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TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . i
APPROVAL SHEET . . . . . . . . ii
ACKNOWLEDGEMENT . . . . . . . iii
ABSTRACT . . . . . . . . . iv
TABLE OF CONTENTS . . . . . . . vi
LIST OF TABLES . . . . . . . . viii
LIST OF FIGURES . . . . . . . . x
Chapter
1 THE RESEARCH PROBLEM
Introduction . . . . 1
Background of the Study . . . . 3
Statement of the Problem . . . . 6
Objectives of the Study . . . . 7
Assumptions of the Study . . . . 9
Hypotheses of the Study . . . . 10
2 REVIEW OF RELEVANT LITERATURES AND STUDIES
Integrated Marketing Communication and Its Strategies 11

Definitions of IMC . . . . 12
IMC Tools and Strategies . . . . 14
Corporate Branding . . . . 16
School Branding . . . . 19
Studies on IMC and Corporate Branding
in Businesses and Academe . . . 23
Synthesis . . . . 27
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3 STUDY FRAMEWORK
Theoretical Framework . . . . 29
Conceptual Framework . . . . 31
Operational Definition of Terms . . . 33
4 METHODS AND PROCEDURES
Research Method and Design . . . 34

Sample and Sampling Procedure . . . 35
Instrument . . . . 35
Data Collection Procedure . . . . 36
Statistical Data Analysis . . . . 36
5 RESULTS AND DISCUSSION
Socio-Demographic Profile of the Respondents 38

Clients’ Most Used Marketing Tools and Source of
Information about SVM . . . 40
Assessment of Services and Corporate Branding 46
Relationship of SVM Marketing Tools and Services
with Corporate Branding . . . 54
6 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings . . . . 60
Conclusions . . . . 62
Recommendations . . . . 63
REFERENCES . . . . . . . . 66
APPENDICES
Cover Letter for Parent Questionnaire . . . . 70

Cover Letter for Student Questionnaire . . . . 71
Parent Questionnaire . . . . 72
Student Questionnaire . . . . 77
Complete Tables of Socio-Demographic Profile . . . 81
List of Students and Parents Name with Year of Enrollment 85
RESEARCHER’S PROFILE . . . . . . 87
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LIST OF TABLES
Table Page
1 Parents’ Socio-Demographic Profile . . . . . 38
2 Students’ Demographic Profile . . . . . 39
3 Parents’ Most Used SVM Marketing Tools . . . . 40
4 Students’ Most Used SVM Marketing Tools . . . . 41
5 Parents’ Common Source of Information About SVM . . . 42
6 Students’ Common Source of Information About SVM . . . 43
7 Parents’ Top 3 Preferred Source of Information About SVM . . 44
8 Students’ Top 3 Preferred Source of Information About SVM . . 45
9 Parents’ Means of Discovering SVM . . . . . 45
10 Parents’ Level of Satisfaction on School Operations and Administration 46
11 Parents’ Level of Satisfaction on School Fees and Payment Schemes 47
12 Parents’ Level of Satisfaction on Quality of Services . . . 47
13 Parents’ Level of Satisfaction on Corporate Branding . . . 48
14 Students’ Level of Satisfaction on School Operations and Administration 49
15 Students’ Level of Satisfaction on School Facilities and Services 50
16 Students’ Level of Satisfaction on School Policies . . . 51
17 Students’ Level of Satisfaction on School Activities . . . 52
18 Students’ Level of Satisfaction on Corporate Branding . . . 53
19 Correlation of SVM Integrated Marketing Communication Strategies
and Corporate Branding (Parents) . . . . . 54
viii
20 Correlation of SVM Integrated Marketing Communication
Strategies and Corporate Branding (Students) . . . 56
21 Correlation of SVM Services and Corporate Branding (Parents) 57
22 Correlation of SVM Services and Corporate Branding (Students) 58
23 Correlation of SVM Corporate Branding and Parents’
Loyalty and Satisfaction . . . . . . 59
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LIST OF FIGURES
Figure Page
1 Elements of Marketing Communications or the Promotions Mix 14
2 The IMC Process Model by Wang and Schultz (1991) . . . 30
3 Conceptual Framework . . . . . . 32
x
Chapter 1
THE RESEARCH PROBLEM
Introduction
Education started in the Philippines in the ancient times before the European
colonization started. It was then informal, unstructured, and usually based on their needs
(TeacherPH, 2015).
At present, the Philippine educational system is administered by the Department
of Education or DepEd. The educational system of the Philippines follows the K-12
educational system which was mandated in 2011.
Schools in the Philippines are classified into public—which are government-
administered, and private—which are further categorized into sectarian and non-
sectarian. According to an infographic titled “Basic Education Basics: A Quick Look at
Philippine Basic Education 2012” published in the May-June 2012 issue of Educator
Magazine, there are a total of 58,914 schools in the Philippines. The total number of
elementary schools accounts for 45,964 of which 38,351 are public schools and 7,613 are
private schools. While in high school there are a total of 12,950 high schools where 7,268
are public and 5,682 are private.

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One type of private schools is the Montessori school. Montessori education started
in 1907 through Maria Montessori, an Italian physician. She opened Casa dei Bambini, or
Children’s House, in Rome where she taught 60 young children of working class parents
in the slum areas of San Lorenzo district. Maria Montessori did a lot of research on how
children learn, in which she found out that children build themselves and their behavior
based on what they find in their environment. Thus, her works became the foundation of
the Montessori education followed by a number of Montessori schools that sprouted all
over the world.
In the Philippines, the Montessori education started in 1956 by Operation
Brotherhood Montessori Center Incorporated (O.B. Montessori). According to DepEd’s list
of private schools in school year 2014-2015, there are a total of 645 Montessori schools
in the country.
The clients are the lifeblood of any business. This is also true with schools—the
students are what keeps a school operating. A school survives based on its ability to
market its services among the communities. With a number of schools sprouting like
mushrooms all over the country, it created a tight competition between schools in terms
of attracting new enrollees and retaining the old students. As cited in the Province of Cavite
official website, in Cavite alone, there are 1,283 private schools and 457 public schools
offering basic education. Thus, schools implement different communication marketing
strategies to keep up with other schools and encourage enrollment rate. Through the
marketing strategies, the image of the school is presented alongside its offerings. And
most of the time, the client’s perception towards the institution through the marketing tools
is a factor being considered.

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Background of the Study
S.V. Montessori (SVM), a private Montessori school in Imus City, Cavite is one of
the schools that faced enrollment decline and utilized integrated marketing communication
strategies to promote and boost the enrollment.
S.V. Montessori was founded by couple Rodolfo and Soledad Vasquez. It is a
private, non-sectarian, co-educational institution established in 1993 in Bahayang Pag-
asa Subdivision, Imus City, Cavite.
SVM Imus is currently managed by their son, Rod Steven O. Vasquez. A second
campus in Puerto Princesa City, Palawan was later established and managed by their
daughter Rochelle Sarah O. Vasquez in 2008.
Moreover, SVM offers preschool, elementary and high school levels. They use a
specialized and enhanced basic education curriculum which is a combination of K-12
curriculum provided by DepEd, Singapore Mathematics, Singapore Science, Robotics,
SRA Mathematics, SRA English, University of Chicago School of Mathematics Curriculum,
Early Reading, and Arithmetic Program. The SVM faculty also practices Differentiated
Instruction as teaching method.
In addition, S.V. Montessori is managed by competent and aggressive
administrators that understand the fast changing education competitiveness in the
country. The faculty consists of qualified teachers with their own specializations. They are
given proper and rigorous training pertaining to new teaching methods and handling
behavioral problems.
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SVM vision states, “We envision S.V. Montessori as a leader of Excellence in Basic
Education in the province of Cavite.”
While SVM’s mission is, “S.V. Montessori commits herself to surpass diverse
learners’ expectations, keen to achieve and be known as the finest basic education
institution in the region by continuous development of educators who utilize state-of-the-
art technology, to perform at an optimum level with integrity, fulfill commitment and
fairness in order to mold young citizens to be better leaders and followers.”
SVM also promotes the core values commitment, hard work, discipline, trust,
righteousness, resourcefulness, innovativeness and responsible volunteerism.
The SVM administration had conducted a strategic planning study in 2013 to
improve the system and respond to its declining enrollment. It focused on improving SVM
and the reasons why the number of enrollees decrease every year.
In 2014, the administration implemented the re-branding of SVM spearheaded by
SVM Imus Campus administrator Mr. Rod Steven O. Vasquez using the results of his
strategic planning study and his knowledge acquired through his degree Master in
Executive Business Administration from De La Salle University-Dasmariñas. The vision
and mission of the school were revised and core values were also added. One of the
strategies he also implemented is the application of integrated marketing communication
through the help of a business solutions company.
Strategies were proposed and discussed during meetings between SVM and the
business solutions company. Most of the suggestions came from Mr. Vasquez and the
design and applications were provided by the business solutions company. The change
of school logo was proposed by the business solutions company.

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With that, SVM utilizes the different marketing and communication strategies. The
school started with print advertising. SVM posted tarpaulins in front of the school and in
certain areas around the community. They chose public areas such as those near the
church and the market. The content of the tarpaulins highlighted the specialization of SVM
such as Robotics, International curriculum, etc. This aimed to increase the knowledge of
the community about SVM.
Direct marketing was also implemented. A marketing personnel was assigned in
the school promotion as well as in the flyers distribution in the communities nearby SVM.
The personnel goes around the communities nearby SVM, visits house to house, and
promotes the school, every weekend. Telemarketing is also done before and during the
enrollment season for follow up on inquiries.
SVM sponsored a seminar for non-SVM preschool parents about financial literacy.
This aimed to increase the publicity of the school.
SVM also entered Internet advertising through social media. SVM maintains a
Facebook fan page which had been active just last year, 2014, and a website up and
running just this March 2015. They are utilizing Facebooks marketing feature where they
post paid advertisements targeted to clients in nearby cities.
SVM also conducts online direct marketing through email blasts among its alumni
to keep them updated of the events and programs in the school.
SVM also brought back its newsletter titled SVM Topnotch this Academic Year
2014-2015 which is being distributed to the clients bi-annually and in the community during
marketing activity.
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Schools supplies such as pad papers, notebooks, etc. are also personalized with
printed SVM logo.
The primary communication tool used by SVM to communicate with the parents is
the Student Bulletin, a letter sent to parents through the student, is still being continued.
A reply slip is required to be returned as proof of their acknowledgement of the letter.
Statement of the Problem
The only and recent study about SVM is the marketing research plan conducted in
2013 that focused on analyzing the external environment and the internal strengths and
weaknesses of the organization. It also investigated the reasons of constant decrease of
students that resulted in the decline of revenue of the school.
Therefore, this study assessed the relationship of SVM’s integrated marketing
communication strategies and its corporate branding. This contributed new information on
the socio-demographic characteristics of the current clients, integrated marketing
communication strategies as well as on the corporate branding of the school. This
answered the main problem, “Is there a significant relationship between SVM’s integrated
marketing communication strategies and its corporate branding?”

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Objectives of the Study
This study was guided by the following objectives:
1. Characterize the profile of the high school parents of S.V. Montessori in terms of:
1.1 Age
1.2 Sex
1.3 Employment
1.4 Monthly Household Income
1.5 Educational Attainment
1.6 Number of Children
1.7 Civil status
2. Characterize the profile of the high school students of S.V. Montessori in terms of:
2.1 Age
2.2 Gender
3. Pinpoint clients’ most commonly used IMC tools of the S.V. Montessori;
4. Identify clients’ preferred source of information about S.V. Montessori;

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5. Ascertain the views of the high school parents towards S.V. Montessori in terms of:
5.1 school operations and administration
5.2 fees and payment schemes
5.3 quality of services
5.4 corporate branding
6. Ascertain the views of the high school students towards S.V. Montessori in terms of:
6.1 school operations and administration
6.2 school facilities and services
6.3 school policies
6.4 school activities
6.5 corporate branding
7. Evaluate the relationship of SVM’s integrated marketing communication strategies with
its corporate branding;
8. Evaluate the relationship of SVM’s services with its corporate branding; and
9. Assess the association of SVM’s corporate branding with parent’s loyalty and
satisfaction.
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Assumptions of the Study
This study assumed the following:
1. High School parents of S.V. Montessori are mostly part of the age bracket 41-50,
belonging to the Php 20,000 and above income bracket, employed, college graduates,
with more than two children, and are married.
2. High school students of SVM are aged 11 to 15 and are mostly females.
3. The social media and the print media are the clients’ most commonly used media.
4. Facebook, Parent Bulletin and text messaging are the clients’ preferred source of any
SVM-related information.
5. The parents have the following evaluations:
5.1 Parents are satisfied with SVM’s operations and administration.
5.2 Parents are satisfied with SVM’s fees and payment schemes.
5.3 Parents are satisfied with SVM’s quality of services.
5.4 Parents are satisfied with SVM’s corporate branding.
6. The students have the following evaluations:
6.1 Students are satisfied with SVM’s operations and administration.
6.2 Students are satisfied with SVM’s facilities and services.
6.3 Students are satisfied with SVM’s activities.
6.4 Students are satisfied with SVM’s corporate branding.

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Hypotheses of the Study
This study has the following hypotheses:
1. There is no significant relationship between SVM’s integrated marketing communication
strategies particularly with its corporate branding tested at .05 level of confidence;
2. There is no significant relationship between SVM’s services with its corporate branding
tested at .05 level of confidence; and
3. There is no significant relationship between SVM’s corporate branding with parent’s
loyalty and satisfaction tested at .05 level of confidence.

Chapter 2
REVIEW OF RELEVANT LITERATURES AND STUDIES
This chapter discussed the concepts of Integrated Marketing Communication, its
tools and strategies. This also tackled Corporate Branding, School Branding, as well as
some studies about the application of IMC and corporate branding to businesses and
schools.
Integrated Marketing Communication and Its Strategies
Integrated Marketing Communication (IMC) emerged as a marketing discipline
only in the 1980s. With the presently fast changing communication technologies and
instant access to information through media tools such as the Internet, integrated
marketing communications have become vital most especially in the business industry.
The consistency of an information helps establish the brand among its target
customers. With the advent of mobile phones and laptops, potential customers and
business people can easily communicate with others and access information about
products and services. Even work and socialization has been tagged with the word
“virtual”. Social media seems to be a necessity for every individual—for communication—
and to business companies—for marketing and reaching their target audience. This
resulted to the need for business organizations to change marketing and promotional
strategies to keep up with the fast pace changes in the society that greatly influences the
market economy.
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The 21st century marketplace now considers the customers, controlling what, where, and
how they want to buy, as the main driving force; not anymore the companies with products
to sell.
Definitions of IMC
Like any other concepts, IMC has just evolved from different definitions to what it
is today. The IMC, according to the American Association of Advertising Agencies (1989),
is “a concept of marketing communications planning that recognizes the added value of a
comprehensive plan that evaluated the strategic role of a variety of communications
disciplines, e.g. general advertising, direct response, sales promotion and public
relations—and combines these disciplines to provide clarity, consistency and maximum
communications impact”. Simply, it means integrating all the promotional tools, ensuring
that all forms of communications and messages are carefully linked together and work
together in harmony.
Kotler (2003) defined IMC as “a way of looking at the whole marketing process
from the viewpoint of the customer”. This definition emphasizes the importance of the
customer’s perspective in product marketing.
IMC leading advocate Don E. Schultz defines the concept as “the process of
managing all sources of information about a product/service to which a customer or
prospect is exposed which behaviorally moves the consumer toward a sale and maintains
customer loyalty”. Thus, considering IMC as the major communications development of
the latter part of the 20th century (Kitchen & Schultz,1999, 2000).
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Duncan (2002) emphasizes communication as the basic principle of IMC. Thus,
defining it as a “cross-functional process for creating and nourishing profitable
relationships with customers and other stakeholders by strategically controlling or
influencing all messages sent to these groups and encouraging data-driven, purposeful
dialogue with them”.
However by 2002, Kitchen underscored the shift of IMC to being a fundamental
factor in management and product brands, not anymore just a communication process.
In 2000, Shimp suggested five significant features of IMC. These are (1) the
primary goal of IMC is to affect behavior through directed communication; (2) the process
should start with the customer or prospect and then work backward to the brand
communicator; (3) IMC should use all forms of communication and all sources of brand or
company contacts as prospective message delivery channels; (4) the need for synergy is
paramount with coordination helping to achieve a strong brand image; and (5) IMC
requires that successful marketing communications needs to build a relationship between
the brand and the customer.

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IMC Tools and Strategies
The IMC, according to the American Association of Advertising Agencies (1989),
is a concept of marketing communications planning that recognizes the added value of a
comprehensive plan that evaluated the strategic role of a variety of communications
disciplines, e.g. general advertising, direct response, sales promotion and public
relations—and combines these disciplines to provide clarity, consistency and maximum
communications impact. Simply, it means integrating all the promotional tools, ensuring
that all forms of communications and messages are carefully linked together and work
together in harmony.
Figure 1. Elements of Marketing Communications or the Promotions Mix
The communications mix shown in Figure 1 above consists of different promotional
tools: advertising, sales promotions, personal selling, public relations, direct marketing,
and publicity. However, the number of different elements may vary depending on the
needs of the target market as some people may consider some elements more important
to stand on their own than others may do.

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IMC consists of different tools called promotion or communication mix. These tools
are advertising, personal selling, public relations and publicity, sales promotions and direct
marketing.
Advertising is the dissemination of a message about a product, service or
organization through the mass media. Companies pay a certain advertising agency to
promote their product or service through television, magazines, newspapers, the Internet,
direct mail, and radio.
Personal selling is an interaction between two parties—such as the buyer and the
seller—via personal communication or through a communication technology. This
involves direct contact with the target customer in promoting a certain product and/or
service.
Public relations (PR) and publicity involves the promotion of an organization or a
product/service through materials such as press releases, publicity, product placement,
and sponsorships. It is a tactic used by companies to promote products and to supplement
their sales efforts.
Sales promotions are used to create large and repeated purchases. Examples of
this are coupons, contests, games, rebates, and mail-in offers. It is also called trade
promotions in business-to-business marketing which includes trade shows, sponsorships,
event marketing, and special incentives given to retailers, such as extra money, in-store
displays, and prizes to market particular products and services.

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Direct marketing is the delivery of personalized promotional materials directly to
individual customers via mail, catalogs, Internet, e-mail, telephone, or direct-response
advertising. Telemarketing and direct response advertising are examples of direct
marketing.
These IMC tools must be strategically combined to achieve effective message. By
combining various tools, the company can assure that the message reaches their target
audience and at the same time maximize the appropriate tools effectively.
With the advent of the World Wide Web, social media sites have been considered
by marketers as a very effective tool to broaden audience reach at a minimal cost
(Richards, n.d.).
Corporate Branding
As defined in the article titled “Corporate Branding: What It is, and How to Do It
Right” (2014) posted in the Search Engine Journal, corporate branding is what the
company is, what the company does, why the company does it, and who the company
does it for. It represents what customers expect the company to deliver. It consists of the
“strategy, mission, image and activities that distinguishes an organization from its
competitors, and creates a perception of what an organization stands for” (Cabraal, 2008).
The vision, mission, and core values are essential elements of a corporate brand.
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Balmer (2001) discussed that corporate brand is derived from the company’s
identity. It is different from product brands—which focus only on the product and
customer—as the corporate brand is focused “on all internal and external stakeholders
and networks, based on a broader mix than the traditional marketing mix and is
experienced and communicated through total corporate communication rather than simply
via the marketing communications mix.” Moreover, corporate brand is tagged with
commitment as it requires total dedication not only from the staff and management but
with the financial as well.
Corporate branding is different from product branding as in the former, it involves
marketing various products or services under the name of a company. The latter focuses
more on promoting an individual product without the company name being front. (Benge,
2008)
According to Aaker (2004), “the corporate brand defines the company that will
deliver and stand behind the offering that the customer will buy and use.” He further added
that it potentially has rich heritage, assets and capabilities, people, values and priorities,
and performance record.
According to Ginden (1993), organizations develop brands as a way to attract and
keep customers by promoting value, image, prestige, and lifestyle. By using a particular
brand, consumer develops positive image about the brand. Branding is a technique to
capture consumers psychologically.

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In the article “Can Brand Be Measured?” published by Sense magazine in 2002,
corporate branding was discussed in the context of the AT&T Wireless company. In the
article, it mentioned that “the value of brand is in customers acquired and retained, not as
a stand-alone asset.” AT&T Wireless Chairman and Chief Executive Officer John D.
Zeglis, further adds that “it’s a tool that communicates promise. The ultimate is a brand
that moves customers to say, ‘Yes, I trust you to be the one to take us onward.’”
In a paper written by Tañada (2000), she stated that consumers develop a set of
brand reliefs through branding. She further added that the set of brand beliefs constitutes
the brand image and leads to brand equity.
Gunelius (2011) defines brand equity as the tangible and intangible value that a
brand provides positively or negatively to an organization, its products, its services, and
its bottom-line derived from consumer knowledge, perceptions, and experiences with the
brand. Conversely, brand image is what a customer perceive with a particular brand. It
can be further defined as the impression of the customer on the brand.
Over time a brand will come to embody all the attributes, history and image of the
product or service. However, it is rarely about a design, it is the more rounded general
impression that surrounds an organization and helps to shape expectations. A strong
brand image will help the company establish an edge over the competition and can open
doors to new opportunities. It results in superior profit and marketing performance. A brand
name is therefore a valuable asset which can set a product or service apart and add
significant value as a capital asset. (The Marketing Donut, n.d.)
Brands are constantly evolving to ensure they keep abreast of changing needs in
the market place. Change is necessary to stay relevant to the times in which a brand exists
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and to ensure its future success. Some of the reasons for rebranding include competition,
globalization, mergers and acquisitions, innovation, and repositioning. Rebranding can
include one or combination of new brand name, brand identity, logo, slogan, graphics,
online presence, online and offline advertising, and change in brand profile, values, and
mission-vision. (Persona Design, n.d.)
School Branding
School branding is defined as a way which identifies a school from other school
competitors. In the article “Seven Branding Mistakes Private Schools Make” (2012)
published in the website of Enrollment Catalyst, it analogized school branding as a
promise of what the school can offer. It’s what usually parents expect of from a school—
a reflection of the school’s vision, mission and values. It also discussed the branding
mistakes that schools commonly commit such as use of multiple logos, use of multiple
taglines or no tagline, lack of consistency in brand elements such as color and designs,
use of boring and bland brand, and poor photography or videography.
Still in the same article, it suggested that the quality of the school brand should
correspond with the quality of the school. In some studies, parents are attracted to schools
that represent excellence. Brand has a direct effect on how people relate to the school
and as a result, impacts enrollment, revenue, and funding.
Another article about school branding titled “Does Branding Make a Difference to
the Schools People Choose” (2012) highlighted that “good branding makes all the
difference for schools and colleges trying to fill their courses” at the present times. Logo,
tagline, and website that are consistent with each other reflects a good brand.
20
In an article written by Dewitt (2013) titled “Why Leaders Should Brand Their
Schools,” he emphasized that branding, typically associated with the business world, is
exactly what our schools need today. There is so much bashing of public education in the
media today and the landscape of public education is not a pretty one. He suggested that
school branding can be done by fueling perceptions and creating realities. They utilized
their own students in as the center of their branding.
As discussed in the website School Website, some people think that branding is a
corporate term but schools are some of the most recognizable brands seen from day to
day. Children in their uniform on the high street, the logos on those uniforms, the signs in
and around school buildings, the school bus driving around town – all of these things are
part of the school’s brand; reflecting the school and influencing peoples' opinions of it.
In an essay titled “Good to Great and the Social Sectors” (Collins, 2006), Collins
explored how schools cope with challenges. Greatness, he explains, is all about being
best in the world at something, being passionate about it and having an effective resource
engine comprising time, money and brand. Further, he explains that brand is a component
of greatness.
In a book titled “Funky Business Forever: How to Enjoy Capitalism” (Ridderstrale
and Nordstrom, 2007), as cited by Willows (2008), the writers suggested that brands are
always more than the sum of their parts. A company can be associated with various things
such as logo, advertisement, packaging, history, and even reputation.

21
But nevertheless, a brand is all about a relationship of trust that is built between
the company and its customer. The same applies with the school. When prospective
families choose a school, they literally entrust their children to their care. Therefore,
schools should spend more time thinking about the promise and contract they are building
with current and future markets.
Willows (2008) suggested that schools need to communicate with people in ways
they understand. Schools should treat their customers as people, friends and partners
through listening to their ideas, sharing true stories, and avoid seeing the customers as
“enemy” when in fact, they are the most important advocates. He further emphasized that
building a brand is holding conversations and selling an experience with coherence. Each
school offers one promise to the market, but this is applied and takes form in multiple
contexts to multiple audiences, often in multiple languages. Therefore, schools have to
wrestle with the whole “loose-tight” thing and try to ensure that the same story is being
told, even if from different vantage points.
Whisman (n.d.) discussed in his article the difference of traditional and
contemporary approaches to educational brand building. Many schools have concentrated
on external communications solutions like redesigning their logos, creating taglines and
developing advertising campaigns. It’s called the “traditional” approach to educational
brand building. A growing number of schools are now realizing the need to build their
identities through cultural change, like those in the corporate world. This is “contemporary”
approach to educational brand building.

22
Swiss branding expert Peter Lux, states, “Creating brands for institutions like
universities is extremely demanding. Most of us think about brands as logos, advertising,
and other things related to the traditional approach, but brands aren’t things at all. A well-
established brand is an imagined world—an idiosyncratic way of interpreting everything
we link mentally to a college or university, and the people that comprise its community.
When we limit our thinking to the traditional approach of brand building, we leave out the
participatory benefits of the university experience.”
Lux further explained that traditional approach is difficult to apply to service
organizations, and other non-profit organizations that benefit from their complex
characteristics. Following this view with respect to colleges and universities, the necessity
to get as many people within the organization as possible involved in creating experiences
that provide meaning and benefit is clear.
Whisman (n.d.) further explains that when schools limit branding to changing
logos, creating taglines and developing advertising campaigns they risk reinforcing the
skepticism of two key stakeholder groups—faculty and prospective students—have about
branding. Most faculties associate branding with marketing, and generally don’t like
marketing. While brand savvy teens associate branding with advertising, and generally
don’t like advertising. Also, when educational brand building is too focused on external
communications, schools often risk excluding faculty from the process and raise doubt
about whether a process exists. Research shows that unless advertising is cause-related,
teens can deem it gimmicky and not respond.

23
LePla, et. Al (2003) describe branding as the ability for an organization to align all
actions and messages with core values, the promise the organization keeps to its
customers and the sum total of all customer experiences. Scandinavian brand strategist
Nicholas Ind (2004) defines branding in terms of storytelling and is the way communities
share and preserve their heritage and build their culture. This approach can resonate with
faculty and prospective students more than a traditional approach because it
demonstrates the school’s commitment to communicating its true essence, core values
and academic reputation, rather than simply attempting to recruit more students.
Effective school branding also encourages high enrollment rate and teacher
recruitment. As cited in the article “The importance of branding for schools” (2015),
Netchemia and School Spring advisor Steve Lorenz stated that “an excellent school brand
communicates a clear message about what the school stands for and why.” Branding
gives students, faculty and school leaders a sense of pride and camaraderie.
Studies on IMC and Corporate Branding in Businesses and Academe
IMC is a systematic planning of establishing the most effective, efficient and
consistent message for the target clients. As cited in the 2002 issue of Marketing Week,
research proved the link between IMC and increase in sales, market share, and profit.
Mourad (2011) stated in his paper that the choice of school is greatly affected by
brand and its related factors. Parents follow a certain criteria in selecting the school for
their children.
24
A quantitative study done by De Guzman et al. (2007) among the Filipino parents
aimed to ascertain the significant relationship existing between parents’ profile, and their
school choice and school loyalty. Statistical tools such as the ANOVA, factor analysis,
correlation, mean, and standard deviation, data were used. Results show that the parents
loyalty to their alma mater do not have impact on their choice of school for their children
but based on its indispensable qualities.
In Taiwan, Ex-Minister of Education Yung Chaur-shin shared in his speech in 1999
that education is a service industry. Applying this claim in the present context, it is indeed
true as the current government policies, social developments, trends and advancements
have reformed today’s education market. Professional trainings and well-systematized
curriculum comprise education together with transmission of values and morals.
According to Lovelock and Wirtz (2011) education nowadays aims to produce
tangible and intangible services for their consumers. Moreover, Chen (2008) added that
the school services provided are characterized and assessed by their quality after
consumption. Shahaida et al. (2009) underscored that business success is a combination
of services and created brand image.
Doyle (2001) defines brand as a specific name, symbol or design distinctive from
another. School brand attracts parents and students. It is more than the school’s rankings
and test score; it’s the school’s culture, atmosphere and mindset.
The findings of this study titled “K-12 Private catholic school leaders’ perceptions
of marketing plans & enrollment management: implications for leadership and enrollment”
(Foster, 2012) done among K-12 private Catholic school principals in Ohio found that all,
but one, Catholic school leaders do not use written enrollment plans and do not have
written marketing plans.

25
The study also presented the steady decline of enrollment and various roles that must be
fulfilled by the school leaders are factors to hindering the enrollment goals of the school.
In a research done by Dr. Kehinde Oladele Joseph among e-Business managers
in Nigeria, he noted that despite the growing competition, dynamic nature of the market
and the need for efficient allocation of marketing communication budgets, companies still
rely on only one or two marketing communication tools. He suggested the need to move
towards IMC approach emphasizing the benefits of producing stronger messages,
consistent and greater sales output. Moreover, he stressed out the reduction of media
waste or cost promotion in using IMC as well as in promoting and improving the company’s
competitive edge.
Another study done among marketing managers in Zimbabwe by Zimuto (2013)
showed that among the 100 managers interviewed most expressed lack of full knowledge
of IMC and its employment as a marketing strategy. Zimuto emphasized the need to instill
the concept among small and medium enterprises as a competitive marketing strategy.
The findings of the study titled “Managing Brand Equity in an Integrated Marketing
Communication Strategy – A Case Study in the FMCG industry of the effectiveness and
synergies of digital marketing channels” done by Rashid (2014) among marketing
managers in Sweden showed that the digital marketing communication channels have
little or no direct effects on awareness, associations and sales. It was also found that the
traditional marketing communication channels have a greater effect on the lightest users.
Social media from others than the firm was found to have greater effects on awareness
for heavier category users.

26
A study done by Maplestone titled “An Exploration of the Impact of Social Media
on Integrated Marketing Communications in Business to Consumer Organisations”
(2013), pointed out that social media plays a role by providing a cost effective method of
marketing and advertising. The study emphasized the strategic fit of the social media
campaign was largely attributed to the positioning, targeting and social segmentation.
The James R. Connor University Center of the University of Wisconsin Whitewater
in the USA promoted integrated marketing communications to build and maintain
relationships and increase brand awareness. Part of their IMC campaign for 2012-2013 is
the promotion of the UC logo/slogan, improvement of communications with customers,
and close monitoring of social and digital marketing efforts.
Edmiston (2008) conducted a research among US public colleges and universities
and found out that IMC exists in US public institutes of higher education (IHEs).
Respondents expressed their confidence towards IMC as a powerful tool and competitive
advantage among other IHEs.
Hawkins, Bulmer and Eagle (2011) presented a paper titled “Evidence of IMC in
social marketing.” The study was done among school principals and teachers in New
Zealand. The paper provided evidence of IMC being successfully used in the
communication of school-based health promotion activities within health promoting
schools. Concept presentations are customer focused, integrated into school life, and
based on stakeholder needs which resulted to a significant impact upon achieving desired
health promotion outcomes.

27
The research titled “Impact of Promotion on Students’ Enrollment: A Case of
Private Schools in Pakistan” done by Khan (2010) among school principals and
administrators in Pakistan found that promotional tools in general are considered a key
part of any strategy to attract prospective students to enroll in private schools. Most give
importance to print media advertisement and school appearance while the other variables
have also significant effect on students’ enrollment. Four variable: school appearance,
public relations, publicity, and advertisement (print and electronic media) were found to be
the main forms of promotion used by private schools for recruiting students. There was
also a strong impact of school appearance being used as the standard tool for promotion.
Synthesis
The various literature on integrated marketing communication strategies clearly
show that the technique is widely used to promote corporate branding of companies and
academic institutions. However, some institutions commit malpractices in promoting
corporate branding or in marketing their brand.
Studies show that the use of integrated marketing communication strategies help
promote the brand. With the rise of different technologies today, companies should not
focus on using just one or two marketing tool, but should be a mix of all. Through this, it
can reach the target customers regardless of difference in demographics. Researches
also show that there is a link between the use of IMC tools with the increase in sales of
companies.
28
Literatures point out that corporate branding of academic institutions or school
branding is not just about the logo, tagline or website—it’s the totality of the school. It
should concentrate on promoting the other essentials aside from the brand and services—
the vision, mission and core values. Schools should build relationship, trust and
connection with its clients. Branding is best achieved when clients start sharing their own
experience of the brand, thereby implying loyalty and satisfaction. Corporate branding is
also linked with increased enrollment.

Chapter 3
STUDY FRAMEWORK
Theoretical Framework
Marketing and corporate communications are the main persuasive elements the
organization can use to connect with its markets by communicating ideas and seeking to
impart particular perceptions of brands, products and services to customers, consumers
and stakeholders (Porcu et al., 2012). The increasingly wider variety of communication
and promotional tools together with the modern-day array of online and offline channels
and media forms can widely disseminate messages. Hence, the emergence of the concept
of Integrated Marketing Communication (IMC).
This research was guided by the IMC Process Model. The IMC Process Model
(see Figure 2) was developed by Wang and Schultz (1991). This model promotes
beginning with knowing the target customers first followed by improving the brand. In IMC
the aim should be to focus on those people (the receivers) who are selected as the target
audiences, although problems can arise in not reaching all of them and in others receiving
the message that were not intended to do so. After sending the message a variety of
things can happen. In IMC target audiences are not the same as the target market(s).
Target market(s) are typically defined in terms of customers and consumers. Target
audiences can include these as well as other influencing groups.

30
There are five stages that a brand undergoes to achieve brand equity: Brand
awareness (consumers are aware of the brand); Brand recognition (consumers recognize
the brand and know what it offers versus competitors); Brand trial (consumers have tried
the brand); Brand preference (consumers like the brand and become repeat purchasers);
Brand loyalty (consumers demand the brand and will travel distances to find it).
COMMUNICATIONS LOOP RECEIVER BRAND EQUITY

RESPONSE
Encoding – Decoding – Feedback – Noise BRAND IMAGE
Brand Awareness
Familiarity
Segment the Customers
I Perceived Quality
Develop Brand Connection
Relevance
I
Set Marketing Objectives Satisfaction
I
Set Brand Behavior Objectives Loyalty
I
Develop communication objectives and
strategies to make contact with
customer
I
Market communication/ contact tools
selected to further encourage the
desired behavior
I
Market communication/ contact tactics
to be used to make contact and
influence the consumer’s behavior
Figure 2. The IMC Process Model by Wang and Schultz (1991)
31
The model starts with the basic process of communication. The school sends
information using the IMC strategies. Wang and Schultz developed the IMC seven-step
planning model: (1) Segment the customers, (2) Develop brand connection; (3) Set
marketing objectives; (4) Set brand behavior objectives; (5) Develop communication
objectives and strategies to make contact with customer; (6) Market
communication/contact tools selected to further encourage the desired behavior, (7)
Market communication/contact tactics to be used to make contact and influence the
consumer’s behavior.
This will then result to receiver response such as the brand awareness, familiarity
of the brand, perceived quality, relevance, satisfaction and loyalty. If this is not attained,
then the communication is unsuccessful thus, the process repeats again. If receiver
response is positive, it leads to forming positive brand equity and brand image, thus a
reflection of corporate branding.
Conceptual Framework
The IMC Process Model was used to evaluate the relationship of IMC strategies
with S.V. Montessori’s corporate branding. This theory showed the variables and
measures that can be used on the target market as based on their characteristics and
choice. Through this, SVM’s integrated marketing communication strategies on corporate
branding was assessed.

32
The variables in this study were the socio-demographic characteristics of the
clients, their preferred marketing tools, the SVM corporate branding, their perception
towards SVM, and their loyalty and satisfaction. See Figure 4.
SOCIO DEMOGRAPHIC
CHARACTERISTICS
SVM IMC TOOLS
SVM CORPORATE
BRANDING
IMC STRATEGIES
CLIENT LOYALTY AND
SATISFACTION
Figure 3. Conceptual Framework
Figure 3 explains the conceptual framework of this study. The independent
variable of this study were the IMC strategies. The corporate branding--brand perception
of the clients which can be positive or negative—and client’s loyalty and satisfaction were
the dependent variable. The socio-demographic profile and exposure to marketing tools
of the clients were the intervening variables.

33
Operational Definition of Terms
Assessment – the evaluation of the clients’ insights towards SVM corporate branding
established through the IMC strategies
Corporate Branding – the totality of the school and its image, guided by S.V. Montessori’s
vision, mission and core values, as perceived by its stakeholders
Measure of Corporate Branding – consisted of SVM’s new logo, vision, mission, core
values and the increase in marketing efforts
Integrated Marketing Communication Strategies – consisted of marketing efforts done
by SVM such as the combination of print advertising, direct marketing through a marketing
personnel, seminar for preschool parents, social media marketing, and promotional school
supplies
Clients – consisted of the current first year to fourth year high school students and their
parents who were enrolled during school year 2013-2014 and earlier
Socio-Demographic Profile – characteristics of the clients such as age, gender, civil
status, educational attainment, income, occupation, number of children and age

Chapter 4
METHODS AND PROCEDURES
Research Method and Design
The researcher used relational research design to investigate the connection
between the variables. A one-shot survey was used to gather the information needed in
the research. Survey is appropriate when the main aim of the study is to picture out
people’s awareness, knowledge, attitude and/or behavior towards a certain phenomenon.
This study assessed the integrated marketing communication strategies of SVM
on corporate branding. This only focused on the currently enrolled first year to fourth year
high school students and their parents who were with SVM since 2013 and earlier. Thus
the locale of the study was at SVM.
Moreover, the research only searched out for certain socio-demographic
characteristics which the researcher deemed necessary in this study. The researcher also
looked into the relationship of SVM’s integrated marketing communication strategies and
school services with its corporate branding, as well as the relationship of SVM’s corporate
branding with parent’s loyalty and satisfaction.
A limitation of the study was the time constraint, first on the part of the researcher
since the data gathering was conducted only during the work day-off of the researcher,
and second on the part of the parents since most of them are working parents, so there
had been a delay on the return of the questionnaires.

35
Sample and Sampling Procedure
Since the re-branding happened in 2014, the respondents should be enrolled in
SVM during school year 2013-2014 or earlier. Therefore, a list of enrolled high school
students, who were with SVM since 2013 or earlier, with the names of their parents was
requested from the Registrar’s Office.
Census sampling was employed in this study. A total of 36 high school students—
four Grade 7 students, five Grade 8 students, 13 Grade 9 students and 14 Grade 10
students—were part of the student-respondent group. Thirty parents of which 23 are
parents and seven are guardians, were identified as part of the parent-respondents of the
study. Either the father or the mother can be the respondent, whoever was available. In
case the parents were not available, such as they are working abroad, the guardian
replaced the parent as the respondent.
Instrument
The research used a survey questionnaire. The questionnaire consisted of three
parts: Part 1 which included questions on socio-demographic profile of the respondent,
Part 2 with questions on SVM marketing tools and clients’ source of information, and Part
3 consisted of the assessment on school services and corporate branding.

36
Data Collection Procedure
Data gathering was done for one month. This gave an ample time to the
respondents who are working parents. The questionnaire was validated by a research
professor from Lyceum of the Philippines University-Cavite. Pre-testing of the
questionnaire was done among the high school students and parents who were not part
of the study as they have the same characteristics as the chosen respondents.
After the pre-testing and all the necessary revisions were done, a letter was sent
to the parents, signed by the Principal and Administrator, informing them of the study that
was to be conducted with the questionnaire attached. The questionnaires were distributed
and collected through their corresponding class advisers.
Statistical Data Analysis
Data analysis was done using descriptive (frequency counts, means and
percentages) and inferential statistics, particularly the Pearson Correlation Coefficient,
with .05 level of confidence. Pearson correlation coefficient is used in statistics to measure
how strong a relationship is between two variables and is commonly used in linear
regression. Pearson correlation uses the following scale to interpret the strength of
correlations, with r value =
+.70 or higher - Very strong positive relationship
+.40 to +.69 - Strong positive relationship
+.30 to +.39 - Moderate positive relationship

37
+.20 to +.29 - Weak positive relationship
+.01 to +.19 - No or negligible relationship
0 - No relationship
-.01 to -.19 - No or negligible relationship
-.20 to -.29 - Weak negative relationship
-.30 to -.39 - Moderate positive relationship
-.40 to -.69 - Strong negative relationship
-.70 or higher - Very strong negative relationship
The level of satisfaction of the respondents were identified using the following
scale:
4.21 to 5.00 - Very Satisfied
3.41 to 4.20 - Satisfied
2.61 to 3.40 - Neutral
1.81 to 2.60 - Unsatisfied
1.00 to 1.80 - Very Unsatisfied
Tables were used to present and summarize the results.

Chapter 5
RESULTS AND DISCUSSION
This chapter presents the results of the study. The results answered the objectives
presented in Chapter 1.
Socio-Demographic Profile of the Respondents
Table 1
Parents’ Socio-Demographic Profile
SOCIO-DEMOGRAPHIC HIGHEST VALUE LOWEST VALUE
PROFILE
Age 41-50 years old (70%) 31-40 years old
and 61 years old
and above (6.7%)
Sex Female (80%) Male (20%)
Employment Employed (66.7%) Unemployed and
Self-employed
(16.7%)
Monthly Household Income Php 26,000 and above Below Php 10,000
(43.3%) (3.3%)
Educational Attainment College Graduate (80%) High school
Graduate (3.3%)
Number of Children Two children (47.8%) Seven and Above
(4.3%)
Civil Status Married (70%) Separated (6.7%)
*For complete list of tables, see Appendix E
39
Table 1 shows the socio-demographic profile of the respondents. Seventy percent
belonged to the 41-50 years old bracket and 80 percent are females. More than half
(66.7%) are employed and has a monthly household income of Php 26,000 and above
(43.3%). More than three-fourths (80%) are college graduates, with two children (47.8%)
and are married (70%).
The results show that most of the parent-clients of SVM are mothers who are part
of the Generation X, or those who were born from 1965-1980 (Main, 2013). They are
professional working parents who are college graduates.
In the study done by Vasquez (2013), the target markets of S.V. Montessori are
the families whose average monthly income bracket is Php 21,000 to Php 35,000. In 2012,
the highest percentage (29%) of the total population of Imus City belongs to this bracket.
In this study, the current clients of SVM belong to the lower middle income class with an
income of between Php 15,780 to Php 31,560 per month (Rappler, 2015) and with a small
family size.
Table 2
Students’ Demographic Profile
SOCIO-DEMOGRAPHIC HIGHEST VALUE LOWEST VALUE
PROFILE
Age 16 years old (44.4%) 12 years old (2.8%)
Sex Male (75%) Female (25%)
Table 2 shows that most of the respondents are 16 years old (44.4%), male
(75%).
Data shows that there is more male high school students than female high school
students in SVM.
40
For school year 2015-2016, records show that the Grade 10 has the most number of
students in the high school level. This shows that SVM needs more activities that will
encourage enrollment in lower levels and female students.
Clients’ Most Used Marketing Tools and Source of Information About SVM
Table 3
Parents’ Most Used SVM Marketing Tools
SVM MARKETING TOOLS WEIGHTED
MEAN
Brochure/ Flyers 3.07
Text Messaging 2.97
Telephone Calls 2.93
Tarpaulin 2.6
Facebook 2.5
Topnotch Newsletter 2.33
Meetings/ Seminar 2.23
SVM Marketing Personnel 2.1
SVM Website 1.87
SVM Email 1.17
Advertising and telemarketing are the most encountered marketing mix by the
parents. Table 3 shows that brochures/ flyers (3.01) are the most commonly used
marketing tools of the respondents, followed by text messaging (2.97) and telephone calls
(2.93).
Results show that most parents often use the print media and machine-assisted
interpersonal media for communication and as a source of information. Since most of the
parents are part of the Generation X, print media is a traditional marketing tool popular
among old generations.

41
While text messaging and phone calls are also preferred, as mobile phones are handy
and can be used to communicate anytime to anyone and anywhere.
This data notes that SVM should continue using the print media and machine-
assisted interpersonal communication for its marketing and communication activities.
Table 4
Students’ Most Used SVM Marketing Tools
SVM MARKETING TOOLS WEIGHTED
MEAN
Facebook Fan Page 3.83
Tarpaulin 3.56
SVM Marketing Personnel 3.19
SVM Website 2.92
Topnotch Newsletter 2.83
Brochure/Flyers 2.75
Text Messaging 2.64
Telephone Calls 2.42
SVM Email 2.36
Advertising and direct selling is the most preferred by the students. Table 4 shows
a varied answers as compared to Table 3. SVM’s Facebook fan page (3.83) is the most
commonly used marketing tool of the respondents, followed by tarpaulins (3.56), which
are posted in front of the school and the marketing personnel (3.19).
Facebook fan page, being the topmost encountered, shows the preference of
students as part of the millennial generation. The millennials are those who were born in
1980s-2000s. They are the generation influenced by the mass media particularly the social
media. According to Rashid (2014), social media was found to have greater effects on
awareness for heavier category users. It is the reason why most of the business
companies today are closely into social media marketing.

42
Data shows that the decision of the management to utilize the social media is very timely
as it fits the preference of the respondents.
Tarpaulin comes second as the monthly activities and recognized students are
posted outside the school. The marketing personnel comes next because they always
meet him every day in school as he is also a part-time teacher.
Table 5
Parents’ Common Source of Information About SVM
INFORMATION MATERIALS FREQUENCY PERCENT
Parent Bulletin 29 33.33%
Text Message 20 22.99%
Facebook Fan Page 11 12.64%
Brochure/ Flyers 10 11.49%
Tarpaulin 7 8.05%
SVM Topnotch Newsletter 5 5.75%
SVM Website 4 4.6%
Email 1 1.15%
Table 5 shows that the respondents most common source of information about
SVM activities is the Parent Bulletin (33.33%), followed by text message (22.99%), and
Facebook Fan Page (12.64%). Email is the least used marketing tool because only 7% of
the respondents use other social networking accounts aside from Facebook.
SVM informs the parents about the school activities and announcements through
Parent Bulletin. It requires a return slip as a proof that the parent has read the bulletin.
43
Data shows that parents utilize the print media, machine-assisted interpersonal
communication and digital media in obtaining information about school activities. This
could be due to the reason that most of the parents are working, thus, they often use the
media that can be used at the most convenient time and will not interfere their work in the
office and at home.
The data also suggests that other forms of print media can be used to disseminate
information.
Table 6
Students’ Common Source of Information About SVM
Bulletin Board 29 30.85%
Tarpaulin 13 13.83%
SVM Topnotch Newsletter 8 8.51%
Brochure/ Flyer 5 5.32%
SVM Website 4 4.26%
Email 1 1.06%
Table 6 shows that the Bulletin Board (30.85%) is the most common source of
information of the students regarding the school’s activities. Facebook Fan Page (29.79%)
comes next, followed by tarpaulin (13.83%).
Compared to the parents, students utilize the print media and the digital media in
getting information. Mobile phones are not allowed in the school, therefore the Bulletin
Board tops the list as it is the most common communication tool present in the school.
44
All of the students have Facebook account therefore, as they come home from school or
during vacations, they utilize SVM’s Facebook fan page as source of information on
activities and announcements. Tarpaulins about monthly activities are also posted outside
the school.
Like with the parents, SVM email is the least used marketing tool, although 77.78%
of the respondents have other social networking accounts, because SVM only does email
blasts to alumni.
Table 7
Parents’ Top 3 Preferred Source of Information About SVM

Parent Bulletin 27 30.34%
The top three preferred source of information about SVM activities of the parents
are Parent Bulletin (30.34%), text message (29.21%) and brochure/ flyer (14.61%).
They prefer print media and machine-assisted interpersonal communication with
the school. Being working parents, they prefer materials which will not take much of their
time and can be kept for future reference which the print media (Parent Bulletin and
brochure) can offer. Text messaging is also cheap compared to phone calls, and offers
immediate response. Therefore, SVM should utilize the print media and machine-assisted
interpersonal communication in disseminating information about school activities.

45
Table 8
Students’ Top 3 Preferred Source of Information About SVM
Bulletin Board 22 20.56%
Tarpaulin 13 12.15%
The top three preferred source of information about SVM activities of the students
are Facebook fan page (28.97%), Bulletin board (20.56%) and tarpaulin (12.15%). This
shows that the students prefer the social media and print media as means of
communication.
Opposite the parents’ choices, students’ options are those that are found in the
school where they stay every day. Notice that the Facebook fan page tops the list as the
generation today are millennials. Richards (n.d.) pointed out that social media sites have
been considered by marketers as a very effective tool to broaden audience reach at a
minimal cost.
Table 9
Parents’ Means of Discovering SVM
MARKETING TOOLS FREQUENCY PERCENTAGE
Word of Mouth 18 60%
Tarpaulin 8 26.7%
Walk-in 2 6.67%
Total 30 100
46
Table 9 shows that most of the respondents (60%) discovered SVM through word
of mouth, followed by tarpaulin (26.7%), brochure (6.67%) and walk-in (6.67%). The
results prove that future clients consider the satisfaction of the current clients before they
acquire a certain service. Building a brand is holding conversations and selling an
experience with coherence (Willows, 2008).
Notice also that the social media is not in their choice as the social media accounts
of SVM was launched only in 2014.
Assessment of Services and Corporate Branding
Table 10
Parents’ Level of Satisfaction on School Operations and Administration
SOA STATEMENTS WEIGHTED VERBAL
MEAN INTERPRETATION
Approachable administrators 4.13 Satisfied
Competent Faculty and Staff 4.0 Satisfied
Business Hours 4.0 Satisfied
IMC strategies 3.67 Satisfied
GROUND MEAN 3.95 Satisfied
Table 10 shows that parents are satisfied with SVM’s administrators, faculty and
staff, business hours and IMC strategies. Overall, the parents are satisfied with SVM’s
operations and administration. SVM always strives to maintain a good image of the
administration. This proves that parents have trust with the SVM management.
Notice that the means for each criterion are quite closer with each other. However,
the IMC strategies has the lowest mean. Aside from the fact that the strategies were
launched only in 2014, the preference of the parents and the students differ in terms of
the choice of marketing and communication tools. Data shows that SVM should utilize all
the marketing tools to expand the reach among the clients.

47
Table 11
Parents’ Level of Satisfaction on School Fees and Payment Schemes
SFPS STATEMENTS WEIGHTED VERBAL
MEAN INTERPRETATION
Payment plans 4.0 Satisfied
Payment schedules 3.83 Satisfied
Penalty on late payment 3.57 Satisfied
Table 11 shows that the respondents are satisfied with SVM’s school fees and
payment schemes. Notice that the statement on the payment plans has the highest score
showing that the school fees fits with the monthly income bracket that most of the parents
belong to.
The penalty on late payment has the lowest mean but is still satisfiable, showing
that most of the parents find the penalty charges acceptable.
Data shows that respondents find the quality of services they receive are worth the
price they are paying.
Table 12
Parents’ Level of Satisfaction on Quality of Services
SOA STATEMENTS WEIGHTED VERBAL
MEAN INTERPRETATION
Safe environment 3.93 Satisfied
Quality education 3.93 Satisfied
Parent-Teacher 3.77 Satisfied
Conference
Appropriate services 3.73 Satisfied
Curriculum 3.7 Satisfied
48
Table 12 shows that parents are satisfied with the quality of services that SVM
offers. Notice that the safe environment and quality of education have the highest
weighted mean. This proves that the parents entrust the future of their children with SVM.
However, it’s noticeable that the curriculum has the lowest weighted mean. As
discussed by Vasquez (2013), most parents in Imus focus more on the fees than on the
curriculum of the school. This suggests that the management needs to exert more effort
on promoting the quality of curriculum while maintaining the quality of the other aspects.
Table 13
Parents’ Level of Satisfaction on Corporate Branding
CB STATEMENTS WEIGHTED VERBAL INTERPRETATION
MEAN
Showing commitment 3.9 Satisfied
Righteous 3.9 Satisfied
Showing hard work 3.77 Satisfied
Disciplined 3.77 Satisfied
Trustworthy 3.77 Satisfied
Resourceful 3.77 Satisfied
Innovative 3.7 Satisfied
Responsible volunteers 3.7 Satisfied
Better logo 3.63 Satisfied
Experience SVM vision 3.57 Satisfied
Experience SVM mission 3.57 Satisfied
Knowledge on core values 3.5 Satisfied
Knowledge on SVM’s vision 3.43 Satisfied
Knowledge on SVM’s mission 3.43 Satisfied
Table 13 shows that the respondents are satisfied with SVM’s in achieving its
corporate branding. The core values of commitment and righteousness has the highest
value. However, notice that the knowledge on SVM vision, mission and core values is the
lowest.
49
Based on the observation of the researcher, the vision-mission of the school can be seen
posted on a wall as one enters the gate, in the classrooms and in the SVM website. This
shows that the management should increase more efforts in promoting the vision, mission
and core values of the school among the parents.
Comparing all the means, the satisfaction on corporate branding is the highest.
This shows that SVM has achieved and established its corporate branding among the
parents. It is followed by the satisfaction on operations and administration, quality of
services, and fees and payment scheme.
Table 14
Students’ Level of Satisfaction on School Operations and Administration
SOA STATEMENTS WEIGHTED MEAN VERBAL INTERPRETATION
Approachable administrators 4.08 Satisfied
Approachable staff 4.0 Satisfied
Competent teachers 4.0 Satisfied
Competent principal 3.92 Satisfied
Table 14 shows that the respondents, like the parents, are satisfied with SVM’s
operations and administration. There is also a small difference between each mean.
Notice that the administrators is the highest, showing that the administrators of the school
has established a good relationship with its clients.
However, the principal got the lowest mean but is still satisfiable. Principals are
considered the leaders in schools and primary work performance managers (Maforah &
Schulze, 2012). In SVM, the principal is the primary decision maker when it comes to
academic-related issues and disciplinary case.

50
This result could be related to the fact that most of the disciplinary cases are from the high
school students. The current principal of SVM was hired in February 2012.
Table 15
Students’ Level of Satisfaction on School Facilities and Services
SFS STATEMENTS WEIGHTED MEAN VERBAL INTERPRETATION
Teaching strategies 3.92 Satisfied
Conducive classroom 3.81 Satisfied
Quality books 3.78 Satisfied
Canteen staff 3.33 Neutral
School ground 3.31 Neutral
Computer laboratory 3.28 Neutral
Library 3.17 Neutral
Security personnel 3.17 Neutral
Stage and Quadrangle 3.14 Neutral
Clean canteen 3.01 Neutral
Science laboratory 3.0 Neutral
Canteen food 2.83 Neutral
Comfort rooms 2.75 Neutral
School nurse 2.17 Dissatisfied
GROUND MEAN 3.19 Neutral
Table 15 shows that the respondents are neither satisfied nor unsatisfied with
SVM’s facilities and services. Notice that the areas that only got satisfied score are the
teaching strategies, conducive classrooms and quality books.
Other facilities such as the canteen, school grounds, computer laboratory, library,
security, stage and quadrangle, science laboratory and comfort rooms got a neutral
scores. Based on the observation of the researcher, most of the facilities of the school
indeed needs improvement and upgrade.
Notice also that the availability of the school nurse got the lowest mean and
dissatisfied interpretation as there is no employed registered nurse in the school clinic.

51
The data suggests that the students realize the importance of facilities in learning,
hence the need for improvement of the facilities of the school.
Table 16
Students’ Level of Satisfaction on School Policies
SP STATEMENTS WEIGHTED VERBAL
MEAN INTERPRETATION
Always properly groomed 4.39 Very Satisfied
Comfortable school 4.05 Satisfied
uniform
Attend classes on time 3.86 Satisfied
Comfortable P.E. uniform 3.92 Satisfied
Always speak in English 3.28 Neutral
Table 16 shows that the respondents are satisfied with SVM’s school policies. This
area covers proper grooming, wearing of uniforms, attendance and English-speaking
policy.
Proper grooming got the highest mean with a very satisfied interpretation. SVM is
very strict when it comes to the proper grooming of the students. The weighted mean
shows that the students are always cautious of their physical appearance.
SVM also implements the English-speaking policy. Being exposed to an English-
speaking policy is one of the offerings of SVM. In fact, a note “English Zone” can be seen
posted as you enter the campus. They also have a rule in class where the person who will
speak in Filipino will be fined. However, in the study, students admit that they do not follow
the policy religiously. This shows the need for stricter implementation of the policy.
52
Table 17
Students’ Level of Satisfaction on School Activities
SP STATEMENTS WEIGHTED MEAN VERBAL
INTERPRETATION
Enjoy monthly celebrations 3.81 Satisfied
Educational trips 3.56 Satisfied
Community service 3.47 Satisfied
The monthly celebrations got the highest mean as this type of activity
requires the participation of all the students. All sections are required to have their own
presentation.
The community service got the lowest but still satisfiable. Based on the
researcher’s data gathering, the community service is usually conducted only by the
Grade 10 students.
Table 17 shows that the respondents are satisfied with SVM’s activities. This
shows that SVM conducts activities that contributes to the learning of the students while
enjoying the activities.

53
Table 18
Students’ Level of Satisfaction on Corporate Branding
CB STATEMENTS WEIGHTED MEAN VERBAL

INTERPRETATION
Knowledge on SVM vision 4.14 Satisfied
Knowledge on SVM mission 4.14 Satisfied
Better logo 3.97 Satisfied
Showing hard work 3.83 Satisfied
Trustworthy 3.72 Satisfied
Righteous 3.78 Satisfied
Resourceful 3.69 Satisfied
Innovative 3.69 Satisfied
Responsible volunteers 3.67 Satisfied
Knowledge on core values 3.67 Satisfied
Showing Commitment 3.61 Satisfied
Experience the mission 3.47 Satisfied
Experience the vision 3.42 Satisfied
Disciplined 3.39 Neutral
Table 18 shows that the respondents are satisfied with SVM’s corporate branding.
Opposite of the results with the parents, students are familiar with the vision-mission of
SVM, because they see it every day in the classrooms.
However, in contradiction, experiencing the vision-mission within the community is
part of the bottom three. The new vision and mission were implemented in 2014—the old
vision and mission existed for 20 years. Studies support this result as it takes time to build
a brand and change it into something authentic and significant to its target clients.
Notice also that the disciplined community has the lowest mean and neutral
interpretation. This reflects the perception of the students towards disciplinary policies.
Based on the records, the high school students got the most number of disciplinary reports
for school year 2015-2016.

54
Comparing all the means, the satisfaction on operation and administration is the
highest, followed by satisfaction on school policies, corporate branding, school activities,
and school facilities and services. SVM should strive more to maintain satisfaction on the
first four areas, and needs to invest on facilities and services to satisfy their clients.
Relationship of SVM Marketing Tools and Services with Corporate Branding
Table 19
Correlation of SVM Integrated Marketing Communication Strategies and Corporate
Branding (Parents)
IMC R- INTERPRETATION P- DECISION REMARKS
STRATEGIES VALUE VALUE
Topnotch .028 No or negligible .884 Accept Ho No
Newsletter relationship significant
relationship
Text Messaging -.013 No or negligible .948 Accept Ho No
relationship significant
relationship
Telephone -.086 No or negligible .652 Accept Ho No
Calls relationship significant
relationship
Brochure/Flyers .047 No or negligible .806 Accept Ho No
relationship
Tarpaulin -.099 No or negligible .604 Accept Ho No
relationship
Facebook Fan .069 No or negligible .715 Accept Ho No
Page relationship significant
relationship
SVM Email .254 Weak positive .175 Accept Ho No
relationship
SVM Marketing -.049 No or negligible .798 Accept Ho No
Personnel relationship significant
relationship
Meetings/ .026 No or negligible .891 Accept Ho No
Seminar relationship significant
relationship
SVM Website -.044 No or negligible .817 Accept Ho No
relationship
55
A Pearson’s Correlation was run to assess the relationship between the integrated
marketing communication strategies of SVM with its corporate branding. The marketing
strategies are not statistically significant to corporate branding. Results of Table 19 show
that there is a weak positive correlation between corporate branding and SVM email
(r=.254, p=.175, N=30). While the rest of the IMC strategies have no or negligible
relationship with corporate branding.
A factor seen by the researcher is the inconsistent use of the logo in the school
supplies and documents of the school. Some documents and supplies still use the old
logo.
This also show a lack of SVM spirit in the given tools. Logo, tagline, and website
that are consistent with each other reflect a good brand (“Does Branding Make a
Difference to the Schools People Choose,” 2012). The consistency of an information helps
establish the brand among its target customers. Also according to Netchemia (2015),
branding gives students, faculty and school leaders a sense of pride and camaraderie.
56
Table 20
Correlation of SVM Integrated Marketing Communication Strategies and Corporate
Branding (Students)
IMC R- INTERPRETATION P- DECISION REMARKS
STRATEGIES VALUE VALUE
SVM Email .533 Strong positive .001 Reject Ho Significant
relationship
Topnotch .511 Strong positive .001 Reject Ho Significant
Newsletter relationship
Brochure/Flyers .499 Strong positive .002 Reject Ho Significant
relationship
SVM Website .496 Strong positive .002 Reject Ho Significant
relationship
Facebook Fan .410 Strong positive .013 Reject Ho Significant
Page relationship
Tarpaulin .408 Strong positive .013 Reject Ho Significant
relationship
Text Messaging .369 Moderate positive .027 Reject Ho Significant
relationship
SVM Marketing .251 Weak positive .140 Accept Ho No
Personnel relationship significant
relationship
Telephone .208 Weak positive .223 Accept Ho No
Calls relationship significant
relationship
A Pearson’s Correlation was run to assess the relationship between the integrated
marketing communication strategies of SVM with its corporate branding. SVM email,
Topnotch newsletter, brochure/ flyers, SVM website, Facebook fan page, tarpaulin, and
text messaging are statistically significant to corporate branding.
Results of Table 20 show that there is a strong positive relationship between
corporate branding and SVM email (r=.533, p=.001, N=36), Topnotch Newsletter (r=.511,
p=.175, N=36), brochure/ flyers (r=.499, p=.002, N=36), SVM website (r=.496, p=.002,
N=36), Facebook fan page (r=.410, p=.013, N=36), and tarpaulin (r=.408, p=.013, N=36).
57
As Khan (2010) suggested, promotional tools is the key to attract prospective
students to enroll in private schools using four strategies: school appearance, public
relations, publicity, and advertisement (print and electronic media).
In SVM’s case, the tools where corporate branding is best achieved is on digital
media (email, Facebook, website) and print media (newsletter, brochure, tarpaulin).
Table 21
Correlation of SVM Services and Corporate Branding (Parents)
SERVICES R- INTERPRETATION P- DECISION REMARKS
VALUE VALUE
Operation and .764 Very strong positive .001 Reject Ho Significant
Administration relationship relationship
Quality of .738 Very strong positive .001 Reject Ho Significant
Services relationship relationship
School fees .680 Strong positive .001 Reject Ho Significant
and payment relationship relationship
schemes
A Pearson’s Correlation was run to assess the relationship between the services
of SVM with its corporate branding. Results of Table 21 show that there is a statistically
significant relationship between each services with the corporate branding. There is a very
strong positive correlation between corporate branding and operations and administration
(r=.764, p=.001, N=30) and quality of services (r=.738, p=.001, N=30).
This coincides with the study done by Doyle (2001), emphasizing that parents are
attracted to school brand that is more than the school’s rankings and test score; it’s the
school’s culture, atmosphere and mindset.

58
This also follows the study of Chen (2008) who said that the school services
provided are characterized and assessed by their quality after consumption. Shahaida et
al. (2009) also underscored that business success is a combination of services and
created brand image.
Table 22
Correlation of SVM Services and Corporate Branding (Students)
SERVICES R- INTERPRETATION P- DECISION REMARKS
VALUE VALUE
School Policies .569 Strong positive .001 Reject Ho Significant
relationship relationship
School .567 Strong positive .001 Reject Ho Significant
Activities relationship relationship
School facilities .401 Strong positive .015 Reject Ho Significant
and services relationship relationship
Operation and .184 No or negligible .284 Accept Ho No
Administration relationship significant
relationship
A Pearson’s Correlation was run to assess the relationship between the services
of SVM with its corporate branding. Results of Table 22 show that there is a statistically
significant relationship between school policies, school activities, and school facilities and
services with the corporate branding. There is a strong positive correlation between
corporate branding and school facilities and services (r=.401, p=.015, N=36), school
policies (r=.569, p=.001, N=36) and school activities (r=.567, p=.001, N=36).
The result is supported by the study done by Whisman (n.d.) that emphasized
teenagers react when an advertisement focus cause-related contents and not just for
profit-making. The result also demonstrates the school’s commitment to advance its core
values and academic reputation, rather than simply attempting to recruit more students.
59
Table 23
Correlation of SVM Corporate Branding and Parents’ Loyalty and Satisfaction
R- INTERPRETATION P- DECISION REMARKS

VALUE VALUE
Loyalty and .648 Strong positive .001 Reject Ho Significant
satisfaction relationship
A Pearson’s Correlation was run to assess the relationship between the SVM
corporate branding and the parents’ loyalty and satisfaction. Results of Table 23 show that
the relationship is also statistically significant with a strong positive correlation between
corporate branding and parents’ loyalty and satisfaction (r=.648, p=.001, N=36).
This is proven by the study done by De Guzman, et al (2007) in which results show
that the parents’ loyalty to their alma mater does not have impact on their choice of school
for their children but based on its indispensable qualities—which are perfectly reflected
through its corporate branding. Therefore, improvement on achieving corporate branding
results to higher loyalty and satisfaction thus, will cause increase to enrollment and profit.
Also in the study conducted by Khan (2010), school appearance have significant
effect on student’s enrollment. In the records, almost 30 percent of the students remain
loyal to the school—from preschool to high school. There are also cases when some will
transfer to another school but will return to SVM after a year or two years. This data
suggests consistency in all aspects to increase the percentage of satisfied and loyal
clients.
Chapter 6
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This study focused on assessing the relationship of SVM’s integrated marketing
communication strategies with its corporate branding. Specifically, it (1) characterized the
profile of the high school parents and students of S.V. Montessori; (2) pinpointed clients’
most commonly encountered and used IMC tools of the S.V. Montessori; (3) identified
clients’ preferred source of information about S.V. Montessori; (4) ascertained the views
of the high school parents and students on SVM’s services and corporate branding; (5)
evaluated the relationship of SVM’s integrated marketing communication strategies with
its corporate branding; (6) evaluated the relationship of SVM’s services with its corporate
branding; and (7) assessed the association of SVM’s corporate branding with parent’s
loyalty and satisfaction. A Pearson’s correlation was run to obtain the results. Means were
also identified and used to evaluate the results.
Summary of Findings
1. High school parents of SVM belong to the age bracket of 41-50 years old, female,
employed, with monthly household income of Php 26,000 and above, college
graduate, has two children and are married.
2. Most of the high school students of SVM are male, age 16 years old.
3. SVM high school parents mostly encounter brochure/ flyers as form of marketing
tool, with Parent Bulletin as the main source of information about SVM activities.
61
They discovered SVM through word of mouth. While the high school students
mostly encounter SVM Facebook fan page as marketing tool, with the Bulletin
Board as the main source of information about SVM activities.
4. High school parents prefer to be informed through Parent Bulletin, text message
and brochure/ flyers, while the high school students prefer to be informed through
Facebook, Bulletin Board and tarpaulin.
5. High school parents are satisfied with SVM’s operations and administration, fees
and payment schemes, quality of services and corporate branding.
6. High school students are satisfied with SVM’s operations and administration,
school policies, school activities, and corporate branding. They are neither
satisfied nor dissatisfied with school facilities and services.
7. Statistically, using parents’ responses, corporate branding does not have
significant relationship with the marketing strategies used by SVM.
While for the students, corporate branding has a significant relationship with
Topnotch newsletter, text messaging, brochure/flyers, tarpaulin, Facebook fan
page, SVM email and SVM website.
8. There is a statistically significant relationship, based on parents’ responses,
between SVM’s services and its corporate branding with a very strong relationship
particularly on operation and administration and quality of services.
Based on students’ responses, there is only a significant relationship between
school facilities and services, school policies, school activities with corporate
branding.
9. There is a statistically significant relationship between SVM’s corporate branding
and the parents’ loyalty and satisfaction with a very strong positive relationship.
62
Conclusions
1. The parents of SVM earn an income that fits the school fees of SVM. Most of those
who are in active contact with the school are professional working mothers who
are art of the Generation X. The current clients of SVM belong to the lower middle
income class.
2. There are more male students than female students. The most number of high
school students are the Grade 10. Therefore, SVM needs more activities that will
encourage enrollment in lower levels and female students.
3. Parents and students have different preference of what media is to be used.
Parents of SVM prefer the traditional media as their source of information, while
the students, since they are part of the digital generation, they prefer the digital
media as source of information.
4. Since parents are working, they prefer a tangible communication tool that will not
interrupt their time and work, which the print media can offer. While for the
students, since they are millennials, most of them prefer the digital media when
they are outside the school campus. On the other hand, since mobile phones are
not allowed in the campus, Bulletin Board is their main source of information about
the activities.
5. High school parents are satisfied with the services that SVM offers as well as its
corporate branding.
6. High school students are satisfied with the offerings of SVM but is neither satisfied
nor dissatisfied when it comes to the school facilities and services. This could be
due to the fact that some of the facilities of the school, like the laboratories are
outdated.
63
7. The parents’ satisfaction on achieving SVM’s corporate branding does not depend
on the integrated marketing communication strategies. It depends on the services
offered by SVM.
In contradiction, the students’ satisfaction on achieving SVM’s corporate branding
depends on most of the integrated marketing communication strategies and
services offered by SVM.
8. The parents perceive the importance of corporate branding on the services offered
by SVM, particularly on operation and administration and quality of services.
For the students, the corporate branding is related with school facilities and
services, school policies, school activities.
9. The parents’ loyalty and satisfaction with SVM depends on its corporate branding.
Therefore the decision of the parents to enroll their children depends on the
corporate branding established by SVM.
Recommendations
1. Since the mothers are the ones who are in constant contact with the school, SVM
should conduct activities where mothers can be invited. Seminars on household
budgeting and time management can help them especially the working parents.
This can also serve as a publicity for the school. Taking care of the clients most
especially the parents can help in the marketing and increase of the student
population and may improve public relations.
2. SVM should exert more effort to invite more students in the lower levels such as
Grades 7-9. Publicity of SVM can be done through holding inter-school activities
and being active in off-campus competitions.

64
3. IMC strategies to be used should be a combination of advertisement—particularly
print and digital media—personal selling, direct marketing, publicity and public
relations to reach all of the target respondents. A marketing campaign can be done
for six months every school year, utilizing the following tools:
3.1 Brochure (Print)
3.2 Tarpaulin (Print)
3.3 Topnotch Newsletter (Print)
3.4 Bulletin Board (Print)
3.5 Parent Bulletin (Print)
3.6 Facebook Fan Page and Website (Digital)
3.7 Marketing Personnel (Personal Selling)
3.8 Telemarketing (Direct Marketing)
3.9 Seminars and Outreach Programs (Publicity and Public Relations)
4. SVM should exercise consistency particularly on the use of its logo to completely
promote the new logo. All forms, documents, supplies and marketing tools should
be revised using the new logo.
5. SVM should improve its facilities and services like the canteen, stage and
quadrangle, orderliness of the school grounds, clinic, laboratories, library, and
security to obtain satisfaction on this area. An assessment of the abovementioned
should be done before the school year starts to give more time for the
improvements.
65
6. SVM should strengthen its corporate branding in all aspects to establish a positive
brand image in the community especially to its future clients. Faculty members and
employees should be oriented and be reminded every start of the school year of
the corporate branding of the school. This can also be done during team building
activities.
7. Two to three class meetings can be allotted for the discussion on the vision,
mission, and core values to always keep the students aware of such. Learning is
best achieved through application.
8. A future study on the same topic but to be conducted among the employees of
SVM is also recommended to know the satisfaction of the other stakeholders of
the organization.
9. A future study among newly enrolled clients (parents and students) can be done
to know how they found out SVM and why they have chosen to enroll at SVM.
10. A future study on the same topic is recommended after 3 years when
recommendations 1-7 have already been implemented.

66
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Richards, L. (n.d.). Examples of Integrated Marketing Strategies. Chron. Retrieved May
26, 2015 from http://smallbusiness.chron.com/examples-integrated-marketing-strategies-
3226.html
Ridderstrale,K., & Nordstrom, J. (2007). Funky business forever: How to enjoy capitalism.
3rd edition. Financial Times: Prentice Hall
S.V. Montessori Official Website (n.d). History. Retrieved March 30, 2015, from
http://www.svmontessori.edu.ph
Saylor Academy (2013). Advertising, Integrated Marketing Communications, and the
Changing Media Landscape. Retrieved from http://www.saylor.org/site/wp-
content/uploads/2013/02/BUS203-PoM-Ch111.pdf
School Website
Schultz, D., Patti, C.H., Kitchen, P.J. (2011). The Evolution of Integrated Marketing
Communications: The Customer-driven Marketplace.Oxford, UK: Routledge
Search Engine Journal (2014). Corporate Branding: What it is, and how to do it right.
Retrieved May 26, 2015 from http://www.searchenginejournal.com/corporate-branding-
right/96041/
Seven Branding Mistakes Private Schools Make. (2012). Enrollment Catalyst. Retrieved
from http://www.enrollmentcatalyst.com/2012/03/14/seven-branding-mistakes-that-
private-schools-make/
Tañada, M.J. (2000). Top 10 brands in the world and top 10 brands in Metro Manila. Notes
on Business Education. 3[3]. Retrieved from http://www.dlsu.edu.ph/
TeacherPH (January 13, 2015). A History of the System of Education in the Philippines –
Its Implication for the Present Generation. Retrieved March 30, 2015, from
http://www.teacherph.com/history-system-education-philippines/
The importance of branding for schools”. (2015). Retrieved from
http://talentedk12.com/the-importance-of-branding-for-schools/
Torres, J.V. (2011, January 27). No contest: UST is oldest university. Philippine Daily
Inquirer. Retrieved March 30, 2015 from
http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20110127-316853/No-contest-
UST-is-oldest-university
Willows, D. (2008). Branding your school: ten lessons in marketing not to be ignored.
International Schools Journal 28[1].
69
Vasquez, R. S. (2013). Five-Year Strategic Plan for S.V. Montessori

Zimuto, J. (2013). The perception of small and medium enterprises (SMES) marketing
managers on IMC strategy in Zimbabwe: a case of Masvingo urban (e-Book). Retrieved
from www.researchersworld.com/vol4/issue3/vol4_issue3_1/Paper_10.pdf
70
APPENDIX A
January 25, 2016
Dear Sir/Madam:
Greetings!
I am Mary Grace B. Arroyo, a student of Master in Communication major in

Communication Management at the Polytechnic University of the Philippines Open
University. I am currently conducting an assessment on S.V. Montessori’s
corporate branding.
It is a great pleasure to work with SVM in conducting this study knowing that your
satisfaction is always their priority. Since you have entrusted your child’s future
with SVM, in return, the administrators would like to know the reasons for such as
well as your views about SVM to continuously provide your children the quality of
education that they deserve and be able to cope with the needs of the society.
In line with this, I humbly request for your cooperation in providing the needed
information in this study. Attached is a survey form which you need to fill out
completely and honestly. Rest assured that the inputs in this survey will be used
only for this study and will not be disclosed for other purposes.
Thank you in advance.
Sincerely,
Ms. Mary Grace B. Arroyo
Noted:
Mr. Ricky L. Adorna Mr. Rod Steven O. Vasquez

Principal, SVM Administrator, SVM
71
APPENDIX B
January 25, 2016
Dear Student:
Greetings!
I am Mary Grace B. Arroyo, a student of Master in Communication major in

Communication Management at the Polytechnic University of the Philippines
Open University. I am currently conducting an assessment on S.V. Montessori’s
corporate branding.
It is a great pleasure to work with SVM in conducting this study knowing that your
satisfaction is always their priority. As a student in SVM, the administrators would
like to know your concerns regarding the management, policies, services, etc. to
continuously provide you the quality of education that you deserve and be able to
cope with the needs of the society.
In line with this, I request for your cooperation in providing the needed
information in this study. Attached is a survey form which you need to fill out
completely and honestly. Rest assured that the inputs in this survey will be used
only for this study and will not be disclosed for other purposes.
Thank you in advance.
Sincerely,
Ms. Mary Grace B. Arroyo
Noted:
Mr. Ricky L. Adorna Mr. Rod Steven O. Vasquez

Principal, SVM Administrator, SVM
72
APPENDIX C
Name (Optional): ______________________________
Please answer this questionnaire COMPLETELY AND HONESTLY. For items

with choices, kindly place a check mark (✓) on the items that apply to you.
I. SOCIO-DEMOGRAPHIC PROFILE
Kindly indicate relationship to child/children enrolled at SVM:

Parent Guardian
If Parent:
1. Number of Children: __________
Age(s): _____________
Number of children studying in SVM: ____
2. Age: _____ 3. Gender: Male Female

4. Occupation/Livelihood: ______________
5. Household Monthly Income
Php 10,000 and below Php 21, 000 – 25, 999
Php 11, 000 – 15, 999 Php 26, 000 and above
Php 16, 000 – 20, 999
6. Educational Attainment
High school undergraduate with PhD units
High school graduate PhD graduate
College undergraduate Vocational
College graduate Others (Please specify:
with Masters units __________)
Masters graduate
7. Civil Status
Single Separated
Married Widow/Widower
73
II. SVM MARKETING TOOLS AND SOURCE OF INFORMATION
8. How often do you use or encounter the following marketing tools of SVM?
Kindly place a check mark (✓) in the column that corresponds to your answer.
MASS MEDIA Always Often Sometimes Seldom Never

Topnotch Newsletter
Text Messaging
Telephone Calls
Brochure/Flyers
Tarpaulin
Facebook Fan Page
SVM Email
SVM Marketing
Personnel
Meetings/ Seminar
SVM Website
9. Do you have other Social networking account other than Facebook? If yes,
please specify.
Yes ____________________________________ None
10. What is/are your source(s) of information about SVM announcements and
activities? You may check (✓) more than one answer.
Parent Bulletin Tarpaulin
Facebook Brochure/ Flyer
Website SVM Topnotch Newsletter
Email Text Message
11. Among the sources of information listed above, which source do you prefer in
receiving information about SVM announcements and activities? Choose your
Top 3.
1. _________________
2. _________________
3. _________________
12. Before your child was enrolled with us, how did you find out about SVM?
Word of Mouth Seminar
Facebook SVM Marketing Personnel
Website Via phone call
Tarpaulin Email
Brochure/ Flyer Others (Please specify ________________)
SVM Topnotch Newsletter
74
III. ASSESSMENT ON SERVICES AND CORPORATE BRANDING
This section aims to assess your views towards S.V Montessori, its operations
and administration, fees and payment schemes and quality of services. You will
also encounter questions related to corporate branding (a marketing strategy that
promotes the company’s identity).
13. Kindly place a check mark (✓) in the column that best describes how much
you agree or disagree with the following statements.
Statements Strongly Agree Neither Disagree Strongly

Agree Agree Disagree
nor
Disagree
School Operations and Administration
SVM administrators are
approachable.
SVM staff and faculty
members are competent.
SVM employs good
communication and
marketing strategies.
SVM’s business hours from
8am-5pm is enough to
cater all concerns
especially of the parents’.
School Fees and Payment Scheme
SVM’s payment schedules
are acceptable.
SVM’s penalty fee on late
payments are reasonable.
SVM Payment Plans fit our
financial capability.
Quality of Services
The Parent-teacher
Conference lets me know
how my child performs in
class.
SVM offers services
appropriate for the needs
of my child/children.
SVM has a good
curriculum.
75

nor
Disagree
SVM offers an environment
that is physically and
emotionally safe for my
child/children.
SVM offers quality
education.
SVM Corporate Branding
SVM’s present logo is
better than the previous
one.
I know SVM’s vision.
I know SVM’s mission.
I know the core values
SVM promotes.
I experience the school’s
vision on the services it
offers us.
mission on the services it
offers us.
SVM community shows
commitment.
SVM community shows
hard work.
SVM community is
disciplined.
SVM community is
trustworthy.
SVM community is
righteous.
SVM community is
resourceful.
SVM community is
innovative.
SVM community shows
responsible volunteerism.
Loyalty and Satisfaction towards SVM
I am loyal to SVM.
76

nor
Disagree
I trust SVM for the future of
my child.
SVM is my first choice for
my child’s education.
I am satisfied with SVM.
SVM’s services is worth
the price I paid.
(If child is non-graduating)
I will still enroll my child
with SVM next year.
(If child is graduating)

I will recommend SVM to
other parents.
Other Comments/ Suggestions

________________________________________________________________
________________________________________________________________
________________________________________________________________
***Thank you so much!***

77
APPENDIX D
Name (Optional): ______________________________
Please answer this questionnaire COMPLETELY AND HONESTLY. For items

with choices, kindly place a check mark (✓) on the items that apply to you.
I. SOCIO-DEMOGRAPHIC PROFILE
Kindly indicated grade level:

Grade 7
Grade 8
Grade 9
Grade 10
1. Age: _____ 2. Gender: Male Female
II. SVM MARKETING TOOLS AND SOURCE OF INFORMATION
3. How often do you use or encounter the following marketing tools of SVM?
Kindly place a check mark (✓) in the column that corresponds to your answer.
MASS MEDIA Always Often Sometimes Seldom Never

Topnotch
Newsletter
Text Messaging
Telephone Calls
Brochure/Flyers
Tarpaulin
Facebook Fan
Page
SVM Email
SVM Marketing
Personnel
SVM Website
4. Do you have other Social networking account other than Facebook? If yes,
please specify.
Yes ____________________________________ None
78
5. What is/are your source(s) of information about SVM announcements and

activities? You may check (✓) more than one answer.
Bulletin Board SVM Topnotch Newsletter
Facebook Email
Website Text Message
Tarpaulin
Brochure/ Flyer
6. Among the sources of information listed above, which source do you prefer in
receiving information about SVM announcements and activities? Choose your
Top 3.
1. _________________
2. _________________
3. _________________
III. ASSESSMENT ON SERVICES AND CORPORATE BRANDING

This section aims to assess your views towards S.V Montessori, its operations
and administration, facilities and services, school policies and school activities.
You will also encounter questions related to corporate branding (a marketing
strategy that promotes the company’s identity).
7. Kindly place a check mark (✓) in the column that best describes how much
you agree or disagree with the following statements.
Statements Strongly Agree Neither Agree Disagree Strongly

Agree nor Disagree Disagree
School Operations and Administration
SVM Administrators are
approachable.
SVM staff are approachable.
SVM Principal is competent.
SVM teachers are
competent.
School Facilities and Services
SVM provides adequate
security personnel to keep
the school safe and in order.
The school ground is well
maintained.
I like our canteen because
the staff are nice to us.
I like our canteen because
the food are healthy and
affordable.
79

I like our canteen because it
is always clean and in order.
Our Computer Laboratory is
well equipped that aids in our
learning.
Our Science Laboratory is
well equipped that aids in our
learning.
Our Library is well equipped
that aids in our learning and
researches.
We have a school nurse in
our clinic that takes care of
us when we are sick.
Our Stage and Quadrangle
is big and conducive enough
to accommodate us during
programs.
Our Comfort Rooms are
always clean.
SVM employs teaching
methods/strategies that
stimulate the interest of the
students.
We use good quality books.
Our classroom is conducive
for learning.
School Policies
I always attend the class on
time.
I always speak in English.
I am always properly
groomed.
I am comfortable with our
School Uniform.
I am comfortable with our
P.E. Uniform.
School Activities
I enjoy the monthly programs
and celebrations at school.
80

I learn a lot from our
Educational Trips
Community Service activities
help me to be a better
citizen.
SVM Corporate Branding
The present SVM School
Logo is better than the
previous logo.
I know SVM’s vision.
I know SVM’s mission.
I know the core values SVM
promotes.
vision on the services it
offers us.
mission on the services it
offers us.
SVM community shows
commitment.
SVM community shows hard
work.
SVM community is
disciplined.
SVM community is
trustworthy.
SVM community is righteous.
SVM community is
resourceful.
SVM community is
innovative.
SVM community are
responsible volunteers.
Other Comments/ Suggestions

________________________________________________________________
________________________________________________________________
________________________________________________________________
***Thank you so much!***
81
APPENDIX E
COMPLETE TABLES OF SOCIO-DEMOGRAPHIC PROFILE
Table 1
Frequency and Percent Distribution of Parents by Age
AGE FREQUENCY PERCENT

41-50 y/o 21 70.0
51-60 y/o 5 16.7
31-40 y/o 2 6.7
61 y/o and above 2 6.7
Total 30 100.0
Table 2
Frequency and Percent Distribution of Parents by Sex
SEX FREQUENCY PERCENT

Female 24 80.0
Male 6 20.0
Total 30 100.0
Table 3
Frequency and Percent Distribution of Parents by Employment
OCCUPATION FREQUENCY PERCENT

Employed 20 66.7
Unemployed 5 16.7
Self-employed 5 16.7
Total 30 100.0
82
Table 4
Frequency and Percent Distribution of Parents by Monthly Household Income
INCOME FREQUENCY PERCENT

Php 26,000 and Above 13 43.3
Php21,000-25,999 12 40.0
Php16,000-20,999 4 13.3
Below Php 10,000 1 3.3
Php 11,000-15,999 0 0
Total 30 100.0
Table 5
Frequency and Percent Distribution of Parents by Educational Attainment
EDUCATIONAL ATTAINMENT FREQUENCY PERCENT

College Graduate 24 80.0
Masters Graduate 3 10.0
College Undergraduate 2 6.7
HS Graduate 1 3.3
Total 30 100.0
Table 6
Frequency and Percent Distribution by Number of Children
NO. OF CHILDREN FREQUENCY PERCENT

Two Children 11 47.8
Three Children 6 26.1
One Child 3 13.0
Four Children 2 8.7
Seven and Above 1 4.3
Total 23 100.0
83
Table 7
Frequency and Percent Distribution Number of Children Studying in SVM
CHILD STUDYING IN SVM FREQUENCY PERCENT

One Child 18 78.2
Two Children 4 17.4%
Three Children 1 4.3
Total 23 100.0
Table 8
Frequency and Percent Distribution of Parents by Civil Status
CIVIL STATUS FREQUENCY PERCENT

Married 21 70.0
Single 4 13.3
Widow/Widower 3 10.0
Separated 2 6.7
Total 30 100.0
Table 9
Frequency and Percent Distribution of Students by Age
AGE FREQUENCY PERCENT

15 y/o 16 44.4
16 y/o 9 25.0
14 y/o 6 16.7
13 y/o 2 5.6
17 y/o and above 2 5.6
12 y/o 1 2.8
Total 36 100.0
84
Table 10
Frequency and Percent Distribution of Students by Sex
SEX FREQUENCY PERCENT

Male 27 75.0
Female 9 25.0
Total 36 100.0
85
APPENDIX F
List of Students and Parents Name with Year of Enrollment
STUDENT YEAR
PARENT/GUARDIAN
STUDENT NAME TYPE START
GRADE 7
MIDDLE
LAST NAME NAME NAME
1 ALIMOREN LIONEL DELFINADO Oliva D. Alimoren OLD 2008
3 MONTEIRO RYAN MATHEW QUIMBA Sarah Quimba OLD 2009
4 OMIDO JOHN DAVID UMALI Maximo/ Divina Omido OLD 2009
6 SIBUCAO JOSH HARNETTE MAALA Heidi C. Maala OLD 2012
GRADE 8
MIDDLE
LAST NAME NAME NAME
MA. PRINCESS
Laila R. Antido
2 ANTIDO ANGELEIGH RIVERA OLD 2008
5 CAROLINO CAIN AMIEL PADPAD Christopher M. Carolino OLD 2005
6 MALUPENG HANS AARON HIROSE Ronnie/ Shirley Malupeng OLD 2008
7 ROSS JAMIE LAIZA ALVIAN Jimmy/ Flordeliza Ross OLD 2013
8 TOMIKAWA YUKI FLORANO Mary Ann Florano/ Emma Florano OLD 2013
GRADE 9
MIDDLE
LAST NAME NAME NAME
2 AMAGO MARK ANGELO FAMATIGAN Ruben Amago OLD 2013
4 BRIONES KYLE ALBERT GARCIA Elizabeth/Albert Briones OLD 2013
5 BRIONES REMBRANDT CHRISTIAN GARCIA Elizabeth/Albert Briones OLD 2013
6 CABARLOC JERICHO SANTOS George/susan cabarloc OLD 2007
86
7 CARDENAS KARLO BESA Celsa Cardenas OLD 2008

8 CARIÑO KHENJI DURAN Marife/ Randy Cariño OLD 2013
9 FAJARDO DONNA MAE OLVIGA Fedelito/ Marife Fajardo OLD 2005
10 GUARIN JAN ZEDRICK SALAS Linda Salas Guarin OLD 2013
11 JACA LIAM KIRK Alexander A. Nacario OLD 2013
14 MALUPENG JOSEF RAMSEES HIROSE Ronnie/ Shirley Malupeng OLD 2008
17 RAMIREZ DON PIEDRO FORTUS Doroteo Ramirez OLD 2009
18 SIBUCAO JAIME HANZ III MAALA Heidi C. Maala OLD 2013
20 VISTA JAHZEL ANDREA BAGONGHASA Rowena Vista OLD 2010
GRADE 10
MIDDLE
LAST NAME NAME NAME
1 ALFARO DHANNA MHAY MEDINA Lea E. Medina OLD 2013
2 ALIMOREN RONALD VINCENT DELFINADO Oliva D. Alimoren OLD 2008
3 ALMONTE GIORGIO BANTIGUE Lucy Almonte OLD 2012
5 CABALO REBECCA GAIL FORTUNO Ma. Lourdes F. Cabalo OLD 2005
6 CALMADA JEAN MARGARETTE PASTRANA Betty P. Calmada OLD 2006
7 CHAVEZ IVAN JOSEF STA. ANA Rosanna S. Chavez OLD 2013
10 ESTEBAN BRIAN FRANCO Milagros Esteban OLD 2003
12 LAPARA IAN PATRICK PINEDA Mary Ann Lapara OLD 2006
13 MACABENTA JOVIELYN Jonalyn C. Macabenta OLD 2011
16 PALO JOSEPH SUMAGUE Gil/ Laura Palo OLD 2004
19 REVENTAR MACKLIN FLORANO Mary Ann Florano/ Emma Florano OLD 2013
20 REVENTAR PRINCE MALCKIN FLORANO Mary Ann Florano/ Emma Florano OLD 2013
21 VOLOSO KOREEN MARGARETTE DE LEON Honey Claire De leon OLD 2010
22 YBAS RHYQUEN BALUCAN Eduardo/ Marife Ybas OLD 2012
87
MARY GRACE BULAONG ARROYO

Blk. 3 Lot 22 Akle St. Villa Luisa Homes 1,
San Agustin 3, Dasmariñas City, Cavite
63-915-2080519
marygracebarroyo@gmail.com
ELIGIBILITY Editor
Career Service (Professional) passed in May 2011 Innovative Educational Materials, Inc. (IEMI)
Professional Proficiency in English. Scored 940 on (February 2009 – March 2012)
the Test of English for International Communication • evaluates and approves manuscripts submitted
(TOEIC) by qualified writers for book and supplementary
materials production;
TEACHING EXPERIENCE • edits manuscripts based on content, style,
Instructor, AB Communication language, and layout;
Lyceum of the Philippines University-Cavite • typesets manuscripts;
(November 2013 – March 2016) • approves design and colors of layouts and
pictures.
Online English Tutor
RareJob Philippines RESEARCH AND PRODUCTION EXPERIENCE
(January 2009-October 2010) Intern
• teaches Japanese students on the fundamentals of Radyo DZLB, College of Development
English grammar and speaking skills Communication, UPLB
(April-May 2008)
PUBLICATIONS EXPERIENCE • suggests topics for production;
Content Writer • researches topics and other information for
DIWA Learning Systems Inc. production;
(September 2013 – 2014) • writes scripts for radio programs;
• writes K-12 curriculum-based manuscripts for the • edits radio scripts;
online learning program Genyo eLearning • produces production-qualified radio scripts
(technical, director, and voice talent)
Part-time Editor
Brilliant Minds and Pages Publishing, Inc. SKILLS AND ABILITIES
(March 2012-2013) • Able to communicate effectively in almost any
• evaluates and approves manuscripts submitted by situation
qualified writers for book and supplementary • Computer literate (Microsoft programs, Adobe
materials production; programs)
• edits manuscripts based on K-12 curriculum; • Flexible team player
• approves design and colors of layouts and • Goal-driven
pictures. • Technical writing/editing/research
• News writing/editing
Content Implementation Specialist • Scriptwriting/editing
TechCellar Business Solutions • Graphic/layout designing
(March 2012 – November 2013)
• writes and edits articles for client websites and EDUCATIONAL BACKGROUND
other projects;
Polytechnic University of the Philippines Open
• oversees content implementation of client websites
University
and other projects;
Master in Communication
• creates analytics monthly analytics reports for
Major in Communication Management
client websites;
Class of 2016
• updates client websites using WordPress and
Presta;
• works with Production Team and Sales Team in
achieving business goals.
88
University of the Philippines Los Baños Science Discoverer Elementary Edition (Volume XV-
Bachelor of Science in Development Communication XVII)
Major in Community Broadcasting Editor
Class of 2009 Supplementary material on Science
Quarterly published by Innovative Educational
Infant Jesus Academy of Silang, Inc. Materials, Inc.
(formerly Infant Jesus Academy)
Class of 2004 Computer Tribune Elementary Edition (Volume XV-
Class Valedictorian XVI)
Editor
PUBLICATIONS PORTFOLIO Supplementary material on Computer Education
SVM Topnotch Quarterly published by Innovative Educational
Editor-Graphic Artist Materials, Inc.
Bi-annual school paper of S.V. Montessori
Potentials Elementary Edition (Volume XV-XVI)
Genyo eLearning (Science Grade 5 and 6, K-12) Editor
Content Writer Supplementary material on Music, Arts, and
Published by DIWA Learning Systems, Inc. Physical Education
Quarterly published by Innovative Educational
Great Time with Numbers Math for Kinder (Revision) Materials, Inc.
Editor
Published by Brilliant Minds and Pages Publishing emERGe
Inc., Copyright 2013 Editor-Graphic Artist
An annual publication of the UP Engineering Radio
Reading Adventure for Nursery and Kinder Guild Los Baños
Editor
Published by Brilliant Minds and Pages Publishing WORKSHOPS/SEMINARS ORGANIZED/
Inc., Copyright 2013 ATTENDED/ FACILITATED
Pinoy Media Congress 10
Growing with Values series Participant
Editor ABS-CBN with PACE Org
Published by Innovative Educational Materials, Inc., February 19, 2016
Copyright 2012
Faculty Development Seminar
Workbook in Grammar and Composition for Participant
Second Year High School Theme: “Leadership Lessons from a Life of
Author Basketball”
Published by Innovative Educational Materials, Inc., Lyceum of the Philippines University-Cavite
Copyright 2011 March 1, 2016
Workbook in Grammar and Composition for 16th Total Quality Instruction Development Program
Fourth Year High School Participant
Co-author Theme: “Bridging Cross Cultural Boundaries through
Published by Innovative Educational Materials, Inc., Communication”
Copyright 2011 Lyceum of the Philippines University-Cavite
November 7, 2015
Exploring Today’s World of Science and Health Grades
3 and 4 15th Total Quality Instruction Development Program
Editor Participant
Published by Innovative Educational Materials, Inc., Theme: “Reaching the Peak of Academic Excellence
Copyright 2011 through Teaching Innovations”
Lyceum of the Philippines University-Cavite
June 6, 2015
89
QAMSCC Teambuilding Seminar

Facillitator Career and Vocational Talk for Fourth Year High School
Qubic Accounting &Management Services and Students
Consultancy, Co. Resource Speaker
May 11, 2015 Theme: “Aim High and Serve!”
Infant Jesus Academy
Faculty Development Seminar October 22, 2010
Participant
Theme: “DEBTermined: Roadmap to Financial Seminar Workshop on Developing TXs and TMs based on the
Freedom” 2010 SEC
Lyceum of the Philippines University-Cavite Organizer
March 2, 2015 Innovative Educational Materials, Inc.
September 18, 2010
Campus Journalism Workshop
Project Coordinator Understanding by Design (UbD)
February 7, 14 & 21, 2015 Innovative Educational Materials, Inc.
July 31, 2010
Campus Journalism Workshop
Resource Speaker, News Writing Understanding by Design (UbD)
February 7, 2015 Innovative Educational Materials, Inc.
May 21, 2010
14th Total Quality Instruction Development Program
Participant Leadership Training Seminar
Theme: “Facing the Challenges of ASEAN 2015” Speaker-Facilitator
Lyceum of the Philippines University-Cavite Infant Jesus Academy
November 8, 2014 July 7, 2007
13th Total Quality Instruction Development Program PERSONAL INFORMATION

Participant Father Rodolfo Besana Arroyo
Theme: “Meeting the Challenges of ASEAN 2015 Mother Grace Bulaong-Arroyo
with Integrity” Birthdate May 19, 1987
Lyceum of the Philippines University-Cavite Birthplace Makati City, Metro Manila
June 7, 2014 Religion Roman Catholic
Civil Status Single
Faculty Development Seminar Height 155 cm
Participant Weight 36 kg
Theme: “Professional Integrity and Ethics”
Lyceum of the Philippines University-Cavite CHARACTER REFERENCES
March 7, 2014 Rod Steven O. Vasquez, MBA
President
CAS Faculty and Student Research Orientation S.V. Montessori
Participant 09276462342
Theme: “Building the Foundation towards an Active
Research Community” Emily H. Cortez
Lyceum of the Philippines University-Cavite Circulation/ Assistant Production Manager
November 29, 2013 Innovative Educational Materials Inc.
09178043416
Kabataang Kabitenyo Day 2013
Judge (Essay Writing, Poster Making, Wilma P. Rodil
Extemporaneous Speech) Guidance Counselor
Theme: “Changing the Tide: A Life Without Plastic” Infant Jesus Academy
Host: Alyansa ng mga Kabitenyo sa UPLB 09272328602
Venue: Trece Martirez City National High School
February 2, 2013

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RELATIONSHIP OF INTEGRATED MARKETING COMMUNICATION

STRATEGIES OF S.V. MONTESSORI, INC. (SVM)

Mary Grace Bulaong Arroyo

In partial fulfillment of the requirements for the degree Master in Communication,

Approved by the PANEL OF EXAMINERS ON ORAL EXAMINATION

Date of Oral Examination: April 12, 2016

Date of Graduation: _________________________

I would like to express my deepest gratitude to my adviser, Dr. Ronald M.

shared helped me a lot in doing my research. Besides my adviser, I would like to

needed to complete this study.

I am very grateful to my Pangsie, Mangsie, Kuya Lauren, Carlo, Andi and

Thesis Title : RELATIONSHIP OF INTEGRATED MARKETING

This study titled “Relationship of Integrated Marketing Communication Strategies

Parent-respondents are satisfied with the school operations and administration,

Recommendations on improving further the services and integrated marketing

LIST OF TABLES . . . . . . . . viii

1 THE RESEARCH PROBLEM

2 REVIEW OF RELEVANT LITERATURES AND STUDIES

Integrated Marketing Communication and Its Strategies 11

4 METHODS AND PROCEDURES

Research Method and Design . . . 34

5 RESULTS AND DISCUSSION

Socio-Demographic Profile of the Respondents 38

6 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Cover Letter for Parent Questionnaire . . . . 70

1 Parents’ Socio-Demographic Profile . . . . . 38

2 Students’ Demographic Profile . . . . . 39

3 Parents’ Most Used SVM Marketing Tools . . . . 40

4 Students’ Most Used SVM Marketing Tools . . . . 41

5 Parents’ Common Source of Information About SVM . . . 42

6 Students’ Common Source of Information About SVM . . . 43

7 Parents’ Top 3 Preferred Source of Information About SVM . . 44

8 Students’ Top 3 Preferred Source of Information About SVM . . 45

9 Parents’ Means of Discovering SVM . . . . . 45

10 Parents’ Level of Satisfaction on School Operations and Administration 46

11 Parents’ Level of Satisfaction on School Fees and Payment Schemes 47

12 Parents’ Level of Satisfaction on Quality of Services . . . 47

13 Parents’ Level of Satisfaction on Corporate Branding . . . 48

14 Students’ Level of Satisfaction on School Operations and Administration 49

15 Students’ Level of Satisfaction on School Facilities and Services 50

16 Students’ Level of Satisfaction on School Policies . . . 51

17 Students’ Level of Satisfaction on School Activities . . . 52

18 Students’ Level of Satisfaction on Corporate Branding . . . 53

19 Correlation of SVM Integrated Marketing Communication Strategies

and Corporate Branding (Parents) . . . . . 54

Strategies and Corporate Branding (Students) . . . 56

21 Correlation of SVM Services and Corporate Branding (Parents) 57

22 Correlation of SVM Services and Corporate Branding (Students) 58

23 Correlation of SVM Corporate Branding and Parents’

Loyalty and Satisfaction . . . . . . 59

1 Elements of Marketing Communications or the Promotions Mix 14

2 The IMC Process Model by Wang and Schultz (1991) . . . 30

THE RESEARCH PROBLEM

At present, the Philippine educational system is administered by the Department

educational system which was mandated in 2011.

Schools in the Philippines are classified into public—which are government-

sectarian. According to an infographic titled “Basic Education Basics: A Quick Look at

are public and 5,682 are private.

over the world.

In the Philippines, the Montessori education started in 1956 by Operation

Brotherhood Montessori Center Incorporated (O.B. Montessori). According to DepEd’s list

offering basic education. Thus, schools implement different communication marketing

is a factor being considered.

Background of the Study