The Experiences and Challenges of Philippine Public Schools in Sustaining School-

Community Partnership and Collaboration

Lourdes T. Bermudez, PhD

Assistant Schools Division Superintendent Schools Division
Department of Education
lourdes.bermudez003@deped.gov.ph

Randy D. Punzalan, EdD

Public Schools District Supervisor
Schools Division of Calamba City
Department of Education
randy.punzalan@deped.gov.ph

Research Partnership in Education

Keywords: Partnership; Education Stakeholders; Collaboration

Republic Act 9155 also known as the Governance of Basic Education Act of 2001 sets the legal
basis for all learning leaders to take actions on establishing school and community and
encouraging active participation of teachers, non-academic personnel of public schools, and
parents-teachers-community association in ensuring quality delivery of programs/and or
projects for the total improvement of the learners. Thus, the conscientious partnership and
collaboration of schools and community has been the concern of the Department since the
implementation of School Based Management embarked on shared governance which
encourage the participation of all stakeholders to improve learning (Khattri, N.et. al2012).

Underscoring how partnership and collaboration can significantly affect school performance
along key result areas of the department such as access, quality and governance, the researchers
seeks to explore how this mechanism can be sustained. The focus question of the study is: what
is the lived lived experiences and challenges of school heads/learning leaders in establishing
and sustaining school-community partnership. Corollary questions are: 1. How do school heads
understand partnership and collaboration; 2) what is their lived experiences in establishing and
sustaining school-community partnership; 3. what challenges have they experienced 3. How
do the key informants manage to address the challenges they have experienced.

Challenged by the fact that education in the Philippines receives only 3% of the total Gross
domestic product. This suggest that the country is under-spending on basic education. It affects
therefore the expenditure for teachers, school building, infrastructure, furniture and other
learning materials. These add to the bottlenecks which hamper the performance of schools
particularly to the quality of learning (Australia, A. I. D., 2012).
The study aims to explore the context of school leaders in terms of school-community
partnership and collaboration. Carnwell (2008) describes the context of the two words in terms
of health and social care agencies through the use of analytical frameworks. The researchers
postulate that the vast experiences and challenges being faced by public school heads would
be source of constructs to better understand this phenomena.

Section 1.2 of RA 9155 and Section 3, Chapter 2 of Education of 1982 support and promote
maximum participation and active involvement of the community. Likewise, volunteerism is
emphasized from among all sectors to ensure sustainable growth and development in education.
The school governing council to this effect is organized in Philippine schools to take part in
the initiatives of schools in involving the different groups of stakeholders in school
improvement processes.

Through the process involved in analytical frameworks by Srivastava, et.al (2009), the study
hopefully aspires to harvest practices that prosper or sustained the school-community
partnership and collaboration. It could be understood that there is no other means by which the
school head could deliver the desired results without involving the stakeholders in the process.
The study is geared toward capacitating learning leaders to sustain such partnership and
collaboration.

Method/Methodology

Qualitative method of research using Focus Group Discussion (FGD) was used in this study to
explore the experience and challenges being faced by the School Heads as they adhere to
promote sustainable school-community participation and collaboration. A face-to-face
dialogue was also done to obtain in-depth information.

Research Locale

The study was conducted in the select Schools in the Division of Calamba City, Region IV A-
CALABARZON. The schools were chosen based on the result of School Based Management
Level of Practices and are categorized as big, medium and small public elementary and
secondary schools. Also, they are among the top twenty schools who have generated resources
out of their continued partnership.

Participant of the Study

The participants of this study were the 20 school heads with at least having assessed as SBM
level 2 practices. This include maturing to advanced. SBM level of practice describes how the
school head combined leadership, resources and the community and all stakeholders to support
the children’s learning outcomes and stewardship (DepEd Order No. 83, s. 2012). Informed
consent was ensured to the 20 participants. Prior to the conduct of the inetrview, they were
informed as to the purpose of the study undersoring its benefits to the community.
Research Instrument

The main instrument of this study is the list of guide questions for FGD. Key questions were
drafted as well as probing and closing questions. These are carfeully framed thourgh a dialogue
with the resource person knowledgeable in community linkages and social mobilization to
ensure that it would capture the purpose of the study and to facilitate the continuous flow of
conversation therefore ensuring time-on task. Specifically, these questions adressed their
experiences and challenges to sustain school-community partnership and collaboration.

Data Gathering Procedure

In gathering data, the researchers considered the steps of conducting FGD by Freitas, H (1998)
as follows: Planning which considers the number and size of the participants, the participants,
level of involvement of the moderator, the interview content, the selection of the place and data
collection); 2. Conduct of the interviews; and 3) analysis of data.

Data analysis

In analyzing the qualitative data, the researchers used framework analysis. The steps of the
framework analysis which was proposed by Gale, et al (2013) was followed in the analysis of
the qualitative data collected from the key informants through the focus group discussion and
key informants as follows: 1) Transcription, 2) Familiarization with the interview; 3) Coding;
4) Developing a working analytical framework; 5) Applying the analytical framework; 6)
Charting data into the framework matrix; and 7) interpreting the data.

Findings
“It takes a village to raise a child”. This proverb delineates the crucial role of the whole
community in the growth and development of the young people. The community has the
responsibility to assure high-quality education for all students. Since the center and focal point
of all educative process is the child, the success of the learner is the logical output and result
of the synergy among the educational institution’s stakeholders.

Context of partnership and collaboration

Partnership and collaboration had been the strong arm of the schools to augment their
resources in order to work together and operationalize the school improvement plan specially
on programs, projects and activities along access, and quality – these are the main issues
identified in the education development plans for 2018-2022. The net worth amount generated
by the participating schools amounted to 22, 020, 088.02 for 2016 and 29, 637, 086.31 in 2017
with 25.7% increased. These were really remarkable results which mainly increased due to the
support of the stakeholders. Two of the 73 schools from the Division of Calamba City were
awarded as Best Brigada Eskwela Implementers (Bayanihan sa Paaralan) bestowed by DepEd
Regional Office. Along with the best practices of the top performing schools which yield
positive result in terms of involving the community to share their support were: School-based
Adopt-a-child, Kalinga, Share a Gift, Parent-Teacher led programs such as Fun Run, School
gardening, Reading Programs and Math Intervention Programs . They have been part also of
the facility improvement, school beautification and safety measures programs for the schools.
All these were possible due to strong school-community partnership and collaboration highly
evident among the identified twenty schools

Table 1 reveals the defining attributes of school heads relative to partnership and
collaboration.
Table 1: School Heads’ context of partnership and collaboration

Partnership Collaboration
working together Process
mutual interest common goal
pooling one’s resources give and take relationship
built on mutual trust partnership
to make a difference sharing of insights
adopt school
common purpose
harmonious relationship

The schools heads were asked situations in which they have to cite a particular instance
where in the school had engaged in partnership and collaboration. One of the school heads
mentioned about school-to-school partnership, this program is a mutual agreement between the
leader school and the partner school. During its first year of implementation in 2016, the
Department of Education selected best performing schools and were given Php 140, 000. This
amount was used as financial assistance to help the partner school increased their school
performance through initiated project. From the perspective of the participants, their
knowledge about collaboration is that “we work together as a team to accomplish school project
in a short period of time.” Most of them stipulated that collaboration is the beginning of
participation. This is evident in crafting action plan.

“Crafting School improvement Plan and Annual

improvement Plan through dialogue, brainstorming, and
communicating this plans provide ownership among
stakeholders (parents, community officers, business industries,
teachers and school head)”

“Collaboration is a partnership and hand-in-hand

working together with different stakeholders to attain certain
 goals and objectives that will help to uplift the school
performance”

“The school head and the local government

unit/barangay council, work in collaboration to lessen the
number of students who are cutting-off their classes. To address
this matter, the latter created ordinance to reprimand the students
cutting classes. They implemented Anti-truancy ordinance.

From the lenses of the school heads, partnership and collaboration shared common
attributes in the school context such as mutual trust and respect, working hand-in-hand and
teamwork, willingness to participate and to increase resources. It was disclosed through the
dialogue some of the insights as follows:

“When we speak of partnership we mean creating an

agreement/covenant between two or more persons, organization or
establishments for the purpose of fulfilling common goals in school”

“collaboration is a way of working together to a common

purpose; process of working together with an individual or group of
people with the aim of attaining an objective or aim intended for the
common goal and benefit of clients”

“For me, it is an arrangement where parties/partners agree to

cooperate to advance some mutual interest to increase the likelihood of
each achieving their goals for the common good.

From the perspective of the schools heads, it can be deduced that sustained-school
community partnership recognizes the role and contribution of this endeavor in achieving
school performance. It defines also what elements must be considered in order to make this
possible in the public school setting.
Armstrong (2015), in his study points out a number of positive consequences of school
collaboration in relation to impacts upon students, teachers, school improvement and
organisational efficiency. There are a number of common challenges associated with inter-
school collaboration including those relating to school autonomy, trust, increased workload,
capacity and funding.
Further Chapman, et.al (2015) affirms that overall, the School Improvement Partnership
Program initiative has continued to promote collaborative approaches that have also positively
impacted on personnel in the participating schools, local authorities and partner agencies/ services.
The processes involved in establishing and sustaining the partnerships have facilitated
improvements in learning and teaching, assessment, joint working to tackle student needs,
engagement with families, leadership and professionals’ motivation.
Lived experiences in establishing and sustaining school-community partnership

Among the insightful experiences shared by the members of the school governing
council which are worthy to emulate to intensify partnership and collaboration are the
following: 1) if the choices affect their lives; 2) share of profit and losses; 3) sense of
contribution – their knowledge had been used to prosper the activity; 4) common purpose with
the needs of the local community; 5) work with ethical standards; 6) collaboration and
partnership emanate from having a common goal and commitment.

Here are some of the testimonies of the school heads which contribute largely to
sustained school-community partnership:
“As a leader, to facilitate successful partnership, I should
be approachable. Open for suggestions and must have a good
relationship with stakeholders”

Having a strong sense of leadership is a requirement to succeed in any organizational

endeavors. Abbas (2010) cited that research shows that 70 percent of organizational changes
fail to get their goals. As leadership has a central role in evolution and cultivating an
organization, the process of organizational change demands a very effective and highly
competent leadership that is well capable to perceive the most desirable shape of an
organization and address the issue of organizational change in most appropriate way. The
analysis of literature reviewed and the results of real life cases of organizations which are
studied for this thesis shows, that a leadership with the competencies of “Vision” and
“Innovative Approach” along with other characteristics can prove more effective to conclude
the complex phenomena of organizational change with success.
Gross (2015) cites school factors that contributed to strong community partnerships
such as strong school leadership, inviting school culture, teacher commitment to student
success, and collaboration and communication among partners. The powerful influence of
strong school leadership, in which the principal has a clear vision and a genuine desire to build
and sustain collaborative, mutually beneficial relationships, is not surprising.

Notable testimonies were obtained from the key informants:

“Possessing good communication skills. Also, integrity

and modelling of the leaders’ expectation from the members
count most. Respect for others opinions but firm in making
decision. Full understanding of the whole program and also on
the strength and weaknesses of the team members.”
 “We have been doing open communication in terms of
assignment or scope of work-duties and responsibilities.
Observe honesty and empowers all the members of the team”

Bucăţa, et.al (2017) underscores that a simple organizational structure should be

designed and implemented for easy flow of communication, and the manager should treat his
subordinates with humane in order to get the best from them. He concludes that, effective
communication is the “lifeblood” of organizations, and that efficient and effective
communication influences the positivity “bottom line” of our organizations in achieving
organizational strategic goals. One of the school heads states that:

“Constant communication among the persons involved.

Each member must be actively engaged on the project or
activities being implemented. Ac lear goal, role and
responsibility of each member of the group. A leader should be
an agent of change and can bring transformation to an
organization so as to sustain success. Be a convincing and
passionate leader. Serve with integrity”

The study conducted by Husain (2013) supports that effective communication during
the process of managing changes in organizations. Although leaders appear to be aware of fast
change within organization communicating that change is difficult. The distribution of
information and actual communication regarding the need for the change and the objectives of
the modification in business organization are also critical.
Further, Frigge, et.al (2006) highlights in his study two themes emerged on university-
industry partnership: (1) research universities that established and maintained partnerships with
industry had a central corporate relations organization whose primary responsibility was to
locate, secure, and maintain such partnerships and (2) these universities tended to utilize formal
and regular communication mechanisms between the central corporate relations organization
and other institutional units that interacted with industry. A set of conditional propositions were
developed regarding the organizational structures and processes supporting the establishment
and maintenance of partnerships with industry.

The potential of sustained school-community partnership is also affected by having an

established monitoring and evaluation to track the progress of programs and activities as opined
from the responses of the school heads:
“to facilitate a successful partnership and collaboration,
as a leader, I need to understand each other’s purpose, culture,
values and approach. A partnership is a give-and-take
relationship that can strengthen organization’s capacity for long-
term cooperation and collaboration. To achieve the potential
 benefits of partnership, partners must be prepared to build,
sustain and evaluate them in a thoughtful way”

“Some of the factors which I think contributed to the

success of the school-community partnership is the transparency
done, regular meetings held and making them (the community)
as co-owners of the projects being implemented whether it is for
the performance of the pupils of physical facility improvement
of the school. Once they see the products of their labor, they feel
contented and happy that their time and efforts are worthy and
beneficial to all.”

It could be summarized from the respondents view point that their experiences draw
out positive impact to carry out the real essence of partnership among public schools. The
community once given the opportunity to be part of the greater responsibility particularly on
children’s education and building the nation as whole would more likely respond positively.
The concept map below captures the summary of the four themes emerged toward a successful
and sustained school-community partnership and collaboration:
 Clear Policy
(Guidelines,Action
Plan, Monitoring and
Evaluation

Sustained School-
Relationship and Community through
empowerment
Capacity
commitment
building Parnership and Building
Colloboration

Rewards and
Recogntion

Figure 1: Four themes emerged from the experiences of school heads toward sustained and
successful school-community partnership and linkages
Clear Policy (Guidelines, Action Plan and Monitoring and Evaluation)

One of the key factors that largely contribute to effective school-community partnership
and collaboration is having a clear set of guidelines which comprehensively describe the
context of the program, plan of actions and mechanism to track down the progress of the all
the activities. As stated by one of the school heads:

“A successful and continuous school community

partnership and collaboration has established mechanism
 on how they identify the needs of the school, potential
stakeholders, Plan of action, building team, monitoring
and evaluation …”

“It could be a successful partnership if both have

frequent communication and each party knows its
responsibility/accountability…”

Empowerment through capacity building, relationship and commitment building,

rewards and recognition

This factor is closely linked to the provision of established open channel of

communication to facilitate discussion, inquiries and concerns. This facet adheres to the
concept of shared governance which would only be possible by engaging and empowering the
stakeholders in the realm of technical aspect of project planning and decision making. What
really the community ought to possess in order to carry out the activity. Thus, as commented
by one of the school heads:

“…because open and honest communication is

the key to have a successful community partnership and
collaboration”

“building the trust and confidence of the

stakeholders… establish ethical, transparent and
accountable governance

Gichohi (2015) advances on her study the following recommendations to empower

stakeholders particularly the parents that will lead to intensified school-community partnership:
(i) the school management to consider organizing sensitization workshops for all stakeholders;
jointly and separately aimed at building team work/synergy for the effective management of
the schools. This will help foster the relationship between teachers and parents and foster
appreciation of each other’s functions; (ii) the school management to consider coming up with
viable strategies geared at motivating all the stakeholders, (parents, teachers and pupils), so as
to foster quality output of the school management process as well as produce required academic
achievement; and (iii) the school management to consider creating forums or opportunities for
parents and teachers to exchange ideas on management issues such as management of school
funds.
This was affirmed by the comments of the schools in which they say that they become
more engaged, inspired and felt so heartening whenever they are recognized, well-appreciated
and when there is a greater chance for them to part of the success of the team

“…making them as co-owners of the projects

being implemented…”
 “the school recognizes the efforts of person and
organization involved through

Hence, public schools such as the case of Schools Division of Calamaba City may
consider this framework as take-off point to institutionalize programs, projects and activities
that will involve stakeholders in the community. As disclosed by Furco (2013) from the
reviewed literature on community engagement, highlighted the “importance of establishing
democratic partnerships that are built on meaningful, mutually beneficial activities and that are
developed through shared values, trust, and mutual respect. Community partners appreciated
feeling like they were valued and welcome members of the school community.

Challenges encountered of school heads in sustaining the school-community

partnership and collaboration

Table 2: Challenges encountered by the school heads and their proposed solution
Challenges (based on the context of the Suggested solution
schools)
(1) Sometimes stakeholders set an activity for Proper coordination was set in order for
the pupils which is in conflict with the school thee stakeholders and the school to
programs and activities resolve issues

(2) Community situation because of the leftist School personnel asks the help from
group community Barangay officials

(3) Observation o time-on-task policy Planning ahead so that conflict can be

avoided. Select programs and projects
most beneficial for the students

(4) Financial constraints on the part of the Senior High School Students take turns in
students due to the distance of the Higher giving fare allowances while the school
Education Institution (HEI) for the Joint provide for the food allowance to those
Delivery Voucher Program economically challenged students

(5) Lack of funds and support from the parents Solicitation with Non-government
and in the community where the school is Organization (NGO) and private
located industries/companies

(6) How to increase external support to defray Link with other NGOs, Local
the increasing varying needs of the learners Government Units (LGUs) and
Companies for school partnership by
conducting summit dialogue, issuance of
School Report Card, and other engaging
ways for the benefits of the learners.
 (7) Passive teachers. No matter how active the
Parent-officers are in the programs and
projects of the school with the stakeholders,
there are teachers who remain quiet and
passive. They do not compliment the
willingness and eagerness of the active
parents
Organized teams of teachers to join and
work with the parents and stakeholders.
Conduct orientation with the teachers on
the benefits the school and pupils can get
if they cooperate well with the
stakeholders

(8) Doubt. This is the opposite of trust. This is Encouraged transparency to both sides.
observed especially if money is involved. Give them chances to cross examine the
fund raising activities initiated by the
parents.

(9) Politics. Some stakeholders (parent-officers) Explain to all stakeholders particularly to

are using the office to pursue their political the parents, teachers and to the
will community that the school should not be
used as venue for any political agenda

Recommendations for Further Research

This exploratory study unearthed interesting themes that should be investigated in

more depth in future research. Participants of the focus group discussion are notably interested
how partnership and collaboration could prosper through the influence teachers’ commitment.
Their willingness and dedication to be involved in the school-community based programs that
will certainly yield positive result in school performance.

Conclusions
One of the major implications of the study is that sustained school-community

partnership is the offshoot of careful planning and preparation on the part of the school and an

understanding at the other end through well-organized communication channel and facility.

When actions are well-planned challenges can be addressed properly and solutions to counter

these challenges are at hand. Involving stakeholders in school programs, projects and activities

is a tall order because it entails time to harness and establish collaborative and harmonious

relationship. Capturing the heart of the stakeholders is not a fly-by-night project. Building trust

and confidence that solicit favourable response and action from the stakeholders take time.
Schools cannot do it alone, but together, schools, families, and communities can develop

creative solutions to meet the diverse needs of all young people.

The researchers recommend that for a productive and sustained school-community

partnership and collaboration with stakeholders to commence, a concrete school-based policy

system must be developed and a system that will identify areas to be addressed and define

measures to carrying out efforts in the realization of this project. Therefore, an innovation in

the form of a project plan will be initiated by the proponents to serve as initial guide in carrying

out productive partnerships. Experiences of the select schools with productive partnerships are

considered in the crafting of project plan.

The researchers recognize the role of different stakeholders for the school to deliver

quality basic education services. The Department of Education as the agency being tasked to

create policy to strengthen civic engagement has been challenged to examine the situation

The what and how partnership and collaboration happens in the grassroots (school level) may
provide a framework that could be of use not only for Philippine educational setting but also
for interested parties in education of the youth in promoting shared governance. The challenges
to be drawn and measures implemented from the testimonies of key informants may serve as a
learning tool and may promote understanding and partnership between and among schools not
only in the Philippines but also to others as well which aim to intensify and sustain the school-
community partnership and collaboration.

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