“It takes the whole village to educate a child” – This saying really speaks the truth in the educational

system whereby The success of the school largely depends on its stakeholders who actively engage
themselves in initiating Programs, Activities, and Projects for the betterment of its main clientele- the
Learners. Thus, every sector of the community has their fair share of responsibility of providing support in
nurturing the schoolchildren. Hence, Para sa Bata- Para sa Bayan.

The present situation of the public schools in the Philippines is still characterized by
perennial issues: shortage of classrooms and learning materials, deteriorating school
infrastructure, insufficient instructional materials, poor health and nutrition, absence or
lack of stakeholders’ collaboration, passive school heads, and low academic
performance. Hence, in the light of addressing these issues to improve the quality of
Education, this research is conducted and implemented.

“Adopt-A-School Program and Community Engagement in Relation to School

Improvement in Surigao del Sur Division: Basis for the Enhancement of School
Improvement Plan” is authored by WILLY C. DUMPIT, PhD, FRIEdr. This study
determined the levels of implementation of Adopt-a-School Program, community
engagement and school improvement so as attempted to establish whether the Adopt-
A-School Program and community engagement are both significantly correlated to
school improvement. This inquiry made use of the descriptive-correlation design to
determine the relationship between the variables. The study was conducted in the
twenty-two secondary schools in the Division of Surigao del Sur which involved 914
secondary school heads, teachers, parents and students. Purposive sampling was
used since the respondents were selected for the intent of this research. The statistical
tools used were mean, pearson r and multiple regression. The instruments utilized
correspondingly for the mentioned variables were all researcher-made. The findings of
the study revealed all very high ratings in the donated school facilities and technology
for Adopt-A-School Program, Brigada Eskwela activities for community engagement,
and moral support from stakeholders for school improvement. Furthermore, there is a
significant relationship between Adopt-A-School Program and community engagement
to school improvement. Meanwhile, Adopt-A-School Program has no significant
influence to school improvement while community engagement has influence.

Indeed Community Engagement plays a very important role in improving the school in
every aspect. Thus, challenges like low engagement of stakeholders due to less
awareness of their functions and roles which draws out lack of empowerment, drives
the Researcher to seek solution to this dilemma paving the way to conduct this study.

After the implementation and conduct of the study, findings reveal recommendations to
wit:
 Capacity Building-
- This is where Orientation of Roles & Functions is conducted to SGC and
PTA Officers and other stakeholders
- Orientation of Teachers & Stakeholders Roles both in Curriculum and
Governance
 Conduct of Strategic Planning to identify gaps prior to the Implementation of
SIP to address the problems
 Leading to Empowering the Community to actively initiate Programs,
Activities, and Projects.
Following the research recommendations, positive impact of the study was concretely
observed which is signified through flocks of donations from various internal and
external stakeholders. This truly supports the study’s intervention- The Adopt-A-School
Program and Community engagement correlates school improvement both in
Governance and Curriculum. Proof of these transpires on the two tested recipient
schools where the School Head researcher is assigned.- Margarita K. Yusingco
NationalHigh School and Lingig National High School.

Starting off with Governance-

 Margarita K. Yusingco National High School

Here, it is evident how the school improves through the strong ties between the
school and the community as its stakeholders leading to initiation of various
programs, activities, and projects.

 Likewise in Lingig National High School where intensified school-community

partnership and involvement transforms the school from an emerging high school
to a dynamic school with its numerous Programs, Activities, and Projects initiated
by stakeholders.

These accomplishments would not be possible had either the school or the
stakeholders been lenient and passive towards the Programs, Activities and Projects of
the Department of Education.

These manifest how quality School-Based Management is contributory in the

continuous improvement of the school and community. This signifies further that active
engagement of stakeholders is indispensable to the school’s success in delivering the
best basic education through safe, motivating, and conducive learning environment as
implied in four SBM Principles

1. Leadership and Governance

E-SIP and AIP are collaboratively prepared and developed by the School Head and teachers with the
different stakeholders participating and then leading in the regular review and improvement in all the
process thereby forming a clear, transparent, and well-defined organizational structure and a
facilitative and communicative leadership network.
(Testimony of Mr. RECHI S. GAYLO)

2. Curriculum and Instruction

Best Practices in Localized and Contextualized Curriculum are evident and benchmarked by other
schools where educational needs of all types of learners are being met through a learning
environment adherent to child’s rights and protection while motivating teacher’s performance with
intrinsic rewards. Here, Classroom instructions are integrated with differentiated instructions while
using contextualized instructional materials collaboratively made and crafted by parents and
students being utilized by teachers following the curriculum holistic approach. This is done along
with the support of stakeholders through constant assessment and provision of technical
assistance to continuously improve the quality of teaching and learning process.
(Testimony of Mrs. ZENAIDA S. GUIRAL)

3. Accountability and Continuous Improvement

 Shared and participatory processes are used in determining the roles, responsibilities and
accountabilities of stakeholders leading to a community-accepted performance accountability,
recognition and incentive system drawn out from School-community developed performance
assessment system.
(Testimony of Maam PANG SALIGUMBA)

4. Management of Resources
Resource inventories follow a systematics development where stakeholders are engaged in a
collaborative process to ensure timely- and need-based planning and resource programming
through which they support and sustain continuous implementation and improvement of the
education plan in an established system of partnership.
(Testimony of Mrs. LUCILLE DOYSABAS)

Similar attribute can be seen also in the Curriculum aspect

These two tested schools further affirm the impact of the study which can also be
inferred from their respective Performance Indicators. Here, positive trend can be
drawn out from.

 Enrolment Rate
 Completion Rate
 Cohort-Survival Rate
 Drop-Out Rate
 And Mean Percentage Score or MPS in quarterly test

These parade of accomplishments are reflective in various awards received by

these schools respectively.

For MKYNHS

 SBM Level-3 Accredited School

 Gawad Kalasag Recipient- Municipal Level
 Child-Friendly School System- Established Implementing School

For Lingig NHS

 Brigada Eskwela- Best Implementing School, Division Level

 Child-Friendly School System- Established Implementing School
 Barkada-Kontra Droga- Established Implementing School- Division Level

To wrap it all up, the effect of study manifests improvement of School-Based

Management- mobilizing the schools manpower and maximizing its resources leading
to the improvement of the school as a learning institution.