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PARENTS’ INVOLVEMENT ANG PARTICIPATION

IN THE DELIVERY OF INSTRUCTION UNDER THE NEW NORMAL:
BASIS FOR A PROPOSED CAPACITY BUILDING PROGRAM

A Thesis
Presented to
The Faculty of Graduate School
University of Caloocan City

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education

by

JULLENE C. TUNGUIA

March 2021
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Republic Act (RA) 9155, also known as the Governance of Basic

Education Act of 2001, provides the overall framework for principal

empowerment by strengthening principal and leadership goals, and local school-

based management within the context of transparency and local accountability.

The objective of basic education is to provide the school age population and the

youth with skills, knowledge, and values to become caring, self-reliant,

productive, and patriotic citizens.

The Department of Education's principal goals are thus to raise the

academic standards of basic education and enhance administrative efficiency in

the delivery of educational services. Given these goals, DepEd organized itself

into two major structural components. The Central Office maintains the overall

administration of basic education at the national level. The Field Offices are

responsible for the regional and local coordination and administration of the

Department's mandate. In providing the quality of services it has been given

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responsibility for, the Department is organized and operates with four

Undersecretaries for Programs, Regional Operations, Finance and

Administration, and Legal Affairs. It also has four Assistant Secretaries for

Programs, Planning and Development, Budget and Financial Affairs, and Legal

Affairs.

In the decade prior to having the legal basis for decentralization, the

Education Department had gradually decentralized some of its functions to the

regional and, to a lesser extent, divisional levels. Community control over basic

education has grown as parents and local authorities have assumed an

increasingly important financial role. However, even though the Philippines has

a more decentralized system than most other countries in the region, the policy

of de-concentration has done little to increase autonomy and control at the

school level (Asian Development Bank, 1999).

The Department of Education (DepED) is currently implementing the

Schools First Initiative, an effort to improve basic education outcomes through a

broadly participated, popular movement featuring a wide variety of initiatives

undertaken by individual schools and communities as well as networks of

schools at localities involving school districts and divisions, local governments,

civil society organizations and other stakeholder groups and associations.

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Even as the Schools First Initiative seeks to improve the way all public

schools perform now, the DepEd is also undertaking fundamental reforms to

sustain better performance. DepEd is pursuing a package of policy reforms that

as a whole seeks to systematically improve critical regulatory, institutional,

structural, financial, cultural, physical and informational conditions affecting

basic education provision, access and delivery on the ground. These policy

reforms are expected to create critical changes necessary to further accelerate,

broaden, deepen and sustain the improved education effort already being

started by the Schools First Initiative. This package of policy reforms is called

the Basic Education Sector Reform Agenda (BESRA). It indicates the

empowerment of school and its’ community stakeholders to effectively address

access and quality issues in basic education, and BESRA was launched to

sustain and expands the gains of School First Initiatives through School-Based

Management (SBM).

School-based management (SBM) is a strategy to improve education by

transferring significant decision-making authority from state and district offices to

individual schools. SBM provides principals, teachers, students, and parents

greater control over the education process by giving them responsibility for

decisions about the budget, personnel, and the curriculum. Through the
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involvement of teachers, parents, and other community members in these key

decisions, SBM can create more effective learning environments for children.

This study is unique because it focuses on the trends and situations

under the new normal. Before the onset of the coronavirus disease 2019

(Covid-19), we prefix what we say with “the 21st century.” We used to say or

write “21st century teaching, 21st century learning, 21st century knowledge and

skills,” defining these as the 21st century competencies — critical thinking,

communication, collaboration, and creativity. However, with the coronavirus

pandemic, we have a new catchword — the new normal.

Parents’ involvement and participation in the schools’ delivery of

instruction is one of the tactics which possess the way to educate the children

under the new normal. It is a sharing of tasks to achieve learning objectives. It

underscores the role of the parents in the development of their children.

Specifically, School-Based Management (SBM) aims to empower schools to

continuously improve its performance in attaining desire outcomes for learners; -

create support network of community-based stakeholders that will mobilize

social, political, cultural, and economic resources; and- make stakeholders

accountable for school performance and learner outcomes.

The parents play an important role in supporting schools. They are the

partners of schools in teaching and learning process. Their participation in

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attainment of learning outcomes is crucial. Aside from helping generate

additional resources for the implementation of the School Improvement Plan,

they should also be involved in the monitoring and evaluation of learning

outcomes.

It cannot be denied that the focus of the teaching-learning activities in

schools is the child. The goal of the vision and mission of Department of

Education is to develop the child to acquire lifelong learning and skills.

In the School Improvement Plan, parents are also empowered so that

they can do something in school for the benefit of the learners if it does not

involve gambling and other forms of it. We must build harmonious relationship

(school-parents) because the parents are now in an integral part of the school

system. We must strengthen the development of linkages between the school

and the parents to win their support. We would be able to get their full support if

they could see changes or improvements in our schools.

Background of the Study

One of the current trends in the delivery of instruction under the new

normal is the involvement and participation of parents. This trend is related to a

move towards continuity of education despite pandemic. This enables every

school to innovate its delivery of instruction in a more effective way. Despite its
implementation, innovations have received moderate attention in terms of

parents’ participation.
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Delivery of instruction under the new normal is not an easy task. The

principal and the teachers will not be the one who will manage the this. Parental

involvement plays a vital role in promoting learning of the pupils. To deliver

instructions, the school itself needs the support and involvement of the parents.

Modular Learning, Blended Learning, and online learning will not be

successful if there are only few individuals who will support to achieve the

learning goals.

The researcher would like to know the involvement and participation of

the parents in the delivery of instruction under the new normal to formulate a

capacity building program based on the finding s of the study.

Statement of the Problem

This study aims to determine the involvement and participation of parents

in the delivery of instruction in Maligaya Elementary School, Quezon City.

Specifically, this study attempts to answer the following questions:

1. What is the profile of parents in terms of:

 1.1 age;

1.2 gender;
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1.3 highest educational attainment; 4

1.4 economic status; and

1.5 source of income?

2. What is the level of participation of parents in the delivery of instructions?

3. Is there a significant difference between the assessment of the respondents
when grouped according to profile?
4. What are the challenges encountered by the parents in the school’s delivery
of instruction?
5. Based on the findings of the study, what capacity building programs may be
proposed?

Hypothesis

There is no significant difference in the involvement and participation of

parents in the delivery of instruction.

There is no significant relationship between the involvement and

participation of parents and the success of schools’ delivery of instruction.

Scope and Delimitations of the Study

This study aimed to know the involvement and participation of parents in

the delivery of instruction in schools under School District XVIII, Division of

Quezon City: Maligaya Elementary School, San Agustin Elementary School,

Fairview Elementary School, North Fairview Elementary School, West Fairview

Elementary School, Rosa L. Susano-Novaliches Elementary School.

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This study limited its coverage on parents in schools under School

District XVIII, Division of Quezon City: Maligaya Elementary School, San

Agustin Elementary School, Fairview Elementary School, North Fairview

Elementary School, West Fairview Elementary School, Rosa L. Susano-

Novaliches Elementary School.

Significance of the Study

This study is significant to the following:

Learners. The pupils themselves could benefit in this study. It will help

them recognize and value the support of their parents in their studies.

Teachers. This study may help them determine the level of involvement

and participation of the parents in the delivery of instruction.

School Administration. This study will help the school administration to

further implement programs and activities of the school that needs the support

and help of the parents.

Subject and Club Coordinators. This study may help them think of the

better programs that will help or promote quality education for the pupils.
 Parents. The findings of the study may enhance parents’ involvement

and participation in supporting the needs of their children since assessment can
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be answered at their own space, giving the School
parents the chance to monitor and 4

assist their children which enable them to improve their relationship as

supporters and partners of the school in achieving high academic performance

for their children.

Researcher. Through this study, the researcher may determine the

relationship between the parents and the school itself.

Future Researchers. This study may serve as valuable source of data

for conducting future studies on similar subjects.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents various literatures and studies that the researcher

deemed to be high relevance in expounding the purpose of the study on the

parents’ involvement and participation in the delivery of instruction. These

involvements serve as strengthening its theoretical framework. It includes work

articles from books, journals, theses, the internet, and other reliable sources

from local and foreign authors.

Related Literature

According to Mokoena (2012), education is a form of investment in

human capital, which yields economic benefits by increasing the productivity of

its people. Education of a nation remains the most vital strategy for the

development of the society throughout the world.

Based on the studies gathered by (Kariyana, Maphosa & Maparunga,

2012 Lekhetho 2013), several studies of capital development concur that it is

human resources of a nation and not its capital or natural resources that
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ultimately determine the paceGraduate School
of its economic and social development. The 4

principle institutional mechanism for development of human capital is the formal

education system of primary, secondary and tertiary training.

According to Postholm (2012), since education is an investment, there is

a significant positive correlation between education and socioeconomic

productivity. When people are educated, their standards of living are likely to

improve since they are empowered to assess productive ventures which will

ultimately lead to an improvement of their livelihood.

According to Adeyemo (2015), due to the benefits of education,

governments in both developing and developed countries allocate much of their

resources to education notes that this has resulted into considerate growth of

educational activities world over.

Brownbridge (2017), added that through the World Conference on

Education for All, the expansion and improvement of basic education has

regained a prominent place on the agenda of the main international

organizations and bilateral co-operation agencies, and in the action plans

prepared by educational authorities in the majority of developing countries.

 According to Knell (2016), the Convention on the Rights of the Child

ratified by over 160 States has helped to establish education not only as a
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necessity but Graduate
also as a fundamental School
right. Despite the economic difficulties 4

experienced in the 1980s, advances have been achieved in the last thirty years

in terms of spreading primary education. Moreover, enrollment in schools has

grown considerably since 1970s and the number of schools has doubled and

that of teachers tripled. Both in Asia and 2 in Latin America, the education

systems of many countries now have sufficient capacity to attend to their whole-

age population, and would already be in a position to ensure universal access to

primary education.

Peters (2013), stated corporate governance as the formal system of

accountability and control for legal, ethical, and socially responsible decisions

and use of resources in business organizations. It is based on certain

institutions like; laws, contacts, norms, and regulations that create self-

governing system on the organization.

Based on Baraza & Nyongesa findings (2017), a corporation has various

stakeholders, internal and external groups whose support is essential for the

survival and growth of any corporation. A school frequently interacts with

commonly acknowledged stakeholders who include employees, customers,

shareholders, suppliers, government agencies, managers, and community

groups.
 In line with Cheng and Cheung observations (2013), they have observed

that efforts to enhance organizational performance have featured stakeholders’

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involvement in schools andGraduate School
corporate governance. This encourages the 4

involvement of stakeholders at all levels of an organization in the analysis of

problems, development of strategies and implementation of solutions. In this

case, employees are invited to share in the decision-making process of the firm

by getting involved in activities such as setting goals, determining work

schedules, and making suggestions, involvement in governance has been

acknowledged as an essential ingredient in quest for better school performance.

This is in terms of involvement of teachers, pupils, parents, and school

management committees.

In relation to this, Kibera and Kimokoti (2017), asserted that high levels of

parental involvement in school governance, has a direct link with the school’s

academic performance. Traditionally, principals throughout the world have been

the main decision-makers at school level. This situation has been particularly

evident in several countries such as Australia, Canada, New Zealand, the

United Kingdom, and parts of the United States of America. During the past 20

to 30 years there has been a major shift towards participative management (PM)

in schools (Hourani, Stringe & Baker, 2012; Nicolaidou, Sophocleous & Phtiaka,

2006). These authors have called for greater participation in decision-making as

a progressive way of making schools more democratic and efficient. In South

Africa, for example, the new democratic government published a White Paper 2

on the organization, governance, and funding of schools. The aim was to help
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foster democratic school governance Schoolall its stakeholders, including
(by involving 4

parents and learners, who are democratically elected). Democratic school

governance is introduced by a structure that involves all the stakeholder groups

in active and responsible roles to encourage tolerance rational discussion and

collective decision-making (Naidoo. 2005). In many countries, decision-making

at schools is now characterized by greater participation of all stakeholders.

Parents. teachers. learners and non-teaching staff and stakeholders who are

elected to serve on the school governing bodies become school governors. The

term "stakeholders' assumes that certain groups and individuals have an

interest, or a "stake", in the activities of an institution.

According to Msila (2014), stakeholders are all those people who have a

legitimate interest in the continuing effectiveness and success of an institution.

In Pakistan, Adeyemo (2015) observed that teacher participation in decision

making influence teaching and learning of pupils in classrooms in Pakistan. A

similar case in Nigeria on teacher's effectiveness and student academic

performance in public schools suggesting the teacher as the main determinacy

of the end of test results as not true. On the other hand, Mokoena (2012)

reported that school leaders wishing to enhance the levels of trust among the

stakeholders should consider these indicators of participative management

effectiveness in carrying out their leadership duties and responsibilities. When

children are encouraged and supported in learning by parents, they do well in

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schools. Graduate School 4

According to Olguin and Keim (2010), some parents in USA are

indifferent about schools unless when a controversial issue occurs. Parents do

not attend meetings, and this discourages school management. In South African

societies. it has been noted that absence of a parent from home creates tension

and motivational problems hindering academic progress of the pupils.

According to (Zoega. Valdimarsdottir & Hernandez-Diaz. 2012), a study

conducted in Philippine public schools indicated that effective involvement of

stakeholders in corporate governance would lead to a more democratic

approach in which planning and decision making are devolved to the individual

schools which leads to high academic performance.

The Education Act provides guidelines for the school governing body and

the head teacher on the, roles and responsibilities in managing the affairs of the

school. However, some members of 5 school governing bodies and head

teachers either have little or no knowledge of the Education Act or simply

interpret A incorrectly, which results in many schools experiencing resource

mismanagement and poor pupil's academic results.

Based on the World Bank Group published June 2016, the purpose of

this policy note is to assess the status of school-based management in

elementary and high schools in the Philippines. The findings reported in the

note are based on a comprehensive survey of the public education system that
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tracked Graduate
public education expenditure andSchool
assessed the quality of education 4

services. The note shows that the key elements of an effective school-based

management system are in place. However. schools report that they are not yet

implementing many of the key aspects of this system. Moreover, parents and

local communities still play a very limited role in decision-making and in holding

schools accountable. Given the ever-increasing amounts of resources that

schools now control and the need to give them more flexibility over how to use

those funds, this note argues that the role of representative school governing

councils could be expanded and efforts made by DepEd to increase awareness

among parents and education stakeholders of the useful role they could play in

supporting school-based management.

According to (Abulencia, nd.; Department of Education, 20016). In the

Philippines, to achieve the Education for All (EFA) objectives by 2015, the

Department of Education is pursuing policy reforms under the Basic Education

Sector Reform Agenda (BESRA). Key Reform Thrust 1 (KRT1) of BESRA is

School-Based Management (SBM). SBM underscores the empowerment of key

stakeholders in school communities to enable them to cc vet sartic..ate in the

continuous improvement of schools towards the attainment of the pupil/student

learning outcomes with SBM program. Locally, it has been observed that
although the schools are doing their best in linking with the different school

stakeholders, still, declining results had been reported by schools on some of

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Journal of Inquiry and ActionGraduate School
in Education, 8 (1), 2016 83 | Page the school- 4

initiated activities. Hence, this study investigated whether the level of SBM

implementation affects the level of participation of the different stakeholders to

school-initiated activities.

Theoretical Framework

Theory of Shared Leadership

The term shared-leadership has been an evolving one and continues to

evolve today. which is why leadership theorists, practitioners, and scholars alike

have very dynamic definitions and interpretations of who and what is a leader.

As many sociologists and social scientists agree, leadership is one of social

sciences, if not the social sciences' most investigated phenomenon. Stogdill

(1974) asserted:

There certainly are as various delineations of the notion of leadership,

nearly as there exist Investigators who explore its conceptualization, attempting

to narrow it down with regard to traits, behaviors, influence, conduct, interaction,

beliefs, patterns, role, relationships, principles, job descriptions.

 Considering the intricate nature of leadership, a one-fits-all definition of

the term does not exist. Similarly, Fiedler (1971) suggested: There probably are
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as numerous descriptors of leadership School
as there could be leadership postulates; 4

besides there may be quite as innumerable leadership theories as there may be

researchers in psychology exploring the sphere.

Shared Leadership has many facets as a concept, both in theory and

practice. Furthermore. Capowski (1994) concluded that "although it is flawless to

admit; leadership is not effortless, good leaders must possess some underlying

features such as inventiveness, righteousness, trust, altruism, faithfulness,

creativity, endurance, interpersonal skills, bravado and apparentness".

The term shared-leadership originated from a common etymology and

fused into the practical language of a scientific topic without being literally

redefined" (Yak), 2002. p. 20).

Bunmi (2007) depicted "Shared-leadership as a social reciprocity

involving effective leaders and their subordinates whereby leaders solicit the

voluntary involvement of followers in order to attain organizational objectives" (p.

57); but Mullins (2004) also added. "A leader can be defined as someone who

empowers others to act in order to accomplish set goals.

Conceptual Framework
 The framework (figure 1) is systems-oriented. It shows the major

components of SBM, their organizational structure, interrelationships and

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interdependence, as well as their School
characteristics and underlying principles. At 4

the center is the intended output; a functionally-literate citizen who is self-reliant,

patriotic, productive, and self-oriented.

The Department of Education Revised SBM Framework

The output is a result of an interactive and collective problem-solving

process that continuously raises the level of SBM practice until it culminates in
the accreditation of the school. The process is enhanced and facilitated by a

self-managing, self-renewing learning community that assumes responsibility for

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basic education of all types ofGraduate
learners. School 4

The context of SBM is the school learning community itself to which the

learner belongs. An intensive situational analysis of factors that impact teaming

is done to develop an educational plan that is responsive to conntextual issues,

problems, challenges, threats and opportunities. The system is guided by four

ACCESS principles on leadership and governance, curriculum and learning,

management of resources and accountability for continuous improvement.

The boundary of the system indicated by a broken line which denotes

openness to inputs from the external environment, as well as a resistance to

change that may injure to systemic integrity and stability. Schools must allow the

framework to continuously morph and develop on the basis of its experience to

meet the emerging needs of the learning community.

Definition of Terms

The following terms are defined theoretically and or operationally as used

in the study.

Parents. For the purpose of this study, parents include family members,
siblings, guardians, aunts and uncles, and grandparents who are involved in

school for the benefit of a specific student.

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Involvement. It is the Graduate School
act of taking part in an activity, event, or situation. 4

Participation. It means people being involved in decisions that affect

their lives. Through participation people can identify opportunities and

strategies for action, and build solidarity to effect change.

Delivery of Instruction. This refers to the interaction among the student,

the teacher, the content, and the knowledge/skills/dispositions students will

need for learning and collaborating with others in a diverse society and rapidly

changing world.

New Normal. It is a current situation, social custom, etc., that is different

from what has been experienced or done before but is expected to become

usual or typical.

School-Based Management (SBM). Itis a DepEd thrust that

decentralizes the decision-making from the Central Office and field offices to

individual schools to enable them to better respond to their specific education

needs.
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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research method adopted for the conduct of

the study. It includes the research design, population and sample of the study,

research instrument and its validation, data gathering procedure, statistical

treatment of collected data and appropriate statistical treatment and tools.

Research Design

This study adopted a survey method utilizing a validated pre-designed

questionnaire intended for the study to gather information on the parents’

involvement and participation in the delivery of instruction of schools under the

new normal to conform with the research problem.

Respondents of the Study

Respondents of this study involve 90 public school parents consisting of

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15 parents from each of theGraduate
six schoolsSchool
in School District XVIII of Schools 4

Division of Quezon City namely: Maligaya Elementary School, San Agustin

Elementary School, Fairview Elementary School, North Fairview Elementary

School, West Fairview Elementary School, and Rosa L. Susano-Novaliches

Elementary School.

Sampling Technique

This study adopted purposive sampling methods to select qualified

respondents for the study. Selection of qualified respondents was done through

enrollment verification and random sampling.

Research Instruments

This study adopted a pre-designed research questionnaire as its primary

instrument in gathering information on parents’ involvement and participation in

schools’ delivery of instruction under the new normal to answer all the research

questions stated in the statement of the problem of this study.

The said questionnaire was presented to the thesis adviser, statistician,

and thesis panelists for validation and approval before it was utilized.

Data Gathering Procedures

 Permission from the Schools’ District Office was secured through a

formal
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Letter signed by the researcher; noted andSchool
duly signed by the research adviser, 4

and the Dean of the Graduate School of the University of Caloocan City.

Another request letter was prepared to seek permission from respective

principals of the aforementioned public elementary schools to conduct the

survey for the study.

Data gathering was done by administering the validated questionnaire to

the respondents through Google Form.

Statistical Treatment Data

Collected data were tallied, tabulated, analyzed and interpreted using

appropriate statistical treatments and tools to answer each research problem

stated in the study. It utilized the following statistical treatments and tools:

Frequency Distribution - this was used to tally the mean, percentage

and ranking of the assessment of respondents on the parents’ involvement and

participation in the delivery of instruction under the new normal.

Percentage - this was used to compute for the assessment of parent

respondents on the aforementioned study.

 Weighted Mean. This was used for the computation of the average of the

assessment of respondents on the participation and the extend of involvement

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of selected parents in the delivery School
of instruction. 4

ANOVA. This was used to determine the significant difference among the

parents’ involvement and participation in the delivery of instruction under the

new normal.

Pearson R. This was used to determine the significant relationship

between involvement and participation of parents to the success of the schools’

delivery of instruction.

Likert Scale. The following Rating Scale No. 1. for rating of the level of

involvement and participation of parents in the delivery of instruction.

Scale Range Verbal Interpretation

4 3.50 – 4.00 Very Participative

3 2.50 – 3.49 Participative

2 1.50 – 2.49 Sometimes Participative

1 1.00 – 1.49 Not Participative