1

COMPLEMENTARY ROLE OF PARENT-TEACHER ASSOCIATION:

ITS RELATIONSHIP TO SCHOOL-BASED MANAGEMENT
OF PUBLIC ELEMENTARY SCHOOLS
IN WESTERN KAYAPA DISTRICT

A Thesis Proposal
Presented to
the Faculty of the Graduate School
IFUGAO STATE UNIVERSITY
Nayon, Lamut, Ifugao

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management

ELEONOR U. DAVIS
November 2019
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Chapter I

THE PROBLEM AND ITS BACKGROUND

“It takes a whole village to raise a child”

Jane Cowen-Fletcher
-
Introduction

In as much as the school performance is directly influenced by the

school administrators, the school needs therefore competent administrators

who can manage the day-to-day activities and provide instructional leadership

in pre-schools, schools, day care centers, colleges and universities. The

educational programs of businesses, correctional institutions, museums as well

as job training and community service organizations are also directed by

education administrators.

In order for an educational institution to operate successfully and to

achieve excellent school performance, it requires competent administrators

(Famorca, 2014).

 The teachers, students, non-teaching staff and resources must be

efficiently arranged, monitored and controlled so that they would work

harmoniously according to educational plan. Even the National Policy on

Education emphasizes that the success of the entire educational system lies on

proper planning, efficient administration and adequate funding. School

administration is the process by which principles, methods and practices of

 3

administration are applied in educational institutions to establish, maintain and

develop such institutions in line with the goals of the institutions.

   Basically, educational administration implies the arrangement of the

human and material resources and program available for education and

carefully using them systematically for the achievement of educational

objectives.

Thus, an educational administrator, whether in the ministry of

education, the schools board, or in a school is essentially the organizer, the

implementer of plans, policies and program meant for achieving specific

educational objectives. The educational administrator may contribute, in one

way or the other, in planning, policy-making and program designing, yet his

major role rests with the effective and efficient implementation of such plans,

policies and program for the benefit of education (Famorca, 2014).

A key to a successful school or educational institution is the presence

of an official school head that can sharpen the school towards continuous

improvement (DepEd, 2007) Section 2 of R.A. 9155 states that it is hereby

declared the policy of the State to protect and promote the right of all citizens

to quality basic education and to make such education accessible to all by

providing all Filipino children a free and compulsory education in the

elementary level and free education in the high school level. Such education

shall also include alternative learning systems for out-of- school youth and

adult learners. It shall be the goal of basic education to provide them with the
 4

skills, knowledge and values they need to become caring, seIf-reliant,

productive and patriotic citizens. The school shall be the heart of the formal

education system. It is where children learn. Schools shall have a single aim of

providing the best possible basic education for all learners. Governance of

basic education shall begin at the national level it is at the regions, divisions,

schools and learning centers herein referred to as the field offices - where the

policy and principle for the governance of basic education shall be translated

into programs, projects and services developed, adapted and offered to fit local

needs. The State shall encourage local initiatives for improving the quality of

basic education. The State shall ensure that the values, needs and aspirations

of a school community are reflected in the program of education for the

children, out-of-school youth and adult learners. Schools and learning centers

shall be empowered to make decisions on what is best for the learners they

serve. The policy highlights the role of the government in establishing

educational organizations as training grounds of its citizens particularly for

out-of-school youth and adult learners. It also highlights the policy making

bodies and hierarchy of authority of public schools form the national down to

lower management and how they decentralized the management (Kadtong,

2015).

In relation to the function of the school administrator, here comes the

School-Based Management. School- based management (SBM) came into

existence to bring about significant change in educational practice and

 5

empower school staff to create conditions in schools that facilitate

improvement, innovation and continuous professional growth. Malen, Ogawa

and Kranz (1990) as cited in Khattri, Ling & Jha (2010) stressed that in SBM,

responsibility for and decision-making authority over school operations are

transferred to principals, teachers, parents and sometime to students and other

school community members; although these school-level acts have to conform

to or operate within a set of policies determined by the central government.

Basically, School-Based Management (SBM) is an organizational

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 involvement of teachers, parents,

and other community members in these key decisions, SBM can create more

effective learning environments for children. The underlying principles of the

said program is that the people directly involved and affected by school

operations are the best persons to plan, manage and improve the school

(Bernaldez, 2011). Therefore, SBM is related to public relation to strengthen

the stakeholder’s participation in the school programs and projects.

Brouwer, Brekelmans, Nieuwenhuis and Simons (2012) pointed out

that the theory behind SBM is that good education involves not only physical

input such as classrooms, teachers and textbooks but also incentives that lead
 6

to better instruction and learning. They stressed that the incentives that affect

learning outcomes are institutional in nature, categorized into: choice and

competition, school autonomy and school accountability. SBM policies

actually changed the dynamics of the school- that the leadership of principals

has created supportive teaching and learning environments in schools leading

to the enhancement of the quality of education for students (Sanzo, Sherman

and Clayton, 2011).

Similarly, the SBM was designed to improve student outcomes through

two main venues: by empowering the school community to identify education

priorities and to allocate the school maintenance and operating budgets to

those priorities (such as curriculum enrichment programs); and by enhancing

transparency and accountability through the annual implementation plans and

school report cards. However, the SBM program articulated no explicit

assumptions regarding the timeframe within which improvements in student

achievement were expected to take place (Khattri, Ling & Jha, 2010).

School-Based Management program is being implemented in several

developing countries all over the world. In Australia, the program was being

implemented in early 1960s and 1970s in various states. Some schools

experimented with more open and participatory relationships with parents and

school communities, with the creation of school councils. There was also

some talk of more autonomy for school principals in running their schools. It

was with the help of Australian government that SBM was introduced
 7

through the BEAM program. School-Based Management (SBM) has five

dimensions such as: Dimension 1- School Leadership, Dimension 2

Stakeholders (Internal and External), Dimension 3- School Improvement

Plan, Dimension 4- School Management of Resources, Dimension 5 –

School Performance Accountability (Manual on School Governing Council,

2012).

In the Philippines, some issues besetting the school system, especially

the public school include high drop- out rate, quality educational service, high

repetition rate, and limited holding capacity of the schools. Over the past

decades many initiatives and reform efforts have been implemented to address

these problems. One key response of the national government is the adoption

and implementation of School-Based Management (SBM) anchored on the

decentralization trend of the 70’s. SBM was officially implemented as a

governance framework of DepEd with the passage of R.A. 9155 in 2001 as

legal cover. Third Elementary Education Program (TEED), Secondary

Education Development and Improvement Project (SEDIP) and Basic

Education Assistance for Mindanao (BEAM) - three pilot projects

implemented by DepED- support the SBM as a viable structure reform

intervention used to improve the quality of education in the public school so

as to produce functionally literate Filipinos (Kadtong, 2015).

 8

Locally, the study of Salas (2018) found out that there is a positive

correlation between the linkaging skills of the school heads and their level of

practice in School Based Management.

In relation to the School-Based Management, the role of the Parent-

Teachers’ Association which is the partner of the school in educating the

learners is essential.

The place of PTA in the administration of schools has been a topic of

research and discussion by individuals and groups of people in different work

of life. Parent teacher Association is a democratic organization which attempts

to bring parents and teachers together in the interest of the child. It is a formal

link of communication on school matters between the teachers and parents.

The PTA is expected to play the following roles in the educational

development as enshrined in its guidelines (M. O. E., 2008). Based on the

resuscitation of PTA, it is noteworthy that, this association has a lot of roles

to perform for the sustenance and educational development of the school

system. The PTA has the responsibility to identify the needs of the school

and assist in the provision of essential facilities that will promote

effective teaching and learning outcome of the children; provide moral

and financial support to the school through generation of funds for

minor projects and repairs of school facilities; encourage the

participation of local communities in the education of their children through

payment of teachers in key subject area thereby ensuring the achievement of

 9

high moral and academic excellence (National PTA, 2018). Now, PTA is

working to a great extent in developing between positive ties between the

parents and teachers in order to make the future of children brighter in

educational discipline and this study will also focus on the valuable

contributions made around the world by the applications and concepts of PTA.

Crozier (2012) studied the parent child relationship, parental mutual

relationship, the role & responsibilities of parents and the issues the parent

encounter. The studies dealt with education and parental role to promote the

parent-school relationship. The recent studies proposed the significance of the

parent-school relationship in detail to overcome the associated issues. The

literature regarding the parent-school relationship not merely focused on the

parental involvement in academic achievements but also strived to address the

relevant issues such as economics, cultural and social barriers. The effective

parent school relationship assists educationist and researchers to reestablish

the quality of education system for children with the adequate atmosphere.

Mannathokoi & Mangopeii (2013) conducted a study in Botswana to

investigate the significance of parental involvement in the secondary schools

and its impact on students’ academic achievement and performance as well as

the factors of parental lack of involvement. The research explored the etiology

of minimum parental involvement in their children academic performance and

strived to investigate the strategies to diminish the barriers to improve

academic achievements in primary schools. The findings of the study

 10

suggested that the parents of the student belong to backward area reported that

they were not aware for the significance of their involvement in school to offer

teaching assistance services in the school. Teachers in the same areas

indicated that parents were not cooperative in contributing to their children's

learning. Thus, the schools, communities and education policy-makers should

develop appropriate programs to promote the communities and school’s status

concerning the education system.

Muralidharan (2013) recommended that the gradual progress have been

seen in the primary schools of India by increasing, teacher-student ratios,

teachers wages, and student enrollment. The substantial body of researches

suggested that the primary school system in India found to be insufficient in

preparing the children, that stands for India’s “Demographic Dividend”. The

new generation of India with basic skills may help them to work for the

progress of India's economic growth. Recent data recommended that merely

raising the inputs to primary schools would not bring about changes in

students’ academic achievements unless accompanied by significant

alterations in the pedagogy and/or upgrading in governance is prepared.

Kimu (2012) concluded that the principals and teachers are

incompetent to comprehend the potential paybacks that could result from

ample parental participation in school activities. As a result, teachers do not

prefer to involve in parents in academic activities. It has been studied in the

paper that in resolving the conflict between teacher and parent’s, the parent
 11

and teacher function should be separated. Majority of the schools do not

consider the parental involvement policy and therefore, have limited formal

chances or opportunities for parents to get involved in academic activities of

the children.

The idea of parental involvement in the academic affairs of schools got

due importance in the past half century. The policy makers of educational

institutions considered it wise to have affiliation between the parents, teachers

and the children as they saw as a potential benefit in order to keep an eye on

the students’ academic and non-academic activities (Partin, 2017). The term

disadvantaged parents is widely used in this regard as they are the one who

face certain barriers in terms of low income, racial differentiations, ethnic

differences etc. which encourages them to discuss the responsibilities of

teachers on the education of their children as parents don’t have that much

time in order give to their children in academic conduct (Partin, 2017).

Parents’ involvement in the academic affairs of students is considered

to have a high impact on the performance of the child and sometimes it is

considered to have a direct impact on the performance as when parents are

focusing on their child things are much better and vice-versa (Benner,

Boyle,& Sadler, 2016). Things can go other way around when parents are not

giving that much attention and the grades of students can significantly drop to

serious level, which is the point in non-absence of PTA, parents blame

 12

teachers and teachers blame parents for the negative performance of the child

(Benner, Boyle,& Sadler, 2016).

In Turkey, through a study conducted there was found to be a vicious

circle damaging the schooling system of the region and this circle was

eradicated by presenting five factors including making the school a better

place for children like their home, reducing the difficulties faced in order to

work in a typical school, increasing learning opportunities for students,

promoting parents to take more responsibility of their children academic and

non-academic affairs, turning students into leaders of tomorrow (Cliskan &

Simsek, 2017).

In China, from the past decade and especially from year 2004, a great

amount of care and attention is given by Chinese government over the matters

of parental and children schooling relationship (Deng, Zhou, Nie, Jin,& Fang,

2017). Although working performed in China as compared to western

countries is not that much significant but still accountable due to a difference

between the educational systems of China and other countries.

Parent teacher association performs the role of an intermediary between

teachers and students in order to build positive harmony and relations between

them both in academic and non-academic background (Deng, Zhou, Nie,

Jin,& Fang, 2017). It is also considered necessary to check the impact of

parent teacher associations on the ethical development of the children. Ethics

is a person’s judgement about making the right or wrong decisions or in other

 13

words it is a trade-off between making correct or wrong decisions and this can

also help in this regard to determine are students of a particular school are

going in the right ethical direction or not (Rhodes, 2014).

Parental involvement in the educational system is a subject that

researchers around the world have been exploring for years (Mo and Singh,

2008; Fisher, 2010; Jeynes, 2012; Noy, 2014). The worldwide implementation

of the Law of Compulsory Education over the last century has changed many

of the roles that family and society play in child-rearing. Families were forced

to collaborate with the State in child-rearing and education, after centuries

during which the family alone was responsible for children’s education (Noy,

2014).

Parental involvement has been described in various ways, emphasizing

both home, school, and community behaviors (Smith et al., 2011). However,

given that there is no single comprehensive definition of parental involvement

at school, clarity should be attained in order to reach a consensus among

researchers (Fisher and Friedman, 2009).

The literature on PTA has dealt mainly with the roles, responsibilities,

and activities of the PTA (Zafar et al., 2013). Joining the PTA is a voluntary

activity. Studies in this field have found that this is a type of community

involvement that provides positive outcomes, both physical and mental, for

both the volunteers and the community (Bhargava and Witherspoon, 2015).
 14

The motives can be related to personal, social, moral, or utilitarian aspects

(Stukas et al., 2016).

One of the ways that parents choose to become involved in schools is

through the Parent-Teacher Association (PTAs), which in effect consists of

parent committees that work alongside teachers to attain shared goals (Fisher,

2011; Jeynes, 2012). Participation in school- and class-level committees is one

of many school-related voluntary activities through which parents opt to get

involved in their children’s school experience.

Meanwhile, parents are the most influential persons in the life of the

child. Parents are the first to mold the minds of their children and inspire them

to do things. According to Patrikakou (2014), children’s development is

basically influenced by the way parents get themselves involved. Schools must

work hard to establish partnership with parents (Connor & Wheeler, 2009)

since working with them is crucial in each of their learners’ development. It is

every child’s primary right and every parents’ obligation to be involved in

every step of the child’s development, may it be academic in nature or other

areas of their development (Organization for Economic Cooperation and

Development [OECD] Starting Strong, 2012). Parental involvement in

education of children is distinguished as a significant issue in many countries

(Farah, 2015). Parents hold the responsibility of fostering their children to

become responsible citizens of the world. However, as a child grows up, there

is a gradual change in the participation of the parents especially in school

 15

related activities. It is observed that at the early stages of development of

children, parents’ participation is evident from working in a simple subject

assignment to greater role such as participating in a school presentation or

cooperating in the organization’s activities where they are members of such as

the Parents Teachers Association.

Ryan (2013) found out that parents have greater involvement in the

elementary level. It is observable that parents’ participation remarkably

declines at some point. At this level, greater independence was given to the

student resulting in a lesser parent involvement almost in all aspects of student

life at school.

In the Philippines, the study of Yonson (2016) found out that the level

of parent involvement in both levels ranges from high involvement to very

high involvement. This may only mean that the grade or year level of the

children did not pose as a contributing factor for parents to lessen their

participation in the academic and extracurricular activities of their children

and in performing their role as members of the PTA. It can be concluded then

the school has a strong parent involvement. They can expect parent visibility

during their homeroom meetings, individual conferences with parents, and in

the assurance that parents are monitoring the academic performance of their

children and that they likewise get themselves involved in making decisions

for their children’s choice of academic, interest, and campus-based

organizations. Further, he opined that PTA was effective in its way of

 16

encouraging involvement of parents in the school-related activities such as the

Brigada Eskwela where they gather together to assist the school personnel in

making the school ready for the opening of the class, and in conducting the

annual family day celebration where almost all families come together for a

day, a bonding filled with worthwhile gathering and activities (Yonson, 2016).

Similarly, Pinantoan (2013) stressed that parent involvement should not

be underestimated in its effect on students’ success. Thus, these data may be a

good source of information to explore further how strong parent involvement

affects the academic success of students and the success of the school.

Hence, this study therefore represents an initial effort in identifying the

relationship of the complementary role of the Parent-Teacher Association on

the School-Based Management. The researcher hopes that new insights

particularly to the research environment may provide direction towards

contributing to the enhancement of the complementary role of PTA in the

school and eventually, to the attainment of more enhanced School Based

Management.
 17

Theoretical Framework

This present study embarks on the Erik Erikson Theory of Psychosocial

Development which might have answered the decline of parent involvement.

According to the theory as cited by Mc Leod (2013), Industry vs. Inferiority, a

stage of psychosocial development by Erik Erikson states that if children are

encouraged and reinforced for their initiative, they begin to feel industrious

and confident in their ability to achieve goals. If this initiative is not

encouraged, if it is restricted by parents or teacher, then the child begins to

feel inferior, doubting his own abilities and therefore may not reach his or her

potential.

The involvement of the parent becomes a crucial factor to the success

of the child, the very reason that greater involvement is expected during this

stage. On the other hand, as the child ages, their psychosocial development

changes especially when they reach adolescence. During this stage which is

referred as Identity versus Role Confusion, (Erikson as cited by McLeod,

 18

2013), the children begin to become more independent. The individual wants

to belong to a society and fit in. Pressuring them into an identity can result in

rebellion in the form of establishing a negative identity and, in addition to this,

feeling of unhappiness.

To achieve this, parents slowly decreases but do not totally withdraw

their involvement so that their children would feel that they are endowed with

the right to choose for themselves the activities, organizations, and even the

kind of peer they want to belong. Thus, parents` involvement become lesser to

provide avenue for their children to discover possibilities and begin to form

their own identity based on the outcome of their explorations.

Researches show that parent involvement increases the achievement of

children in school. It is also beneficial to the school since greater parent

involvement might help the school succeed in its implementation of programs

and projects. It is therefore crucial to know the level of parent involvement in

the elementary level and how it varies from the level of involvement in the

secondary level.

Parent involvement refers to the responsibility that is being performed

by the parents (Christenson & Sheridan, 2001) to have their children achieved

their utmost potential through their assistance in school-related works and

activities of their children. It may culminate from simple participation such as

asking the child what happened for a day in school to asking children about

the clubs they want to join and activities they want to participate, and getting
 19

involved in the activities of the Parents Teachers Association (PTA) or

volunteering in doing school-related activities school. However, the level of

involvement may vary depending on the areas such as academics,

extracurricular, and as members of the PTA. The study explored the different

level of involvement of parents in the different aspects of school-related

involvements. The concept of this study revolved around the three areas which

usually requires involvement of parents. Academic involvement refers to the

involvement of parents in the academic–related activities of the child such as

following–up their performance in school, working with assignments,

activities, and projects which directly affects the academic development of the

child. The extracurricular aspect deals with the involvement of parents in the

choice of their children in different interest clubs, campus-based

organizations, and cultural activities. Role as members of the PTA deals with

their level of involvement in performing their role as member such as

participating in PTA-initiated activities and projects, and doing the voluntary

duties and tasks assigned to them by the organization and the school. Erik

Erikson Psychosocial Development Theory was also used to aid in identifying

the differences in the level of parent involvement in relation to their

developmental stages specifically in the elementary years which is referred

to as industry vs. inferiority which usually occurs during the ages 5 to 12 and

identity vs. role confusion which occurs during the adolescent period (age 12

to 18) of children and is considered to occur during their secondary education.

 20

The theory may help explain the level of parent involvement in the elementary

and secondary levels.

These theory and different aspects became the determinant in

identifying the level of parent involvement in the elementary levels.

This research study therefore represents an initial effort in identifying

the complementary role of the Parent-Teacher Association in Western Kayapa

District and its relationship to School-Based Management. The researcher

hopes that new insights, particularly on the research environment, may

provide direction towards contributing to the enhancement of the PTA

complementary role and eventually, to School-Based Management.

Based from the stated concepts above, this study will be conducted as

shown in the conceptual model in Figure 1. This paradigm serves as the

schematic diagram of the investigation. The figure illustrates two rectangular

figures. The first box contains the complementary roles of the Parent Teacher

Association as the independent variable.

The second box contains the School Based Management which

comprises leadership and governance, curriculum and learning, accountability

and continuous improvement, and management of resources as the dependent

variable.

A vector emanating from the independent variable is connected to the

dependent variables which indicate that the complementary roles of Parent

 21

Teachers Association could possibly influence the School Based Management

of the respondents.

Independent Variable Dependent Variable

Complementary Role of Parent School Based Management Level

Teachers Association
 Leadership and Governance
 Collaboration  Curriculum and Learning
 Commitment  Accountability and
 Accountability Continuous Improvement
 Respect  Management of Resources
 Inclusivity
 Integrity

OUTPUT

Figure 1. Research Paradigm Showing the Possible Interrelationship

of the Different Variables under Study

Statement of the Problem

The study endeavored to ascertain the relationship of the

complementary role of Parent Teacher Association and School Based

 22

Management of public elementary schools in Western Kayapa District for the

School Year 2020-2021.

In particular, this study sought to answer the following questions:

1. What is the respondent assess to the complementary role of the Parent-

Teacher Association in terms of collaboration, commitment,

accountability, respect, inclusivity, and integrity?

2. What is the SBM level of practices of the schools in Western Kayapa

District?

3. Is there a significant relationship between the respondent’s

complementary role and SBM Level of the schools in Western Kayapa

District?

4. What management intervention could be initiated in order to

enhance the complementary role of parent teacher association and

School Based Management of the elementary schools in Western

Kayapa District?
 23

Chapter II

METHODOLOGY

Research Design

The proponent of this study will use the descriptive method of research,

utilizing specifically the correlation procedure technique because the said

method is the best technique suited for accounting the quantitative description

on the complementary role of Parent Teacher Association and School Based

Management using questionnaire.

Research Environment

This study will be conducted in Western Kayapa District, Kayapa,

Nueva Vizcaya, one of the 23 Districts in SDO Nueva Vizcaya. People in

 24

Kayapa are indigenous people who speak Kalanguya, Ibaloi, and Iwak in

communication.

This research study will be conducted in the DepEd Division of Nueva.

Pertaining to education, DepEd-Nueva Vizcaya’s mission is to foster a

child-friendly learning environment where learners will be provided with

quality education that will equip them with knowledge, skills, and values they

need to become productive and well-rounded individuals who will be

instruments of change under the supervision and management of highly

motivated and competent teachers and school administrators supported by

proactive stakeholders (Cabato, 2012).

Figure 2 shows the location map of the Western Kayapa District

identifying the different schools of the respondents.

 25

Figure 2. Map of Kayapa showing the location of the elementary schools.

Western Kayapa
District

Respondents of the Study

The respondents of the study will be the present PTA officers and

members and the public elementary schools in Western Kayapa District in the

Department of Education, Division of Nueva Vizcaya. The respondents will

be randomly chosen from the list.

Table 1 present the number distribution of the respondents according to

school.

Table 1. Distribution of Respondents PROVINCE OF

Schools No. of School No. of Teachers No. of PTA Total

Head Officers
1. Abat ES 1 2 10 13
2. Alang Salacsac ES 1 8 10 19
3. Ansipsip ES 1 2 10 13
4. Balangabang ES 1 7 10 18
5.Banao ES 1 4 10 15
6. Ban-et ES 1 2 10 13

Legend:
Respondents’
Legend: Schools
Legend:
 26

7.Besong ES 1 8 10 19
8.Cabayo IS 1 7 10 18
9.Castillo Village ES 1 4 10 15
10. Dayap ES 1 3 10 14
11. KCS 1 9 10 20
12. Kayapa Proper ES 1 4 10 15
13. Kayapa Proper West ES 1 6 10 17
14.Labeng PS 1 1 10 12
15.Lawigan ES 1 2 10 13
16.Napo-Tuyak ES 1 6 10 17
17.Pangawan ES 1 4 10 15
18.Talecabcab ES 1 3 10 14
19.Talmoy ES 1 3 10 14
20.Tidang Village ES 1 3 10 14
21.Tubongan ES 1 4 10 15
Total 21 90 210 323

Research Instruments

For the purpose of this research, questionnaires will be prepared to

gather the perception of the respondents on the complementary role of Parent

Teacher Association and School Based Management.

Specifically, the following will be prepared:

School Based Management Questionnaire. This will be adopted from

the School Based Management which is utilized by the Department of

Education.

To arrive at a verbal description of the weighted mean of the various

items and the grand mean, the following arbitrary numerical guide will be

used: 1- Very Low, 2- Low, 3- Moderate, 4- High, and 5- Very High.

 27

Complementary Role of Parent Teacher Association Questionnaire.

This checklist will be adapted from Famorca (2014) to gather the respondents’

perception about the role of Parent Teacher Association with slight

modification in order to suit the purpose of the study. This scale will be used:

5- Outstanding, 4- Very satisfactory, 3 – Satisfactory, 2- Needs Improvement,

and 1- Unsatisfactory.

Data-Gathering Procedure

To collect the needed data to answer the specific questions presented in

this study, the proponent will develop, adopt, validate, administer and score

the different instruments which will be utilized using the procedure that

follow:

Adaption of Research Instrument. To be able to find out the

complementary role Parent Teacher Association, the Questionnaire of

Famorca (2015) will be administered.

The administration of the data-gathering instruments will be done upon

approval of proposal. The proponent will personally administer the

questionnaires with permission from the Schools Division Superintendent and

 28

District Supervisors. Proper protocol will be observed in seeking permission

to undergo the study.

In the retrieval of the questionnaires, the proponent will personally

collect the administered questionnaires, so as to personally express gratitude

and listen to some side comments about the study and study-related issues, at

the same time, treat those remarks to help support the qualitative and

quantitative interpretations of the findings and results of the investigation.

Statistical Treatment of Data

After retrieval of the research instruments, the proponent will score and

tally the gathered data, put them into matrix, and subject for statistical analysis

and interpretation.

The study will utilize the following statistical tools:

Frequency and Percentage. These tools will be used in identifying the

respondents. Mean will be used to determine the complementary role of Parent

Teacher Association and the level of School Based Management of the

respondents. Pearson Product-Moment Correlation Coefficient (r) will be used

 29

to determine the relationship of the respondents’ complementary role of Parent

Teacher Association on the School Based Management.

REFERENCES

Abiola A. O. (1967) The Place of PTA as a Cooperating Body in the School

System. Teacher forum Vol. 6.
Basic Education Act (2013). Establish & Functions of PTA. 14th Jan. 2013.
(n.d.).
Bhargava S., Witherspoon D. (2015). Parental involvement across middle and
high school: exploring contributions of individual and neighborhood
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QUESTIONNAIRE 
COMPLEMENTARY ROLE OF PARENT-TEACHER ASSOCIATION
QUESTIONNAIRE
 
Directions:  Please check the box in each item corresponding to the
number that best expresses the status of your Parent-
Teacher Association in extending complementary services to
the school. 
 
5- Always   4- Oftentimes      3- Sometimes    2- Seldom      1- Never
 33

Statements 5 4 3 2 1
 A.      COLLABORATION
    1. The school and parents work together to provide a program of
activities to the unique needs of the school youth in the locality.

2. The PTA involves the community in school events and other

worthwhile activities.
3. The learners, parents, and other stakeholders are informed regarding
school policies and procedures.
4. The PTA develops unified efforts between the teachers and the
parents to facilitate the wholesome development of the child.

5.  The association brings about closer and wholesome relations between

the home and the school.
B. COMMITMENT
  The Parent-Teacher Association…
1. promotes the welfare of the school children and youth in the school,
home and community. 
2. helps raise the standard of living of the community.

3. formulates adequate laws for the care and protection of the children.

4. develops deeper cooperation between the teachers and parents in the

pursuit of a projects for school improvement.

5. extends financial assistance to school projects whenever feasible.

C. ACCOUNTABILITY
   The Parent-Teacher Association …
1. assists in the implementation of school policies, rules and
regulations.
2. helps in fund-raising projects of the school.

3. coordinates with the homeroom advisers and the school authorities

in the solution of  problems affecting the welfare of their pupils.

4. participates in school activities for the good of the barangay.

5. sponsors local leadership training.

D. RESPECT
     The Parent-Teacher Association…
 34

1. respects the rights of each member.

2. provides equal opportunities for all  members regardless of gender

or race.
3. maintains stature and behavior that uphold the dignity of all the
members.
4. support and value the organization through attendance and
meetings.
5. respects the barangay and school officials.

E. INCLUSIVITY
1. Parents are involved in planning school activities which supports
the goals and objectives of the school.
2. The PTA supervises the coordination of school and
community activities during holiday celebrations.
3. The PTA members finance the attendance of poor but deserving
pupils to national, regional and local
seminars, training and sports fest.
4. The parents notify the school about problems their
children may be having at home or withclassmates.
5.The parents volunteer for school projects and
programs.
F. INTEGRITY
1. The PTA members participate actively in the Association.

2. The members abide by the rules and regulations of the Association.

3. The PTA members desire an honest to goodness report for school

authorities about learners progress.
4. The Association’s fund and records of accounts are open to
everybody.
5. The PTA members pay their membership fee regularly.