Level of Participation of School Stakeholders in the Implementation of Various

Activities and School Operations: Some Proposals

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

It takes a village to educate a child. Schools seeking improved outcomes usually

have one or more “champions for change” on the inside of the organization, and these

leaders can often engage to communities and or key stakeholders to produce better

results (Century and Levy 2002.) The basic framework of a quality education system is

one that succeeds in meeting the individual school desired goals and outcomes; one

that is relevant to the needs of students, communities and society; and one that fosters

the ability of students to acquire knowledge and the needed 21st century skills (Stone,

Bruce & Hursh, 2007).

The school as a social institution and agent of socialization needs to have a good

relationship with immediate and far communities. Relationship always exists between

the school and the community which lead to the success of the two. Thus, the learners

who become globally and economically competent are evidences of good quality

education. Also, they contribute to peaceful and democratic societies and enhance

individual well-being. The school is a community which produces better and productive

citizenry. In fact, a well-educated nation is composed of a well-educated society. In

addition, the integration of communities and schools goes beyond solely planning for

out-of-school time. It is a true supportive, reciprocal integration of community support for

schools, and their programs and schools providing a sort of sustenance for

communities.

School community relationship assist in the implementation and integration of

approaches to address the needs of communities and “the idea that the multiple and

interrelated problems that require multiple and interrelated solutions” (Michigan State

Board of Education, 2002). The basic idea behind school stakeholders’ relationship is to

integrate community and or stakeholders in the implementation of various activities and

school operations. Hence, the whole question of school community relationship should

be seen as that of placing schools as integral part of the society. Therefore, it is the duty

schools on one hand and communities on the other to see that all about schools and

communities blend into one whole picture (National Teachers Institute, 2000).

In the Philippines, the school administrators, principals and school in-charge are

sanctioned to discover new avenues on getting the attention and support of its

stakeholders. However, when a regular student, or any elementary

grader is asked about what community involvement activities they usually know, or be

involved in, most of the time, they will reply field trip or tree planting. It is therefore along

the above premises that this study aspired to answer the how and ways of maximizing

community involvement in the attainment of school operations goals. It aims to help

develop the confidence to explore issues and ideas critically, willingness to try new
things, and take managed risks in performing its noble goal of serving the community at

most (Soliman, 2005).

On the other hand, the Department of Education (DepEd) had been

implementing several projects, programs and activities (PPA) that will realize the

participation of stakeholders. These PPAs include Brigada Eskwela, Every Child-A-

Reader Program, School First Initiative; Child-Friendly School System; Project WATCH

(We Advocate Time Consciousness and Honesty); and Adopt-A-School 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 the school-initiated activities. Hence, this study investigated as to

how the level of participation of stakeholders in the implementation of various activities

and school operation affects the performance of its key stakeholders which are the

learners.

Furthermore, the community has played a vital role in shaping and molding the

educative process not only to its community but the entire education system of the

Philippines. Its contribution to the educational system in producing meaningful and

productive citizens can never be denied. This is mainly due to the fact that when the

school and the community have learned to cooperate with one another, many

opportunities will arise to unite their efforts and materials on projects for community

development (Sanders 2010).

Theoretical Conceptual Framework

Independent Variable Dependent Variable

Level of participation of Level of participation of

stakeholders’ in the stakeholders’ in the
implementation of various implementation of school
activities operations

Conceptual framework on the level of participation of stakeholders in the

implementation of various activities and school operations

Statement of the Problem

This study aims to assess the level of participation of stakeholders in the

implementation of various activities and school operations in Amancio Sepulveda

Elementary School during the school year 2021-2022, as basis to propose strategic

plan.

Specifically, it delves the following:

1. What is the level of participation of stakeholders’ in the implementation of various

activities in terms of:

1.1 Brigada Eskwela;

1.2 PTA Conferences

1.3 Reduction of illiteracy in school as home tutor in reading intervention program

1.4 Financial assistance

1.5 Distant Learning

1.6 Re-opening of Face to Face Classes

2. What is the level of participation of stakeholders’ in the implementation of school

operations in terms of:

2.1 leadership and governance;

2.2 curriculum and learning; and

2.3 management of resources?

3. Is there a significant relationship between the levels of participation of stakeholders

in the implementation of various activities and school operations?

4. Based on the findings, what strategic plan can be proposed?

Significance of the Study

The result of this study may have significant and meaningful benefits to the following:

Students/Pupils may be the main beneficiaries of this study. The research

enlightened students that the school which actively promotes participation of

stakeholders in the implementation of various activities and school operations to meet

students’ needs and interest.

Teachers may broaden the horizon on the primary role and importance of

stakeholders in the educative process to continuously improve the effectiveness of the

teaching and learning process – academic endeavors which could translate to better

school performance and student achievement.

School Administrators may serve as a guide to the principal or officers-in-

charge authorized for the smooth flow of school operations and management of school

towards plans and improvement formulation related to educational reform initiatives and

shared decision-making, and the efficient and effective performance of their

administrative functions.
 Education Supervisors may serve as springboard in planning programs to help

those school principals who have not reach the ideal level of performance in the

implementation of various activities and school operations.

Parents may validate the antecedents’ facts regarding the significant roles

played by parents in rearing and educating their children-the rearing experiences and

academic opportunities passionately pursued by them that focus their children on

holistic development. Once more, it reveals that various activities and school operations

provides stakeholders especially the parents more opportunities to take into account the

progress of their children.

General Public/ Stakeholders may provide basic information to make the

general public aware of their role in the school operations and their counterpart of the

different activities initiated by the school.

For the school level, assessment results will primarily be the basis for the

school’s plan of action. Looking into the specific dimensions / indicators where the

school was marked “X”, the stakeholders can plan for appropriate strategies or

measures to improve the identified area(s).

Curriculum Writers may find the study useful in the assessment result that may

provide the statistical pictures as to how many schools are in different levels of

participation of stakeholders practices, thus, may be incorporated in their curriculum

design.

DepEd Central office may consider the proposed recommendations from

regions and formulate the necessary policies to support the courses of action

implemented in the field or sustainability.

 Future Researchers may serve as reference to related researches on the level

of participation of stakeholders in the implementation of various activities and school

operations and may be provided baseline data from which further studies may be made.

Definition of Terms

A stakeholder is an individual or group with an interest in the success of an

organization in fulfilling its mission—delivering intended results and maintaining the

viability of its products, services and outcomes over time. 

External stakeholders are those outside the day-to-day work of the schools who have

a strong interest in school outcomes but who do not directly determine what goes into

producing those outcomes.

Brigada Eskwela is an annual activity led by DepEd where everyone in the school

community – including the private sector – work together to prepare schools for the

opening of the classes.

Every Child-A-Reader Program is designed to equip elementary pupils with strategic

reading and writing skills to make them independent young readers and writers.

School First Initiative provide schools with an environment that is conducive to reform

where teachers and learners enhance learning in all learning situations, be it in early

childhood centers, elementary and secondary schools or through an informal learning

environment

Child-Friendly School System is a learning environment in which children are

motivated and able to learn. Staff members are friendly and welcoming to children and

attend to all their health and safety needs.

Project W.A.T.C.H (We Advocate Time Consciousness and Honesty) is an advocacy

program jointly undertaken by JCI Senate Philippines, Department of Education,

Commission on Higher Education, Technical Education and Skills Development

Authority, Philippine Association of Colleges and Universities, PAPSCU, PRISAA, and

the office of Presidential Assistant for Education, to promote and undertake programs

that will instill the value of punctuality and honesty in all sectors.

Adopt a School Program is a structured pathway where a private entity agrees to

extend assistance to a public school in a particular aspect/s of its educational program

within an agreed period.