CHAPTER I

THE PROBLEM

Background of the Study

Community can be defined by characteristics that the members share, such as

culture, language, tradition, law, geography, class, and race and can be classified as

homogeneous or heterogeneous, and united or conflictive (Uemura, 1999). The term

“community” also suggests a group of individuals who have succeeded in formulating

their common purpose by intelligent social action. It is considered as a fundamental unit

of teaching and learning in education which is a dynamic social function designed to

meet more inclusive individuals and social needs (Gregorio, 1984). Community

participation in education is seen as a way to increase resources, improve accountability

of schools to the community they serve, ensure a more cost-effective use of resources,

and most importantly, be responsive to the local needs. As a result, it intends to improve

equitable access, retention, quality and performance of schooling (Rose, 2003). In year

2003, the community participation has received attention in international and national

policy (Rose, 2003).

In the Philippines, the Government has enacted a law in 1982, known as the

Education Act of 1982 which envisages an “educational community” as having reference

to those persons or groups of persons as such or associated in institutions involved in

organized teaching and learning systems. It was even reported that Parent-Teacher

Community Association (PTCA) support system has significant contributions to the

school improvement such as learning environment, staff management/development,

school services, resources management and community building (Jimmy, 2006). In fact,

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it was found that in order to strengthen school-based decision-making, the relationships

among education offices, local government authorities, communities and parents need to

be coordinated so that stakeholders work as a team (Abebe, 2012).

On the premises of the importance of community involvement in school

management, this study will be conducted in order to determine the amount of

community involvement allowed by the school administration in the selected

municipalities in the Province of Tawi-Tawi. This is based on the fact that there has been

a study pursued about this subject matter. Thus, this research exhibits novelty in terms of

its findings and its result will serve as baseline information to the schools in Tawi-Tawi

in order to improve school management by increasing the level of community

involvement in the school management.

Statement of the Problem

This study aims to determine the community involvement in school management

decision in selected senior high school in the Division of Tawi-Tawi. Specifically, this

study will attempt to provide answers to the following questions.

1. What is the demographic profile of the respondents?

2. What are the community involvement?

3. What are the factors affecting the community involvement in school management

decision?

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Scope and Delimitations of the Study

Selected school personnel, advisers, and General Parent-Teacher Association in

the on the Senior Higher School in the Division of Tawi-Tawi. The schools with

organized General Parent-Teacher Association (GPTCAs) is the ones considered in the

study.

Significance of the Study

The information obtained from the study would be a useful basis for the school

administrators to improve their school management decisions through community

involvement. This would also serve as a basis to curb the deficiency of the current styles

and strategies in the school administration on school management decision that would

effectively involve the community.

Moreover, this would help understand the level of community involvement

needed to effectively arrive at the effective decision-making in the school management,

and hence, the result of this study would be beneficial to all school administrators

particularly in the province of Tawi-Tawi.

Theoretical and Conceptual Framework

Community involvement in school-based management is constructive and

beneficial (Afridi et al., 2014; Cranston, 2001). Moreover, the community presence is

among the key actions taken in the battle against corruption in education (Afridi et al.,

2014). Hence, if the extent of community involvement will be increased, it will redound

to the improvement of school management. In addition, community involvement helps

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achieve curricula and learning materials that reflect children’s everyday lives in society

(Uemura, 1999).

ANALYTICAL PARADIGM

Factors:
1. Enhance Information, Education
and Communication
2. Source of funds
3. Awareness on the importance of
the community involvement
4. Coordination with the community
leaders Community Involvement
5. School-community relationship
6. Political interference and In School Management
affiliation on the community and the
school administrator Decision
7. Support from the community to
the school
8. GPTCA/PTCA involvement
9. School Climate
10. Awareness of school curriculum
11. Community resources utilized by
the school.
12. Awareness of school programs
and activities

Figure I. conceptual model showing the influence of the identified on the

community involvement in school management decision.

Definition of Terms

The terms are operationally defined:

Community Involvement – refers to the community participation towards the school

management.

School Management and Decision – refers to the school systems and decision-making

of the school administrators and the support to community to school management.

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Demographic Profile – refers to the school systems and decision-making of the school

administrators and the support to

Basic Education Schools – refer to the public and private basic academic institutions

located the identified and selected municipalities subjected in this study.

Community – refers to the group of people lived in the selected municipalities where the

data and information needed in the study are to be gathered.

Participation – refers to the involvement of the people in the community on the

decision-making regarding the school management.

Effective Participation – means that throughout the decision-making processes,

including the stage of putting the issues on the agenda, citizens in the community must

have adequate and equal opportunity for expressing preferences as to the final outcome

(Clemons and McBeth, 2001).

School Administrator – refers to the principal, head teacher, teacher-in-charge or its

equivalent in the basic education schools.

School Management – refers to the management jointly practiced by the school

administration and the community especially in terms of planning and decision-making

processes.

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 CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies which provided

bases for the conduct of the study based on the previous information gathered and related

studies previously conducted.

Review of Related Literature

Community education seeks to bridge the gap between the school and life, to

develop personality and character, to make a local community a better place in which to

live. The responsibility of the school in the future shall be conceived in terms of the

larger needs of the community: (1) the school should understand the community of which

it is a part – its strength, its weakness, its needs; (2) the school should take the leadership

in promoting the welfare of the community through other agencies as well through its

own program; (3) this leadership implies that the school should cooperate with other

agencies in studying and appraising the community; (4) the school should cooperate with

other agencies in coordinating community activities and life; (5) the school through its

staff, pupils, programs, and facilities should enrich other community activities

immediately and directly (Gregorio, 1984).

One of the advantages of involving communities in school decision-making is that

it creates a greater sense of ownership, morale and commitment among the stakeholders

(Abebe, 2012). While community participation in schooling has always been apparent in

many countries in Sub-Saharan Africa, particularly in the form of support for school

construction, it has become more formalized in policy in recent years with new forms of

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participation emerging (Rose, 2003).For instance, UNICEP (2009) reported that parents

and communities are “first line” duty bearers, responsible for accessing available

opportunities for their children and for supporting quality education in their community.

In the Philippines, close relationship between public schools and the community

is essential because of the limited support given by the government to the public schools

especially in coping up with the school expenditures (Jimmy, 2006).hence, it is crucial to

give attention to the importance of school-community relationship and the role of the

administration in improving the relationship between the school and the community

especially the latter involvement in school management decision Jimmy, 2006; Gregorio,

1984).

However, it has been cautioned that not all schools and community members are

willing to get involved in school activities including the school management decisions

(Uemura, 1999). For instance, in El Salvador, it was revealed that even the parents valued

education and has a positive attitude regarding teachers, they were still suspicious about

the government (Pena, 1995). Moreover, it has been noted that although community

participation can be a strong tool to tackle some educational problems, it is not panacea

that can solve all the problems encountered in the education sector (Uemura, 1999).

Related Studies

UNICEP (2009) reported that adequate planning by the school head with

appropriate involvement of teachers, learners, parents and the community, can raise

curriculum standards and help the school meet learning achievement goals and

successfully implement other important policy directives or targets.

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 For his study, Jimmy (2006) found out that support system on school

improvements in Tawi-Tawi is not evident because Parent-Teaher Community

Association (PTCA) is not active in the province.

Cranston (2001) found out that school-based management has increasingly

become an agreed-upon model all over the world and the collaborative decision-making

is a fundamental element for the said model.

Dodge (2011) in his findings and conclusion that districts where close to one-half

of the elementary school buildings are implementing practices known as PBIS (Positive

Behavior Intervention Supports) could be examined. A study including pre and post-level

data could demonstrate whether school sites that implement PBIS experience greater

reductions of undesirable social behaviors building wide, compared to school buildings

that do not choose such a path. Such a comparison will seek to uncover the effectiveness

of the structures implemented in a PBIS environment.

The results of this study suggest that a key message from school administrators to

other school administrators is that having consistent data collection and analysis practices

will lead to improvements for students. Addressing the behaviors of students can begin

when schools understand and emphasize that the overall school environment greatly

influences academic and behavior successes.

OERU (2015) in their study. Throughout the schools in St. Lucia principals and

teachers are recognizing the need for parents as partners in the educational system.

Schools make deliberate and concerted effort to involve parents in the life of their

schools. Schools are now reporting that parents no longer wait to be called upon to

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address the needs of a school. They see the needs and respond to them. Parents have

taken ownership of schools and therefore respond positively to requests from schools.

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 CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures for carrying out the study from

the identification of study sites to the statistical treatment of the data.

Research Locale

The study will only select senior schools in the province of Tawi-Tawi are being

selected for the criteria, 1) Safety Environment; 2) Accessibility; and, 3) Enough

Information.

The data information gathered will be taken from the selected senior high schools

in the Division of Tawi-Tawi.

Respondents of the Study

The respondents of the study were the school personnel, class advisers and the

General Parent-Teacher Association. The source of the information will be taken from

these groups of respondents consisting of school head, teachers and GPTA elected as

president. This research will make use of sampled population. It is also assured that the

number of respondents will be manageable for investigation.

Research Design

The study will make use of the descriptive design. This design aims to describe the

nature of a situation as it exists at the time of the study and to explore the causes of

particular phenomenon (Ardales, 1992). It will utilize the self-formulated questionnaire-

checklist for data gathering from the respective research respondents in the selected

municipalities.
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Research Instruments

The self-formulated questionnaire will be used as research instrument to gather the

data and information from the respondents under investigation in this study.

The questionnaire consists of two (2) parts: Part I consists of personal information

of the respondents, and Part II consists of questions proper used to gather information

respondents on specific questions asked in the questionnaire.

Data Gathering Procedure

Before doing the actual survey, the researchers will request permission from the

selected private and public schools including the selected members of the community

where the data collection will be carried out. Permission will be done in the form of

formal letter addressed to the school heads, and informed consent letter to the teachers

and individual members of the community concerned attached in the questionnaire-

checklist. This will personally be administered by the researchers. Assurance will be

given to the respondents that their responses would be treated with utmost confidentiality.

Statistical Tools

Mean and frequency distribution is utilized in this study for data entry and analysis.

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 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results and discussion based on the data gathered.

Table 1 Demographic Profile of the Respondents

Frequency Percentage
n=13 %
Gender
Male 2 15.4%
Female 11 84.6%
Age
30 & below 4 30.7%
31-40 5 38.4%
41- 50 2 15.4%
51-60 2 15.4%
Ethnicity
Sama 5 38.4%
Tausug 7 53.8%
Others: (Ilonggo) 1 7.8%
Educational Attainment
Baccalaureate 3 23.0%
Baccalaureate with Masteral units 6 46.2%
Master’s 3 23.0%
Master’s with Doctoral units 1 7.8%
Number of years in service
10 & below 8 61.5%
11 – 20 3 23.0%
21 – 30 1 7.8%
31 – 40 1 7.8%
41 & above 0 0.0%

Table 1 shows the demographic profile of the respondents. As revealed on the

table, most of the respondents are female (84.6%), ages 21 and above (38.4%), and

belong to Tausug ethnicity (53.8%). As to highest educational attainment, mostly have

baccalaureate with masteral units (46.2%) and are 10 years/below in service (61.5%).

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Table 2 Community Involvement

Nature of Community Involvement Frequency Percentage

n=13 %
Citizen Control 0 0.0%
Delegated Power 0 0.0%
Partnership 12 92.3%
Placation 0 0.0%
Consultation 0 0.0%
Informing 0 0.0%
Therapy 0 0.0%
Manipulation 1 7.7%

Table 2 presents the response of the respondents on the nature of community

involvement in school management decision. As seen on the table, 12 (92.3%) of the

respondents considers Partnership. In this category, citizen participation is characterized

by power redistribution through negotiation between citizen participants and policy-

makers (i.e., they agree to share planning and decision-making responsibilities).

Table 3 Factors Affecting Community Involvement

Indicators Mean Interpretation

Lack of Information, Education and Communication 3.46 Agree
Lack of funding 4.15 Agree
Lack of awareness on the importance of the 3.62 Agree
community involvement
Lack of coordination with the community leaders 3.54 Agree

School-community relationship is not working well 3.31 Neither

Agree/Disagree
The community and the school is not interested to 3.08 Neither
work together Agree/Disagree
Due to political interference and affiliation of the 3.15 Neither
community and the school administration Agree/Disagree
Conduct of consultative meeting with the community 3.38 Neither
Agree/Disagree
Community education through conducting seminars 3.23 Neither
and trainings Agree/Disagree
Utilization of the Parents-Teachers Community 3.54 Agree

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 Association
Presence of all stakeholders to be in the school board 3.46 Agree
meeting
Visiting the community for input and feedback 3.00 Neither
Agree/Disagree
Overall Mean 3.41 Agree
Legend: 1.00 – 1.80 – Strongly Disagree; 1.81 – 2.60 – Disagree; 2.61 – 3.40 – Neither Agree/Disagree;
3.41 – 4.20 – Agree; 4.21 – 5.00 – Strongly Agree

Table 3 shows the response of the participants on factors that affects community
involvement in school management. As depicted in the table, lack of funding as a factor
has the highest mean of 4.15 in which case the respondents most agree. In addition,
respondents also agree to factors such as Lack of Information, Education and
Communication; Lack of awareness on the importance of the community involvement;
Lack of coordination with the community leaders; Utilization of the Parents-Teachers
Community Association; and Presence of all stakeholders to be in the school board
meeting.

Moreover, when the respondents were asked on factors such as School-

community relationship is not working well; The community and the school is not
interested to work together; Due to political interference and affiliation of the community
and the school administration; Conduct of consultative meeting with the community; and
Community education through conducting seminars and trainings, they were undecided
or neither disagree/agree.

However, total mean score of 3.41 shows that the respondents agree on the
factors affecting community in school management presented.

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 CHAPTER V

CONCLUSION AND RECOMMENDATION

Conclusion

This study aims to determine the community involvement and it’s factors

affecting school management decision in selected senior high school in the Division of

Tawi-Tawi. Based on the findings of the study, most of the respondents are female, ages

21 and above and belong to Tausug ethnicity. As to highest educational attainment,

mostly have baccalaureate with masteral units and are rendering services 10 years/below.

Partnership was well-thought as the nature of community involvement and lack of fund is

considered as factor that affect community involvement.

Recommendation

Based on the conclusion of the study, the researchers safely recommend the following:

1. Provide sufficient funds or resources and use it effectively for the purpose of

community and school relationship.

2. Enhance partnership between the community and school especially PTCA to

strengthen the relationship between them.

3. Further research may be done considering other factors and effects.

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 References

Abebe, W. 2012. School Management and Decision-Making in Ethiopian Government

Schools: Evidence from the Young Lives Qualitative School Survey.Working
Paper No. 86. Young Lives, Oxford University, UK.

Afridi, M., S. Anderson and K. Mundy. 2014. Parent and Community in Education: A
Rapid Review of the Literature. AKFC and DFATD, Canada.

Ardales, V. B. 1992. Basic Concepts and Methods in Research. Great Books Trading,
Cubao, Quezon City.

Clemons, R. S and M. K. McBeth. 2001. Public Policy Praxis – Theory and Pragmatism:
A Case Approach. Prentice-Hall, Inc., Upper Saddle River, New Jersey, USA.

Cranston, N. C. 2001. Collaborative Decision-Making and School-Based Management:

Challenges, Rhetoric and Reality: (Queensland University of Technology:
Australia). Journal of Education Enquiry 2:2, 2001.

Gregorio, H. C. 1984. School Administration and Supervision. Garotech Publishing

Company, Commonwealth, Quezon City, Philippines.

Jimmy, J. H. 2006. Parent-Teacher Community Association Support System on School

Improvements. Unpublished Master’s Thesis. Graduate School, Mindanao State
University-Tawi-Tawi College of Technology and Oceanography (MSU-TCTO),
Bongao, Tawi-Tawi.

Lukman, A. G. 2004. Community Involvement in Biodiversity Protection in the

Philippines: A Policy Analysis. Master’s Thesis. University of Idaho, USA.
Published as Lukman, A. G. and O’laughlin, J. J. (2008). Policy Case Analysis of
the Community Involvement in Biodiversity Conservation Decisions in the
Philippines in Research Journal 27:1, Western Mindanao State University.54-63.

Pena, V. J. 1995. “Second Phase of Social Assessment for the El Salvador EDUCO
Program and the Basic Education Modernization Project” LATEN Dissemination
Note No. 13, Washington, DC. The World Bank.

Rose, P. 2003. Communities, Gender and Education: Evidence from Sub-Saharan Africa.
Background Paper for 2003 UNESCO Global Monitoring Report. Sussex, UK.

Uemura, M. 1999. Community Participation in Education: What Do We Know?

HDNED, The World Bank, New York, USA.

UNICEF, 2009. “School and Community” In Child Friendly Schools. CFS Manual. New
York, USA. http://www.unicef.orgeducationfilesCFSmanual_ch04_052009.pdf.

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Dodge R. P. 2011. Managing School Behavior: A Qualitative Case Study. Graduate
Theses and Dissertations. Iowa State University.

OERU. July 2015. Case Studies for Professional Development for Principals and teachers
in the OECSS. OERU School Leadership and School Management Initiative.

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Questionnaire

Please accomplish this questionnaire by answering both PART I and PART II. For PART
II, please check the appropriate box/space provide as best as you can based upon your
knowledge, experience and observation.

PART I

Name (Optional): __________________________

Gender: ( ) Male ( ) Female

Position: ( ) Principal ( ) Head Teacher ( ) Teacher-In-Charge ( ) Teacher

Age: ( ) 30 & below ( ) 31-40 ( ) 41- 50 ( ) 51-60 ( ) 61 & above

Civil Status: ( ) Single ( ) Married ( ) Widow/Widower ( ) Separated ( ) Single Parent

Ethnicity: ( ) Sama ( ) Tausug ( ) Others (specify) ________________

Educational Attainment: ( ) Baccalaureate ( ) Baccalaureate with Masteral units

( ) Master’s ( ) Master’s with Doctoral units ( ) Doctorate

Number of years in service: ( ) 10 & below ( ) 11-20 ( ) 21-30 ( ) 31-40 ( ) 41 & above

PART II

Below are 8 categories that could be used to describe the nature of community
involvement as allowed by the school administration in the school management decision
in the basic education schools in Tawi-Tawi. NOTE: Please refer to the attached
Descriptions sheet describing the eight categories.

____A. Citizen Control

____B. Delegated Power

____C. Partnership

____D. Placation

____E. Consultation
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____F. Informing

____G. Therapy

____H. Manipulation

B. Factors Affecting Community Involvement

Legend: 5 – Strongly Agree

4 – Agree
3 – Neither Agree/Disagree
4 – Disagree
1 – Strongly Disagree
Factors:

1. Lack of Information, Education and Communication

5 4 3 2 1

2. Lack of funding
5 4 3 2 1

3. Lack of awareness on the importance of the community involvement

5 4 3 2 1

4. Lack of coordination with the community leaders

5 4 3 2 1

5. School-community relationship is not working well

5 4 3 2 1

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6. The community and the school is not interested to work together
5 4 3 2 1

7. Due to political interference and affiliation of the community and the school
administration
5 4 3 2 1

8. Conduct of consultative meeting with the community

5 4 3 2 1

9. Community education through conducting seminars and trainings

5 4 3 2 1

10. Utilization of the Parents-Teachers Community Association

5 4 3 2 1

11. Presence of all stakeholders to be in the school board meeting

5 4 3 2 1

12. Visiting the community for input and feedback

5 4 3 2 1

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Appendix E: Descriptions of Eight Categories

A. Citizen Control = Citizen participants can govern a program or project, be in full

charge of policy and managerial aspects, and be able to negotiate the conditions under
which outsiders may change them.
B. Delegated Power = Citizen participants can be held, at least partially, accountable for
the programs or projects entrusted to them.
C. Partnership = Citizen participation is characterized by power redistribution through
negotiation between citizen participants and policy-makers (i.e., they agree to share
planning and decision-making responsibilities).
D. Placation = Citizen participation is through a few hand-picked people on public
bodies or boards (i.e., Community Action Agencies), but they are not accountable to the
people in the community and can easily be outvoted by the policymakers who hold the
majority of the seats. Citizens provide advice, but the policy-makers retain the right to
judge the legitimacy or feasibility of their advice.
E. Consultation = Citizen participation process invites public opinion and offers no
assurance that their concerns and ideas will be taken into account. This is often held in
surveys, meetings or public hearings and the right to restrict public inputs rests with
policy-makers, thus citizen participation results to information collection.
F. Informing = Citizen participation places the emphasis on a one-way flow of
information (from policy-makers to the public) with no channel provided for the feedback
and no power for negotiation. This is often done in news media, pamphlets, posters, and
responses to inquiries.

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G. Therapy = Citizen participation is designed to “cure” the citizen participants. This
assumes that there is something wrong with citizens who participate. Citizen participants
are engaged in extensive activity such as involvement in planning, but the policy-makers
subject them to clinical therapy, attempting to cure them of their diseases or
“pathologies”.
H. Manipulation = Citizen Participation is designed to “educate” the citizen participants.
Citizen participants are placed on advisory committees or advisory boards for the express
purpose of “educating” them or engineering their support.

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