"A Comprehensive Study of the Tripartite Collaboration Among Schools, Parents, and Barangay

Officials: Impact, Challenges, and Strategies for Enhancing Education in the Community"

Introduction:

The collaboration between schools, parents, and barangay officials plays a crucial role in

enhancing education within a community. This tripartite approach involves multiple

stakeholders working together to provide a holistic educational experience for students.

However, there is a need for a comprehensive study to understand the impact, challenges, and

strategies associated with this collaboration. This research aims to investigate the effects of

tripartite collaboration on education outcomes, identify the challenges hindering effective

collaboration, and propose strategies to enhance the collaboration for improved educational

opportunities within the community.

Research Objectives:

To examine the impact of tripartite collaboration on student performance and overall

educational outcomes in the community.

To evaluate the effectiveness of resource allocation strategies in enhancing education.

To analyze decision-making processes within the tripartite collaboration.

 To identify the challenges faced by schools, parents, and barangay officials in

establishing and maintaining effective collaboration.

To explore the strategies and best practices employed by successful tripartite

collaborations in enhancing education within the community.

To propose recommendations for improving and strengthening the tripartite

collaboration among schools, parents, and barangay officials to enhance education within the

community.

Research Questions:

What is the impact of tripartite collaboration on student performance, attendance, and

overall educational outcomes?

To what extent is the community engaged in the collaboration among schools, parents,

and barangay officials?

How are resources allocated and utilized to enhance education in community?

What are the main challenges faced by schools, parents, and barangay officials in

establishing and maintaining effective collaboration?

What strategies and best practices have been employed by successful tripartite

collaborations in enhancing education within the community?

 What recommendations can be made to improve and strengthen the tripartite

collaboration among schools, parents, and barangay officials for better educational

opportunities within the community?

Review of Related Literatue and Studies

Community Engagement

Development programs, dedicated mutual progression, resource mobilization, strong

engagement, systematic communication, support and collaboration, and team player came out

to be the outstanding practices of the school heads in their partnership with the barangay LGU.

These practices when come together and form a circle will represent the continuity and

efficiently will utilize by the school heads towards building a strong partnership with the

community.

According to Galang (2020), It takes everyone involved in a child's life to develop his

physical, emotional, relational, spiritual and intellectual aspects. Community partnership in this

regards is essential to achieve and be successful in any educative objectives.

Resource Allocation

Analysis of the case studies indicates that the schools used the following improvement

strategies that are commonly seen in the literature on effective schools: identifying

performance challenges and setting clear and concise goals to address the challenges, a

common focus on strong instructional practices and the use of data to make decisions that can

inform practice, the use of collaboration among all stakeholders to improve student

achievement, and continued professional development based on the Professional Learning

Communities model. (Perez, 2011).

Decision-Making Processes

Implementation of School based management as regards its participative decision-

making approach Participatory decision-making progresses from developing structures and

mechanisms to introducing continuous improvement processes through shared leadership and

community partnership.

In the study of Roque (2023), It is recommended that enrichment activities like

benchmarking to well-developed schools and other organizations in the community, and

intervention programs like brainstorming and planning sessions may be of help in creating a

better implementation of School-Based Management and the school heads along with the

teachers need to continue enhancing their leadership skills to ensure that the schools run
effectively and efficiently and take into consideration communication procedures relative to

transparency.

Challenges

While other classroom is equipping with technologies and used multi-media

presentations, there are still many schools in the Philippines who are still left behind with the

transformation in Education especially the schools located in the mountainous area of our

country. Nedal, O., & Alcoriza M. G. (2018)

The Philippine Statistics Authority has reported that approximately 16.7 million Filipinos

live below the poverty line, with many of them struggling to make ends meet on a daily basis.

The inability to send their children to school forces them to work instead, perpetuating the

cycle of poverty for generations. Furthermore, according to Section 1, Article XIV of the

Philippine Constitution also known as ‘‘No Filipino Child Left Behind Act of 2010’’, impose upon

the state the responsibility ‘’protect and promote the rights of all citizen to quality education to

all levels’’and ‘’take appropriate steps to make such education accessible to all’’.

Practices

Lopez, P., Alexander, R. A. & Hernandez, S. (2013), examined that parental involvement

highlights the significant roles involving educational practices. Like so many educators and

researchers, we are concerned with approaches to parental involvement that construct

restricted roles for parents in the education of their children. In addition, Students valued

school-community partnerships and identified collaborative activities they would like developed

based on school and community needs. It highlights the perspectives and contexts that must

be considered to establish school-community collaboration that meets students' academic,

social, physical, and emotional needs. (Hands, 2014).

Moreover, these framings restrict how parents from nondominant backgrounds can be

productive social actors who can shape and influence schools and other social institutions. A

great deal of general educational policy on parent involvement draws on Epstein’s theory and

typologies where a set of overlapping spheres of influence locate the student among three

major contexts—the family, the school, and the community—which operate optimally when

their goals, missions, and responsibilities.

Methodology:

This research will employ a mixed-methods approach, incorporating both quantitative

and qualitative data collection methods. Surveys will be conducted to gather quantitative data

on the perceptions and experiences of schools, parents, and barangay officials regarding the

tripartite collaboration and its impact on education. Additionally, interviews and focus group

discussions will be conducted with key stakeholders to obtain in-depth insights into the

challenges faced and strategies employed. A comprehensive review of existing literature and
relevant documents will also be undertaken to gather additional insights and support the

research findings.

Expected Outcomes:

This comprehensive study will provide a comprehensive understanding of the influence

of tripartite collaboration on educational outcomes, community engagement, resource

allocation, and decision-making processes. The impact, challenges, and strategies associated

with the tripartite collaboration among schools, parents, and barangay officials. The findings

will contribute to the existing body of knowledge on educational partnerships and

collaboration. It will provide valuable insights for policymakers, educators, parents, and

barangay officials in developing effective strategies for enhancing education within the

community. Ultimately, it is expected that the study's recommendations will lead to the

improvement of educational opportunities and outcomes for students in the community.

 Reference:

Galang, C. (2020). Community partnership in secondary schools: A sequential analysis of issues,

problems and outstanding practices. European Journal of Research Development and

Sustainability 1 (1), 13-18

Retrieved from:

https://www.neliti.com/publications/340864/community-partnership-in-secondary-schools-a-
sequential-analysis-of-issues-probl

Perez, L. (2011). Allocation of resources to improve student achievement. University of

Southern California

Retrieved from:

https://www.proquest.com/openview/e9d91137f812d70beb875ab8121d2feb/1?pq-
origsite=gscholar&cbl=18750

Roque, J. (2023). The Effect of the Implementation of School-Based Management in Decision

Makers and Stakeholders of Selected Public Schools in the Philippines.
Universidad de Granada

Retrieved from:

https://digibug.ugr.es/handle/10481/81171
Nedal, O., & Alcoriza M. G. (2018). Challenges in education: The untold story of students in
Lanao Kapanglao, Glan, Sarangani province. Journal of Advances in Humanities
and Social Sciences 4 (3), 118-126

Retrieved from:

http://www.tafpublications.com/gip_content/paper/Jahss-4.3.1.pdf

Bai, N. (2023). Educational Challenges in the Philippines. Philippine Institute for Development
Studies.

Retrieved from:

https://pids.gov.ph/details/news/in-the-news/educational-challenges-in-the-philippines

Lopez, P., Alexander, R. A. & Hernandez, S. (2013). Equity issues in parental and community
involvement in schools: What teacher educators need to know. Review of
research in education 37 (1), 149-182

Retrieved from:

https://journals.sagepub.com/doi/abs/10.3102/0091732x12459718

Hands, C. (2014). Youth Perspectives on Community Collaboration in Education: Are Students

Innovative Developers, Active Participants, or Passive Observers of
Collaborative Activities?. School Community Journal 24 (1), 69-97

Retrieved from:
https://eric.ed.gov/?id=EJ1032242