STAKEHOLDERS' ENGAGEMENT IN THE SCHOOL PROGRAMS: INSTRUCTION EFFECTIVENESS AND SUSTAINABILITY
Keywords:
stakeholders’ involvement, planning, decision-making, implementation, inclusive education, teaching and learning, learning resources, stakeholders’ innovative involvement plan, Carcar City, PhilippinesAbstract
Stakeholder engagement is widely associated with stronger school performance, yet its extent and its relationship to program outcomes remain under-examined in small, remote public schools. This study assessed the involvement of teachers and parents in the school programs of Puesto Integrated School, DepEd Carcar City Division, Cebu, for School Year 2024–2025, and the level of school program performance, as the basis for a Stakeholders’ Innovative Involvement Plan. A descriptive-correlational survey was conducted among 100 respondents (18 teachers and 82 parents) using an adapted and modified questionnaire administered through Google Forms. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson r (α = 0.05). Most teachers were aged 31–40, female, married, holders of Certificate of Academic Requirements (CAR) in education, had 6–10 years of service, and had attended division-level trainings; most parents were aged 31–40, female, and married. Teachers rated their involvement in planning, decision-making, implementation, engagement strategy, and evaluation as Very Great Extent (VGE; overall weighted mean = 4.83), whereas parents rated theirs as Great Extent (GE; 3.45). Teachers perceived school program performance as Very Highly Evident (VHE) and parents as Highly Evident (HE); teachers rated higher than parents on every variable. Stakeholder involvement correlated strongly and significantly with inclusive education (r = 0.973), the teaching and learning process (r = 0.911), provision of learning resources (r = 0.962), and safe operations (r = 0.964), all at p < 0.05. The most frequently reported concerns were mobilizing the financial assets of community partners and funding streams (88), exclusion from decision-making on proposed projects (76), poor dissemination of school announcements (60), and not being invited to project planning (56); weaker engagement in monitoring and evaluation, project reporting, open dialogue, school–parent collaboration, and project funding were also reported. Stakeholder involvement and school program performance are significantly related. A Stakeholders’ Innovative Involvement Plan for School Year 2025–2026 is proposed to strengthen participation, particularly of parents, in planning, decision-making, engagement, and evaluation.
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