Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

Stakeholders’ Involvement In School Initiated Activities Of Alinguigan

2nd Integrated School: A Basis To Develop Community Partnership

A Full-Blown Basic Research

Presented to

the Schools Division of the City of Ilagan

Presented by

1 x 1 ID 1 x 1 ID
picture picture

Virginia M. Claro
Dwight G. Gumaru
Principal II Teacher III
Alinguigan 2nd Integrated School

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

I. Abstract

This basic research aimed to determine the level of stakeholders

involvement in school initiated activities of Alinguigan 2nd Integrated School
as a basis to develop community partnership. Data were gathered through a
questionnaire. The responses were compared and subjected to paired
samples t-test; Analysis of Variance is employed to determine the significant
difference in the respondents’ responses between profile; and Pearson
Product momentum to test the relationship of different stakeholders. Results
revealed that there was no significant difference between profiles.
Meanwhile, a very positive correlation was noted between the stakeholders
and the school community. This implies that as the respondents’ involved
towards schools initiated activities hence intensifies the relationship of the
stakeholders’ and strengthens and the need to develop a community
partnership . With these, it is strongly recommended that school must
imperatively develop program, projects and activities involving all
stakeholders and implement together to ensure that all learners have access
to quality basic education.

Keywords: School-initiated activities, Stakeholders, Involvement

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

II. Acknowledgement

The researchers would like to extend their sincere respect and

admiration to the Schools Division Research Committee of the Schools

Division of the City of Ilagan. To Sir Norben T. Nicasio, Planning Officer III

and Sir Jojo M. Ramos, Education Program Supervisor I for his humble

guidance. To Ma’am Juliet V. Gumpal, Chief Education Supervisor, SGOD,

for the inspiration they shared that made us believe to the completion of this

study. The researchers would like also to express our gratitude to Assistant

Schools Division Superintendent Ma’am Cheryl R. Ramiro, and to the

Schools Division Superintendent, Sir Eduardo C. Escorpiso Jr. for their

unwavering support in the entire Division of the City of Ilagan.

Finally, the researchers would like to convey our gratitude to the

Division Research Focal Person, Ma’am Jenalyn C. Marayag for her endless

guidance, and of course to all the Division Research Technical Working

Group for opening our minds and create this opportunity to an encouraging

career development as well as to provide and learn necessary skills towards

completion of this study.

The Researchers

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

III. Introduction and Rationale

The Department of Education (DepEd) believes that shared

responsibility of school heads, teachers, parents, learners, local

Government Units (LGUs), and the community at large is a core

enabler in providing accessible and quality basic education in a safe,

healthy, and nurturing learning environment. With School-Based

Management (SBM) as the face of shared governance in schools, it

embodies a participative approach in decision-making through

decentralization, while promoting the rights and well-being of learners

in support of the rights-based education (RBE) approach.

In line with the Governance of Basic Education Act of 200l (RA

9155) which emphasizes that every unit in the education bureaucracy

is responsible and accountable for continuous improvement of

learning outcomes. Through the principle of shared governance,

participatory decision-making driven by active engagement of school

stakeholders is strengthened.

Hence, the Department of Education urge schools to partners’

with potential stakeholders’ to better run the organization. Some

these initiatives are the Adopt –a –school program which welcome

philanthropic individuals who can lend their helping hands for the

school.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
The implementation of the programs and projects for the school

improvement where each project had its individual stakeholders on

whose participation success depended. Stakeholders in the education

sectors were drawn from an existing structure that had been relied on

in the delivery of infrastructure projects under other funding

initiatives and were mandated to run the processes necessary in the

implementation of the School Improvement. The organization of

different groups of stakeholders are mandated by the Department of

Education to enter partnership to schools such as the Parent

Teachers Association, School Governing Councils and the School

Planning Team.

Development experts have suggested that stakeholder’s

participation and awareness is critical in the success implementation

of School’s PPAs. It is a combination of target projects in various

programs whose success was greatly influenced by the participation of

stakeholders at all the levels of the program and project cycle.

Alinguigan 2nd Integrated School is a learning institution that

implements Projects, Programs and Activities for school improvements

in terms of Access, Quality and Governance. The funds released by

the department of Education is not enough to implement the planned

improvements stated in the School Improvement Plan.

The success of the implementation of school improvements in

the various programs is dependent on several factors. The availability

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
of resources such as money is a prerequisite condition that the every

institution should have before any project implementation. Since

school finances is not enough to funds school improvements the

school to tie up to their stakeholders.

The stakeholder participation is the one key variable that was

not in place and was expected to happen to guarantee success of the

projects. There is therefore needed to investigate what extent

stakeholders were involved in the project cycle and whether this may

explain the gaps in the outcomes.

Furthermore, schools are considered as places which provide

appropriate learning environment for learners, but the importance of

stakeholders cannot be ignored. Undeniably, they contribute

significantly to various components of learners particularly in

improving their academic performance. Their pivotal role continues to

be recognized by schools as they are essential for the complete

development of the personality and career of learners. More so,

stakeholders have a very important impact on the learners’ growth

and development. Thus, the school and the stakeholders’ have the

significant responsibility of leading and supporting the learners and in

creating an enjoyable environment so that the latter’s potential and

self-confidence can develop well. In this manner, the school in

partnership with pertinent stakeholders have the responsibility of

nurturing the learners to become responsible citizens of the world.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Thus, the researchers investigated the level of of stakeholders’

involvement in the success implementation of the school initiated

activities in Alinguigan 2nd Integrated School.

IV. Literature Review

Stakeholders consist of the entire community involved: those in

leadership positions within the school, educators, principals,

counselors, administrators and all the other members of a school

district that students may or may not come face to face with; plus

possibly architects and designers; certainly parents and the students

extended family – grandparents, aunts, uncles, cousins and so on;

local organizations and businesses; faith-based institutions; then, and

maybe most importantly, students (Alomes, 2020). Unfortunately, it’s

students who most often get overlooked in decision-making processes.

To create effective education systems and effective learning

environments, all stakeholders need to come together in a meaningful

way, through collaboration and therefore connection. And successful

collaboration between all stakeholders means deep listening as well as

active doing. Open, transparent dialogue results in all parties feeling

seen, heard and valued, and in the end it’s the connection and

compassion formed through those healthy relationships that creates

successful teaching and learning outcomes.

The theory of Psychosocial Development of Erickson (cited by

McLeod, 2013), if children are encouraged and reinforced for their

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
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.

Parents are important in providing environmental, social and

economic factors, which have powerful effects on pupils’ academic

lives. It’s been documented that parents’ readiness to contact teachers

about their children’s improvement is possibly the first step to

becoming involved in education (Mante, 2015). When schools,

families, and community groups work together to support learning,

children tend to do better in school, stay in school longer, and like

school more. According to Dietel (2004), parental involvement over the

past decade, indicates that regardless of family income or

background, students with involved parents are more likely to earn

higher grades and test scores, enrolled in higher-level programs, be

promoted, pass their classes, earn credits, attend school regularly,

have better social skills, show improved behavior, adapt well to school

and graduate to postsecondary education. Research has consistently

indicated that parental involvement is integral to high student

academic achievement.
INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Olmstead (2013) classified parent involvement into reactive and

proactive involvement. Reactive involvement means parents attend to

school programs that are organized by the school such as parents’

meetings, family gatherings, or volunteering whereas proactive

involvement is the participation of parents in assisting their children,

completing homework, discussing school activities, and following the

children’s improvement. In conclusion, parents need to be aware of

their roles and responsibilities in educating their children. The desire

to engage in any activity related to their children’s education both at

home and in school involvement should be owned by each parent.

Majority of parents find it more and more difficult to make a

living, like their busy at work, no permanent job and uneducated are

present enough reason to be distracted from the expected monitoring

in various aspects of children’s life. The trials of single parenthood,

poverty, family crises and the ever increasing involvement of women

in various areas of community and national development makes one

to ask questions as to whether parents are still able to be dedicated to

their wards; or whether they are putting enough efforts towards

effective learning of among their children (De Torres, 2021).

According to the principles of family law, parents are obliged to

maintain, protect and care for their children. They were required to

accept responsibility for the physical and emotional needs of their

children and to raise their children in such a way that they can adapt

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
to society and participate successfully in its activities. Parents are

obliged to protect the fundamental rights of their child to education,

food, clothing, shelter, and health care. Parents should understand

the needs and goals of the school, and their involvement can range

from occasional attendance of school functions to membership of

parent–teacher organizations and school governing bodies. A parent

who sees the school as an instrument for the achievement of his or

her children is usually significantly involved in schools (Smith, 2009).

In most cases, we find that cultural sensitivity is extremely relevant to

the assumptions made about the home.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

V. Research Questions

This study aims to assess the stakeholders involvement in

school initiated activities in Alinguigan 2nd Integrated School.

Specifically, this study aims to answer the following questions:

1. What is the profile of the respondents in terms of the following:

A. Sex
B. Age
C. Civil Status
D. Monthly Income
E. Type of organization
2. What is/are the stakeholders’ involvement/s in school-initiated
activities in Alinguigan 2nd Integrated School along with:
2.1 Leadership and Governance
2.2 Learners Achievement
3.3School Programs and Reforms
3. Is there a significant difference between the stakeholders
involvement when grouped according to profile?
4. Is there a significant relationship between the stakeholders
participation when grouped according to monthly income and
type of organization?

VI. Scope and Delimitation

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
The purpose of the study was to assess the stakeholders’

involvement to school initiated activities in Alinguigan 2nd

Integrated School for the school year 2022 - 2023.

The study was limited to those stakeholders that were

accessible in a given timeframe. This study was limited to those

stakeholders who actively participated only in projects from

Alinguigan 2nd Integrated School.

V. Research Methodology

The descriptive research design was utilized in this study in

finding out the stakeholders’ involvement in the school-initiated

activities of Alinguigan 2nd Integrated School. As explained by

Fraenkel (2010), descriptive method is a process of gathering,

analysing, classifying, and tabulating data about a prevailing

phenomenon, practices, beliefs, processes, trends, cause and effect

relationship and then making adequate interpretation of the data

collected with or without the aid of statistical method. This involves

data gathering about existing conditions supported with descriptive

analysis to be gathered information from the survey.

A. Sampling

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
In order to investigate the stakeholders’ involvement to school

initiated activities of Alinguigan 2nd Integrated School, stratified

random sampling was employed to get a representative from each type

of organization where stakeholders belonged. Stratified random

sampling is a method of sampling that involves the division of a

population into smaller subgroups known as strata. In stratified

random sampling, or stratification, the strata are formed based on

members’ shared attributes or characteristics, such as income or

educational attainment (Hayes, 2023).

B. Data Collection

To get appropriate data, the researchers will make use of the

following:

1. The researchers adapted the questionnaire from existing study of De

Torres, 2021.

2. Submitted research proposal to the Division Research Committee for

approval.

3. After the approval, the researchers used google form for an ease in

collecting data in time for the respondents and low – cost friendly data

collection. However, the researchers also printed out questionnaire for

distribution for respondents who are not digitally inclined,

4. Then, data collected was consolidated and statistically computed

using Microsoft Excel.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
C. Ethical Issues

A letter was given to the Schools Division Superintendent for

approval to conduct the study. The questionnaire was also submitted

to the screening committee for quality assurance purposes. After the

approval of the letter and the questionnaire, this was administered to

the stakeholders of Alinguigan 2nd Integrated School. Furthermore,

the researchers sought the consent appended in the google form

during the survey. Authors of books, journals, publications as well as

website from the internet which was added as references was

acknowledge and cited. Gathered data was kept confidential and was

used solely for the purpose of the study.

D. Plan for Data Analysis

As soon as the researchers gathered the data about the study.

The data were compiled, sorted, organized, and tabulated. These data

are subjected to statistical treatment in order to answer the questions

proposed in the study. The statistical tools employed are as follows:

1. Frequency and Percentage

Frequency and Percentage was used for the demographic profile

such as the age, sex, monthly income and type of organization.

Frequency distribution is an arrangement of the data which shows the

frequency of respondents or groups of variables.

f
P= ×100
n

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Where:
n = number of sample size
f = Frequency
P = Percentage
2. Weighted Mean

Weighted mean was used to describe the stakeholder’s

involvement to schools’ initiated activities on regard to leadership and

governance, learners’ achievement and implementation of school’s

programs and reforms. The formula of this statistical tool is as follow :

Where:

Mw – computed weighted mean

fw – product of frequency and weight
n – total number of sample
3. Pearson Product-Momentum Correlation Coefficient.

This treatment was used to correlate the relationship of stakeholder’s

level of involvement when grouped according to monthly income and

organization. The particular formula is as follow:

Where:

r – Pearson correlation coefficient

x – Values in the first data set

y – Values in the second data set

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
n – Total number of values

4. Analysis of Variance (ANOVA)

This was utilized to assess the significant difference between the

level of involvement of stakeholders when group according to their age and

monthly income.

5. Independent Samples t-Test

This was utilized to assess the significant difference between

the level of involvement of stakeholders when group according to their

sex and type of organization.

VII. Discussion of Results and Reflections

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
This section presents the analysis and interpretation of data

obtained from the respondents. Tables are presented in this section

supported by discussion to project the synthesis of this study which

will be the basis of writing the conclusion and recommendation of this

study.

Table 1.
Demographic Profile of the Respondents
Sample Characteristics n %
Age
30-39 4 24
40-49 12 71
50 above 1 6
Sex
Male 10 52
Female 7 48
Civil Status
Single 0 0
Married 17 100
Monthly Income
Below 10,000 12 71
10,957-21,914 2 12
21,914-43,828 above 3 18
Type of Organization
Teacher 1 6
NGO 4 24
LGU 4 24
Alumni 2 12
Others 6 35

The data in the table shows that the largest age group among the

respondents is the age belonged to 40-49 years old group, with 12

respondents or 71% of the total followed by 30-39 years old group, with 4

respondents or 24% of the total and 50 years old above with 1 respondents

or 6%, with a total of seventeen (17) respondents.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Moreover, the data in the table suggest that most of the respondents

are male, with 10 respondents or 52% of the total. So, the remaining 48

percent (f=7) represents the female. Besides, 17 (100%) are married among

the respondents.

In addition, table unveils that monthly income of the respondents

earning below 10,000 pesos has the largest number comprises 12 or 71%.

Meanwhile, respondents earning 21,914 - 43,828 pesos obtained a frequency

of 3 or 18%. It was also noted that there was 2 or 12 % from the respondents

have a monthly income of 10,957 - 21,914 pesos.

In the type of organization, others is the largest with a frequency of 6

or 35%. NGO and LGU has the same number of respondents with 4 each

and 24% in the total number. Alumni has only 2 respondents or 12% of the

total and 1 respondent for teacher with only 6% of the total number.

Table 2.1
Stakeholder’s Involvement to Schools’ Initiated Activities on regard to Leadership
and Governance

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Items Mean SD Rank VD
1. ensure that historically underrepresented
groups benefit from leadership development 2.941 0.556 12 Often
opportunities in my school
2. join in performance reviews and accountability
measures to ensure they are strategic and aligned 3.118 0.485 10 Often
with improvement efforts
3. participate in meetings related to decision-
making and implementing strategic plans 3.176 0.636 6 Often
4. value and center perspectives from all members
of the learning community in decision making 3.176 0.636 6 Often
5. engage in leadership practices to promote
educational equity 3.176 0.529 6 Often
6. adhere to shared governance of the school 3.176 0.393 6 Often
7. engage in partnerships with local civic,
business, and service organizations specifically 3.118 0.485 10 Often
related to educational equity
8. ensure that climate in my school is safe and
positive for everyone 3.176 0.529 6 Often
9. express my feelings, desires, and opinions in my
school without fear of retaliation 3.118 0.485 10 Often
10. work harmoniously with (co)-teachers and
superior/s 3.294 0.588 2 Often
11. provide moral support to school’s curricular
initiatives 3.235 0.562 3 Often
12. respect differences in beliefs and opinions 3.353 0.493 1 Often
Composite Mean 3.172 0.423 Often

The table above reveals the respondents’ responses in the

Stakeholder’s Involvement to Schools’ Initiated Activities on regard to

Leadership and Governance. It can be collected that the highest rank

obtained was from the statement item 12 “respect differences in beliefs and

opinions” with mean of 3.353 (SD=0.493) and a verbal interpretation of

Often. On the other hand, the lowest rank obtained was from the 1 st item

“ensure that historically underrepresented groups benefit from leadership

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
development opportunities in my school” with mean of 2.941 (SD=0.556) and

a verbal interpretation of Often. Overall, the respondents’ composite mean

for Leadership and Goverance is 3.172 which still interprets as Often.

Table 2.1
INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Stakeholder’s Involvement to Schools’ Initiated Activities on regard to Learners
Achievement
Items Mean SD Rank VD
1. assist school community in sourcing out
funds for students to be able to participate in 3.118 0.485 4 Often
academic and non-academic competitions
2. volunteer in the different activities related to
the health and nutrition of the school children
3.235 0.562 1 Often
especially during school feeding programs,
activities in the nutrition month and the like
3. willingly took part in the school’s
maintenance week dubbed as Brigada Eskwela,
3.000 0.612 9 Often
Adopt-a-School by extending some of the
needed resources (financial, material, labor)
4. help convince civic community minded
members to extend assistance to schools
3.000 0.500 9 Often
especially during special activities like teacher’s
month, Brigada Eskwela activities and others
5. participate actively in the different activities
initiated by the schools especially regarding
3.176 0.529 2 Often
PTA conferences, general assemblies and
parents day activities
6. eagerly engage in meaningful volunteer work
in our school community (value formation
3.059 0.659 6.5 Often
activity, sports competition) that enhances
positive interaction among the youth
7. participate in school activity directed towards
the reduction of illiteracy in schools especially
as visiting mentor in the school reading 3.000 0.612 9 Often
intervention program and the reading recovery
program of the school
8. contribute to the improvement of pupils’
academic achievement through their attributes 3.059 0.556 6.5 Often
and competencies
9. get involved in the budget planning for this
3.118 0.485 4 Often
school
10. highly support and get involved in designing
3.118 0.485 4 Often
school programs for leaners’ development
3.088 0.45 Often
Composite Mean
7

The table above reveals the respondents’ responses in the

Stakeholder’s Involvement to Schools’ Initiated Activities on regard to

Learners Achievement. It can be collected that the highest rank obtained was
INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
from the 1st statement “volunteer in the different activities related to the

health and nutrition of the school children especially during school feeding

programs, activities in the nutrition month and the like” with a mean of

3.235 (SD=0.562) and a verbal interpretation of Often. On the other hand,

the lowest rank obtained was from the item 3, 4 and 7 “willingly took part in

the school’s maintenance week dubbed as Brigada Eskwela, Adopt-a-School

by extending some of the needed resources (financial, material, labor)”, help

convince civic community minded members to extend assistance to schools

especially during special activities like teacher’s month, Brigada Eskwela

activities and others” and participate in school activity directed towards the

reduction of illiteracy in schools especially as visiting mentor in the school

reading intervention program and the reading recovery program of the school

with mean of 3.000 (SD=0.612) and a verbal interpretation of Often. Overall,

the respondents’ composite mean for school plan management is 3.088,

which still interprets as Often.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

Table 2.1
Stakeholder’s Involvement to Schools’ Initiated Activities on regard to School
Programs and Reforms
Items Mean SD Rank VD
1. collaborate for the purpose of decision-
3.118 0.600 5 Often
making related to school policies and practices
2. have opportunities to contribute to school-
3.118 0.485 5 Often
wide rules, norms, and expectations
3. support for professional learning and growth
3.176 0.529 2 Often
is available to all staff members at my school
4. help in the improvement efforts on changing
systems, policies, and adult practices to better 3.000 0.500 9.5 Often
support students, rather than 'fixing' students
5. provide/help find locations in the
community to be utilized for school and 3.118 0.485 5 Often
classroom projects, events, and instruction
6. regularly participate in community events
3.118 0.485 5 Often
and activities as a representative of my school.
7. am a proactive partner/s in education like in
3.118 0.600 5 Often
the Adopt-a-School Program
8. personally participate as education
partner/s through Brigada Eskwela, wherein I
am part of the army of volunteers who 3.000 0.500 9.5 Often
assemble to repair and prepare classrooms in
time for the opening of classes
9. help in the mobilization, management and
3.059 0.748 8 Often
raising needed school resources
10. organize a summit where parents and the
community are considered as ‘doers’, partners, 3.235 0.437 1 Often
and participants in education reform
Composite Mean 3.124 0.453 Often

The table above exposes the respondents’ responses in the

Stakeholder’s Involvement to Schools’ Initiated Activities on regard to School

Programs and Reforms. It can be collected that the highest rank obtained

was from the 10th statement “organize a summit where parents and the

community are considered as ‘doers’, partners, and participants in

education reform” with mean of 3.235 (SD=0.437 and a verbal interpretation

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
of Often. On the other hand, the lowest rank obtained was from the item 4

and 8 “4. help in the improvement efforts on changing systems, policies, and

adult practices to better support students, rather than 'fixing' students’, and

“personally participate as education partner/s through Brigada Eskwela,

wherein I am part of the army of volunteers who assemble to repair and

prepare classrooms in time for the opening of classes” with a mean of 3.00

and a verbal interpretation of Often. Overall, the respondents’ composite

mean for school programs and reforms is 3.124, and interpreted as Often.

Similarly, Epstein (2012) pointed out that, when parents, teachers,

students, and others view one another as partners in education, a caring

community forms around students and begins its work. It is through this

partnership that stakeholders (teachers, students, parents, and

organizations) learn from each other and engage through practices in

relation to the school programs. Stakeholders are learning from each other

through a process of social participation as referred to the concept of

communities of practice.

Table 3.
Tests of Significant Differences in the Respondents’ Response on
Stakeholders Involvement When Grouped According to Profile
Profile t F p Remarks Decision
Age 1.655 .260 Not Significant Accept Ho
Sex -.216 6.700 .862 Not Significant Accept Ho
Income .946 .412 Not Significant Accept Ho
Organization .220 .922 Not Significant Accept Ho

The table above displays the tests of significant differences in the

respondents’ response towards Stakeholders Involvement when Grouped

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
According to age and sex. ANNOVA was used to compute the profile under

age, income and organization, while Independent samples t-test for profile

specifically sex. It can be gleaned from the table that there are no significant

differences in the respondents’ response when they are grouped according to

age (F=1.655, p=.260), sex (f= 6.700., p=.862), income (f= .946, p=.412) and

organization (f=.220,p=.922). This means that regardless of their

respondents’ age, sex, income and organization their level of stakeholders

involvement is statistically the same.

Table 4.
Test of Significant Relationship in the Respondents’ Response Towards
Stakeholders Involvement when grouped according to Monthly Income and
Type of Organization
r p Remarks Decision
Stakeholders Involvement vs. Significant Reject
.835** ¿ .01
Monthly Income Ho
Stakeholders Involvement vs. Significant Reject
.819** ¿ .01
Type of Organization Ho
**. Correlation is significant at the 0.01 level (2-tailed)

The table above displays the tests of significant relationship in the

respondents’ response towards Stakeholders Involvement when grouped

according to Monthly Income and Type of Organization. It can be understood

that there is a correlation between the respondents’ response towards

Stakeholders Involvement when grouped according to Monthly Income (r=.835,

p=0.01) and Type of Organization with (r=.819 and p¿0.01). This implies that

as the respondents’ monthly income increases their level of involvement also

increases. Also, the level of involvement of stakeholders depends on their type

of organization.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

Conclusion

In light of the findings revealed in the study, the following conclusions

were drawn:

1. Majority of the respondents fall on age bracket between 40 - 49

years old, all married, mostly are male and with a monthly income

below 10,000.

2. Stakeholder’s involvement to schools’-initiated activities were

categorized into three which are Leadership and Governance with

a mean of 3.172, followed by School Programs and Reforms with a

mean of 3.124 and Learners Achievement having a mean of 3.088.

3. There are no significant differences between the Stakeholders

involvements when grouped according to age, sex, monthly

income, and type of organization.

4. There is significant relationship between the stakeholder’s

involvement when grouped according to monthly income and type

of organization.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN

Recommendations:

Based on the findings and conclusion, the researchers recommend

the following:

1. Teachers and principals’ relationship can further be strengthened

through activities that would create harmonious relationship towards

building strong collaboration with stakeholders.

2. Consultations within the community must be further intensified to

involve stakeholders in the development of school culture, where the

interests of the students and the needs of the community are

considered.

3. The researchers suggest this study for replication among schools to

find out their level of their community partnership.

4. The researchers recommend a larger sample size to be studied.

IX. References
INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela
Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Alomes, B. (2020). The Importance of Stakeholders When it Comes to
Creating Successful Learning Outcomes.
De Torres, P. A. U. L. I. N. A. (2021). Stakeholder’s Involvement to School-
Initiated Activities of District I Secondary Schools: Basis for Enhanced
Community Partnership Program of Activities. International Journal of
Innovative Science and Research Technology, 6(2), 481-490.
Dietel, R. (2004). Challenges in the no child left behind act for English-
language learners. Phi Delta Kappan, 85(10), 782-785.
Mante, F. A. (2015). Effects of parental involvement on academic
performance of pupils: A Case Study at Adukrom Methodist Primary
School. Basic Research Journal of Education Research Review, 4(1), 1-7.
McLeod, S. (2013). Erik erikson.
Olmstead, C. (2013). Using technology to increase parent involvement in
schools. TechTrends, 57(6), 28-37.
Smith, BL. (2009). Citizens, stakeholders and the policy community. In:
Public Policy and Public Participation: Engaging Citizens and Community in
the Development of Public Policy. Halifax, NS: Atlantic Regional Office,
Health Canada, 2003. Available at:
http://www.phac-aspc.gc.ca/canada/regions/atlantic/Publications/Public_
policy/4-eng.phps.

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph