Stakeholder's Engagement and Collaborative Governance: Its Effect on School Development Program

Abstract

INTRODUCTION

This study focused mainly on the stakeholders' engagement and collaborative governance and its impact on the school development program of selected elementary schools in Cavite for the school year 2017-2018. This study involves a significant impact on student's performance andto the success of school projects more specifically to the Brigada Eskwela and the income generating project of the school through the engagement of stakeholders and collaborative governance to the school development program. This study gives understanding and awareness of the boundless benefits they can give on student's achievement and school improvement. Descriptive and predictive research was employed in this investigation, utilizing the correlation technique in determining the impact of stakeholder's level engagement and collaborative governance to the school development program.

METHODS

The methods and procedures adopted in conducting the study. It presents the research design, population and sampling, instrumentation, data-gathering procedure, and statistical treatments of the data. The descriptive and predictive research was employed in this investigation, utilizing the correlation technique in determining the impact of stakeholders' level of engagement and collaborative governance to the school development program. Survey questionnaires were the chief data-gathering instruments. The data gathered were subjected to statistical treatments ranging from descriptive to inferential.The investigation firstly described the school profile in enrolment status, school teaching staff, and non-teaching staff. Second, the study determined the level of engagement exhibited by school stakeholders. Third, the study described the perception of stakeholders in collaborative school governance. Fourth, the study measured the school development program as indicated by student performance, teacher performance, and school projects and programs. Lastly, it tested the hypothesis, stating that there is a significant impact of stakeholders' level of engagement and collaborative governance to the school development program.

RESULTS

The overall weighted mean of 4.44 with the standard deviation of .698 indicates that the teacher's engagement as an internal stakeholder of the school is highly evident.The overall weighted mean of 4.68 with the standard deviation of .525 indicates very highly engaged parents to school projects and programs. On the 5-point Likert scale this marked an almost perfect involvement and enthusiasm. Hence, the high level of parents' engagement to school is very highly evident in their responses to the twelve indicators.The overall weighted mean of 4.51 with the standard deviation of .620 shows that the level of civic group engagement in the school is very highly evident.The alumni respondents exhibited a highly evident level of engagement in the school. The overall weighted mean of 4.48 (SD = .687) points frequently to always scale of 5.0 and interpreted as highly evident engagement.The local government unit level of engagement obtained the grand mean rating of 4.53 (SD =.601) and interpreted as "very highly evident". The standard deviation (SD=.42564) denotes homogeneity among responses.The overall weighted mean of 4.04 with the standard deviation of .963 marked the highly evident level of engagement of business sectors in the school.

DISCUSSION

SBased on the empirical findings of the investigation, the following conclusions are derived:Parents, Local Government Units (LGUs), and Civic Groups are very highly engaged in the school development programs andprojects. While lesser engagement is shown by the Alumni, Business Sectors and Teachers.

Parents, Local Government Units (LGUs), Civic Groups, Teachers, Alumni and Business Sectors are highly aware on the collaborative school governance.Higher engagement of civic groups and non-political organizations e.g. Red Cross, Rotary Club, Kiwanis Club, Church Organizations, etc. will results to a more successful school in implementing the school development plan more specifically in improving students' achievement.

The more civic groups are engaged in the school and work together to support learning more students tend to earn higher grades.