The Level of Community Participation in School-Based Management of Department of Education Division of Laguna

Abstract

INTRODUCTION

The study was to assess the Level of Community Participation in School-Based Management of Department of Education-Division of Laguna. It sought answers to the following: What is the distribution of demographic profile of the SBM school grantees and the community?; What is the level of participation of community sectors involved in SBM implementation in terms of: planning, organizing, leadership, implementation, and evaluation?; What are the project preferences of the school leaders, and the involved communities in School-Based Management in terms of enhancing the teaching and learning processes, improving school management and administrative processes, and strengthening resiliency of disadvantaged school?; Is there a significant difference in the project preferences of school administrators and the community?

METHODS

Descriptive method was used to determine the profile of the 380 respondents from 95 grantee schools. It assessed the difference in project preferences of the school administrators and school community. Data gathered were tabulated, analyzed and interpreted using frequency, percentage distribution, weighted mean and standard deviation. Using t-test the significant difference in school administrators' project preferences and the involved communities' project preferences was determined.

RESULTS

Most of the respondents were aged 35 to 41 years old. Majority were female having master's degree. The school administrators were distributed across all designation or rank, mostly were in service for 11-20 years. The community sectors were significantly involved in the implementation of SBM. On the other hand, administrators strongly preferred the projects of school-based management. Similar findings were gathered from the schools' administrators and the involved community in SBM. It can now be told that the school community are ready to get involved on what they believed were needed to be given priorities on the implementation of SBM projects.

DISCUSSIONS

From the conclusions drawn, the administrator needs to create an empowered committee that will draw basic policies to guide the whole school community towards the attainment of a common goal of SBM; school administrators to stop using community leaders for documentation purposes only, but rather give way to community leaders to put their role into realization; there is a need for the administrator to enhance the teaching and learning practices through innovative teaching methods to broaden the students' thinking space.