Attitudes of School Heads, Teachers and Parents in The Implementation of The Enhanced School Improvement Plan: Determinants of School Development

Abstract

INTRODUCTION

This study was conducted to determine the attitudes of school heads, teachers and parents regarding the implementation of Enhanced-School Improvement Plan (E-SIP) as determinants of school development in Sto. Angel District during school year 2017-2018.

METHODS

This study used descriptive survey as the main tool for data gathering. Frequency distribution, mean, and standard deviation were used to interpret the data on the profile of respondents and their perception on E-SIP. To obtain significant difference on perception of school heads, teachers and parents, one-way analysis of variance (ANOVA) was used. The subjects were ten (10) school heads, one hundred twenty-eight (128) teachers and one hundred twenty-eight (128) parents.

RESULTS

The first result is that school heads perceived that they were strongly satisfied, highly committed and highly involved in implementation of E-SIP while teachers and parents perceived they were satisfied, committed and involved in the implementation. Second, school heads perceived that priority improvement areas (PIAs) on access, quality and governance were implemented. Meanwhile, teachers and parents perceived that PIAs on access, quality and governance, Annual Implementation Plan (AIP), Monitoring and Evaluation were implemented in the E-SIP. Third, school heads perceived pupil development in terms of achievement rate; literacy level and nutritional status were effective. On the other hand, school heads, teachers and parents perceived seminars and mentoring were implemented to enhance staff development. Fourth, school heads, teachers, and parents perceived stakeholders always participate in school activities while teachers perceived stakeholders often participate in those activities. Fifth, school heads, teachers, and parents differ in their perceptions regarding their satisfaction in the implementation of E-SIP. The same difference in perceptions was observed in terms of PIAs on access. Lastly, there was a significant relationship between perceptions of respondents to their attitude in terms of satisfaction and commitment to the level of school development regarding physical facilities in the implementation of E-SIP.

DISCUSSIONS

Results of the study were important to determine attitudes of school heads, teachers, and parents towards the implementation of E-SIP. Collaborative efforts of school heads, teachers, and parents were shown and having such attitude in terms of satisfaction, commitment, and involvement in different projects and programs in the E-SIP may strengthen pupil development, staff development, stakeholder's participation, and improvement of physical facilities.