School-Community Involvement in Development Activities in the Division of Batangas City

Abstract

INTRODUCTION

Truly, community development activities are important components if educational institutions aim to produce holistically developed learners. Unfortunately, teachers from public elementary schools, parents and LGUs, have experienced limited opportunities to be involved in community development activities. The involvement of public elementary teachers in community development activities in Batangas City significantly affects their personal life and professional life. As educators, public elementary school teachers should manifest their willingness and passion to be part of community development activities. Unfortunately, most of them find it very hard to be involved.

METHODS

The researcher utilized the descriptive method of research with the questionnaire as main instrument to gather data complemented by focus group discussion and interview. By employing this method, the researcher was able to determine the effects of community development activities on the personal and professional life of teachers. The respondents in this study were composed of 290 teachers from public elementary schools, 50 parents and 50 local government units (LGUs) in the Division of Batangas City. The number of teachers was identified through stratified random sampling while parents and LGUs were identified through purposive sampling.

RESULTS

Respondents assessed their involvement in community development activities to be much involved. The assessment of respondents about environmental conservation and protection, as well as to health and sanitation had no significant differences. There was a significant difference in their assessment of respondents in terms of literacy campaign. The constraints in the implementation of CDAs get less number of participants during the implementation stage, that implementation of CDA is often placed in the least of their priorities and done for compliance and documentation purposes.

DISCUSSIONS

Respondents assessed their involvement in CDAs regarding environmental conservation and protection, health and sanitation, and literacy campaign to be much involved; there is a significant difference in the assessment of respondents in terms of literacy campaign; teachers strongly agreed on the proposed ways to strengthen their involvement in CDAs; issues and challenges encountered by teachers affected their involvement in CDAs; and the proposed comprehensive projects focus on school-community involvement in development activities and to develop strong school-community relationship.