Relationships of Collaborative School Culture and School Achievement in the Selected Schools of Tabaco South District, Division of Tabaco City

Abstract

INTRODUCTION

Schools are places of learning and also miniature societies. The climate of a school has a direct impact on both how well students learn and how well they interact with their peers. Teachers and administrators work hard to make their classrooms welcoming places where each student feels included.

Scientifically sound, school and comprehensive evaluations of school climate provide accurate information about the schools strengths and areas of need. The term "cultural system", however, not only indicates that it covers a number of cultural elements; it also implies that the three levels are interrelated practices and rituals that exist.

The researcher studied the input-process-output, the input of the study are essential elements of culture that contributes to a system ability to become more culturally competent learners like value diversity, culture sensitivity, cultural consciousness and awareness, and institutionalization of cultural knowledge. As to the output of the study, the proposed activities of the school that can promote school climate and culture.

METHODS

This study employed the descriptive method. The researcher used documentary analysis as a technique in the gathering of data. The main sources of data were the responses to the survey questionnaires used in the study are the responses of teachers and school heads towards the implementation of the culture-based education.

RESULTS

On strategies to promote collaboration, it is strongly agreed by the respondents that schools hold conversations among parents, educators, and community members regarding fundamental beliefs to which all can agree about what constitutes a safe, caring, and responsive environment. Many of the respondents have reached consensus, members can then act as key communicators within the large community. These then signifies that schools have ensured a strong collaboration among parents, educators and the community as a whole in promoting a safe, caring, and responsive environment.

DISCUSSIONS

Schools have developed a community mentoring program to engage students in meaningful activities with adult members of the community: encouraged children to talk about their feelings at every opportunity.

On its culture responsive to child protection in the school, teachers were regularly informed of the procedures to follow when potential child protection issues are suspected and established relationships with relevant agencies that are responsible for child protection issues. Furthermore, the school helped children feel safe from being abused or neglected.