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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This Chapter provides the readers of the study with the

summary of findings, conclusion and recommendations.

Summary
This study aimed to capture the varied voices of the school
heads in the Department of Education Division of Misamis Oriental
regarding the various forms of school-community collaboration for
student and school success. Twenty-four school heads who were able
to forge collaborations with the community participated in the study.
Data were gathered through personal in-depth interviews with the
school head participants.
The findings revealed that in the Division of Misamis Oriental
several forms of school-community collaborations were documented in
24 schools distributed in various municipalities in the province. These
collaborations were in terms of: provision of scholarship grants,
computer units, electric and water facilities; construction of covered
courts, school building, school library, principals office, concrete
perimeter fence, classrooms, school stage, concrete roads from the

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high-way to the school gate; providing security guards or getting

volunteers as watchman and traffic aids; roof repainting; classroom
repairs; free transportation of athletes during athletic meets; providing
speech

laboratories

with

appropriate

equipment

and

facilities;

acquiring school properties such as lots, school bus, and sound

system; and funds to pay teachers. Collaborators involved are mostly
parents, local officials, alumni, businessmen, teachers, school heads
and even private individuals. The group identified as most active are
the parents through the Parents Teachers Association (PTA).
Moreover, the school-community collaboration outcomes have a
favourable impact on the students such as having facilities that would
not only facilitate but even enhance their learning. The school head
respondents

perceived

having

better

classrooms,

laboratories,

perimeter fence, concrete roads, security guards/watchmen, utility

men among others as part of providing the students with an
environment conducive to learning. They said these facilities inspire
students to come to school and learn more. However, despite the
school-community

collaboration

outputs

that

are

perceived

to

facilitate and enhance learning, the schools included in the study did
not show outstanding performance in the NAT.

Conclusion

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This study concludes that school-community collaboration is

always possible if the school heads will take the lead in mobilizing
stakeholders such as the teachers, alumni and parents to tap other
stakeholders to support the school. Collaboration outputs could really
help the school in terms of improving their school plant and facilities.
However, this kind of outputs are not enough to produce the desired
outcome of raising the students performance in the National
Achievement Test higher towards a very satisfactory one. The
challenge then is on how to translate various forms of schoolcommunity collaboration outputs into better student and school
performance.

Recommendations
Based on the findings, the following recommendations are
made:
1. According to Secretary Armin Luistro, the Department of
Education is constantly working with the private sector and
other government agencies in addressing the backlogs in basic
inputs through various programs.
In 2012, a total of P7.71 billion was allotted for the school
building project that year under the School Building Projects of
the Basic Educational Facilities Fund. However, COA noted that

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completed classrooms were valued at only P1.88 billion while

the units that remain unfinished have a total P5.83 billionP5.52 billion for those undergoing construction while P306
million for those not yet started. COA said the failure of DepEd
to meet its target for classroom construction for 2012 was due
to lack of periodic monitoring of implementation by technical
personnel of DepEd; delays in procurement/bidding process;
late release by DepEd Central Office of Sub-Allotment Release
Order (for mobilization); and laxity in the enforcement of the
terms

of

contracts.

(Manila

Bulletin,

DepEd

Addresses

Classroom Backlog, Ina H. Malipot, January 26, 2014, page. 3)

In this regard, it is recommended that the DepEd address
these concerns so that the school-community collaborations
could focus more on strengthening the teaching and learning
continuum.
2. The SBM is continuous process of improvement and the school
heads periodic reporting to stakeholders of students learning
outcomes is crucial. Moreover, communicating the school real
situation of the learning outcomes through the National
Achievement Test would generate more support from the
external stakeholders. A testimony from Ifugao, Cordillera
Administrative Region, when the school head assumed office,
the achievement rate of the Grade VI students was 39. She

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presented the problem to the parents who agreed to hold

Saturday remedial classes. Some of the parents were tapped to
tutor the kids who needed one-on-one coaching. Three years
later, the school reaped the benefits of their efforts when they
posted a 79 percent achievement rate. Another testimony from
the Principal of Limasawa National High School, Division of
Southern Leyte, Region 8. The school had only one classroom
left when it was ravaged by the typhoon. She tapped local
resources such as the local government units, the PTCA and
private individuals. Together with a grant from a German
foundation she was able to rebuild the school. The school got
MPS of 77.41 far beyond from the MPS 44.33 in the previous
school years 2005-2006.
Since the schools included in the study did not show
outstanding performance in the National Achievement Test, it is
recommended that the school heads should focus their
collaboration on the academic upliftment of the students.
3. The Division of Misamis Oriental has 60 secondary schools. Of
that number only 25 schools have recorded to have buildings
either from the private/foreign sectors, Local Government Unit
and PTA Organization which means that there are 35 secondary
schools that do not have collaboration outputs. With this, a

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training design to strengthen the school heads skills on

collaboration can be developed and implemented by the division.
4. This study also recommends that industry partners reach out to
schools in need of classrooms, instructional materials, and
other educational facilities as part of their corporate social
responsibility.
5. For the school heads, they should start tracking their graduates
especially those who have already become professionals for
possible donations. They could also organize their alumni and
make them take part in the schools programs and activities.