RESEARCH Basic TEMPLATE 3

[
Republic of the Philippines

Department of
Education
Region 02 – Cagayan Valley
Schools Division of the City of Ilagan
Isabela National High School Compound, San Vicente, City of Ilagan, Isabela, 3300
(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph
STAKEHOLDER’S INVOLVEMENT TO SCHOOL INITIATED ACTIVITIES OF
ALINGUIGAN 2ND IS : A BASIS FOR ENHANCED COMMUNITY PARTNERSHIP
PROGRAM OF ACTIVITIES
VIRGINIA M. CLARO
DWIGHT G. GUMARU
RESEARCHERS
“together we walk for the ilagUEño learners”

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Department of
Education
April 4, 2024
EDUARDO C. ESCORPISO, JR.

Schools Division Superintendent
Division of the City of Ilagan
Sir:
I, hereby request for a permission to conduct our research entitled “STAKEHOLDER’S

INVOLVEMENT TO SCHOOL INITIATED ACTIVITIES OF ALINGUIGAN 2ND IS : A BASIS
FOR ENHANCED COMMUNITY PARTNERSHIP PROGRAM OF ACTIVITIES”
This aims to assess and analyze the stakeholders participation on the school’s initiated
activities of Alinguigan 2nd Integrated School.
Please acknowledge receipt hereof. Thank you and more power.
Very truly yours,
VIRGINIA M. CLARO
Principal-II
DWIGHT G. GUMARU
Teacher I
Recommending Approval:
NELIA M. MABUTI
Assistant Schools Division Superintendent
Approved:
EDUARDO C. ESCORPISO, JR.

Schools Division Superintendent

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Department of
Education
Annex 1. Research Proposal Application Form of Immediate Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE:
STAKEHOLDER’S INVOLVEMENT TO SCHOOL INITIATED ACTIVITIES OF
ALINGUIGAN 2ND IS : A BASIS FOR ENHANCED COMMUNITY PARTNERSHIP
PROGRAM OF ACTIVITIES
SHORT DESCRIPTION OF THE RESEARCH:
Alinguigan 2nd Integrated School is a learning institution that implements

Projects, Programs and Activities for school improvements in terms of Access,
Quality and Governance. The funds released by the department of Education is
not enough to implement the planned improvements stated in the School
Improvement Plan.
The success of the implementation of school improvements in the various

programs is dependent on several factors. The availability of resources such as
money is a prerequisite condition that every institution should have before any
project implementation. Since school finances is not enough to funds school
improvements the school has to tie up with various stakeholders.
The stakeholders’ participation is one key variable that was not in place
and was expected to happen to guarantee success of the projects. There is
therefore need to analyze what level stakeholders were involved in the project
cycle and whether this may explain the gaps in the outcomes.
Thus, the researcher wants to analyze the stakeholder’s level of

involvement in specifically on the school’s initiated activities. The finding will
eventually be used in the enhancement of community partnership of Alinguigan

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Department of
Education
2nd Integrated School.
RESEARCH CATEGORY ( Check only RESEARCH AGENDA CATEGORY

one) (check only one main research them)
o National o Teaching and Learning
o Regional o Child Protection
o Schools Division o Human Resource Development
o School o Governance
(Check on one) (check up to one cross-cutting
o Action Research theme, if applicable)
o Basic Research o DRRM
o Gender and Development
o Inclusive Education
o Others (please specify)______
FUND SOURCE (e.g BERF,SEF,others) Amount
PERSONAL/MOOE BERF
TOTAL AMOUNT 1,393.00
 Indicate also if proponent will use personal fund
B. PROPONENT IN FORMATION
LEAD PROPONENT/ INDIVUAL PROPONENT

LAST NAME: FRIST NAME: MIDDLE NAME:
CLARO VIRGINIA MAGUDANG
BIRTHDATE(MM/DD/YY) SEX: POSITION/DESIGNATION:
05/04/73 FEMALE PRINCIPAL-II

REGION/DIVISION/SHOOL (Whichever is applicable)
ALINGUIGAN 2ND INTEGRATED SCHOOL

CONTACT NUMBER 1: CONTACT CONTACT NUMBER 3:
09062309946 NUMBER 2:
EDUCATIONAL TITLE OF THESIS/RELATED RESEARCH
ATTAINMENT(DEGREE PROJECT
TITLE)
MAED- Finished Academic
Requirements
SIGNATURE OF PROPONENT

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Department of
Education
PROPONENT 2
LAST NAME: FRIST NAME: MIDDLE NAME:
GUMARU DWIGHT GUIQUING
BIRTHDATE(MM/DD/YY) SEX: POSITION/DESIGNATION:
02/11/83 MALE TEACHER 1

REGION/DIVISION/SHOOL (Whichever is applicable)
ALINGUIGAN 2ND INTEGRATED SCHOOL

CONTACT NUMBER 1: CONTACT CONTACT NUMBER 3:
09272163224 NUMBER 2:
EDUCATIONAL TITLE OF THESIS/RELATED RESEARCH
ATTAINMENT(DEGREE PROJECT
TITLE)
MST - Masters of Science in
Teaching Major in Social
Studies (Graduate)
SIGNATURE OF PROPONENT

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Department of
Education
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.
NELIA M. MABUTI
Name and Signature of Immediate Supervisor
Position/ Designation: Assistant Schools Division Superintendent
Date: April 4, 2023

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Department of
Education
I. Introduction and Rationale
The Department of Education (DepEd) believes that shared responsibility of
school heads, teachers, parents, learners, local Government Units (LGUs), and the
community at large is a core enabler in providing accessible and quality basic
education in a safe, healthy, and nurturing learning environment. With School-Based
Management (SBM) as the face of shared governance in schools, it embodies a
participative approach in decision-making through decentralization, while promoting
the rights and well-being of learners in support of the rights-based education (RBE)
approach.
In line with the Governance of Basic Education Act of 200l (RA 9155) which
emphasizes that every unit in the education bureaucracy is responsible and
accountable for continuous improvement of learning outcomes. Through the principle
of shared governance, participatory decision-making driven by active engagement of
school stakeholders is strengthened.
Hence, the Department of Education urge schools to partners’ potential
stakeholder to better run the organization. Some these initiatives is the Adopt –a –
school program which welcome philanthropic individuals who can lend their helping
hands for the school.

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Department of
Education
The implementation of the programs and projects for the school improvement
where each project had its individual stakeholders on whose participation success
depended. Stakeholders in the education sectors were drawn from an existing
structure that had been relied on in the delivery of infrastructure projects under other
funding initiatives and were mandated to run the processes necessary in the
implementation of the School Improvement. The organization of different groups of
stakeholders are mandated by the Department of Education to enter partnership to
schools such as the Parent Teachers Association, School Governing Councils and
the School Planning Team.
Development experts have suggested that stakeholder’s participation and
awareness is critical in the success implementation of School’s PPAs. It is a
combination of target projects in various programs whose success was greatly
influenced by the participation of stakeholders at all the levels of the program and
project cycle.
Alinguigan 2nd Integrated School is a learning institution that implements
Projects, Programs and Activities for school improvements in terms of Access,
Quality and Governance. The funds released by the department of Education is not
enough to implement the planned improvements stated in the School Improvement
Plan.
The success of the implementation of school improvements in the various
programs is dependent on several factors. The availability of resources such as
money is a prerequisite condition that the every institution should have before any

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Department of
Education
project implementation. Since school finances is not enough to funds school
improvements the school to tie up to their stakeholders.
The stakeholder participation is the one key variable that was not in place and
was expected to happen to guarantee success of the projects. There is therefore
needed to investigate what extent stakeholders were involved in the project cycle and
whether this may explain the gaps in the outcomes.
Furthermore, schools are considered as places which provide appropriate
learning environment for learners, but the importance of stakeholders cannot be
ignored. Undeniably, they contribute significantly to various components of learners
particularly in improving their academic performance. Their pivotal role continues to
be recognized by schools as they are essential for the complete development of the
personality and career of learners. More so, stakeholders have a very important
impact on the learners’ growth and development. Thus, the school and the
stakeholders have the significant responsibility of leading and supporting the learners
and in creating an enjoyable environment so that the latter’s potential and self-
confidence can develop well. In this manner, the school in partnership with pertinent
stakeholders have the responsibility of nurturing the learners to become responsible
citizens of the world.
Thus, the researchers want to investigate the level of of stakeholders
involvement in the success implementation of the school initiated activities in
Alinguigan 2nd Integrated School.

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Department of
Education
II. Literature Review
Stakeholders consist of the entire community involved: those in leadership
positions within the school, educators, principals, counselors, administrators and all
the other members of a school district that students may or may not come face to
face with; plus possibly architects and designers; certainly parents and the students
extended family – grandparents, aunts, uncles, cousins and so on; local
organizations and businesses; faith-based institutions; then, and maybe most
importantly, students (Alomes, 2020). Unfortunately, it’s students who most often get
overlooked in decision-making processes.
To create effective education systems and effective learning environments, all
stakeholders need to come together in a meaningful way, through collaboration and
therefore connection. And successful collaboration between all stakeholders means
deep listening as well as active doing. Open, transparent dialogue results in all
parties feeling seen, heard and valued, and in the end it’s the connection and

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Department of
Education
compassion formed through those healthy relationships that creates successful
teaching and learning outcomes.
The theory of Psychosocial Development of Erickson (cited by McLeod,
2013), if children are encouraged and reinforced for their initiative, they begin to feel
industrious and confident in their ability to achieve goals. If this initiative is not
encouraged, if it is restricted by parents or teacher, then the child begins to feel
inferior, doubting his own abilities and therefore may not reach his or her potential.
The involvement of the parent becomes a crucial factor to the success of the child,
the very reason that greater involvement is expected during this stage. On the other
hand, as the child ages, their psychosocial development changes especially when
they reach adolescence.
Parents are important in providing environmental, social and economic
factors, which have powerful effects on pupils’ academic lives. It’s been documented
that parents’ readiness to contact teachers about their children’s improvement is
possibly the first step to becoming involved in education (Mante, 2015). When
schools, families, and community groups work together to support learning, children
tend to do better in school, stay in school longer, and like school more. According to
Dietel (2004), parental involvement over the past decade, indicates that regardless of
family income or background, students with involved parents are more likely to earn
higher grades and test scores, enrolled in higher-level programs, be promoted, pass
their classes, earn credits, attend school regularly, have better social skills, show
improved behavior, adapt well to school and graduate to postsecondary education.

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Department of
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Research has consistently indicated that parental involvement is integral to high
student academic achievement.
Olmstead (2013) classified parent involvement into reactive and proactive
involvement. Reactive involvement means parents attend to school programs that
are organized by the school such as parents’ meetings, family gatherings, or
volunteering whereas proactive involvement is the participation of parents in assisting
their children, completing homework, discussing school activities, and following the
children’s improvement. In conclusion, parents need to be aware of their roles and
responsibilities in educating their children. The desire to engage in any activity
related to their children’s education both at home and in school involvement should
be owned by each parent.
Majority of parents are finding it more and more difficult to make a living, like
their busy at work, no permanent job and uneducated are present enough reason to
be distracted from the expected monitoring in various aspects of children’s life. The
trials of single parenthood, poverty, family crises and the ever increasing involvement
of women in various areas of community and national development makes one to ask
questions as to whether parents are still able to be dedicated to their wards; or
whether they are putting enough efforts towards effective learning of among their
children (De Torres, 2021).
According to the principles of family law, parents are obliged to maintain,
protect and care for their children. They were required to accept responsibility for the
physical and emotional needs of their children and to raise their children in such a

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Department of
Education
way that they can adapt to society and participate successfully in its activities.
Parents are obliged to protect the fundamental rights of their child to education, food,
clothing, shelter, and health care. Parents should understand the needs and goals of
the school, and their involvement can range from occasional attendance of school
functions to membership of parent–teacher organizations and school governing
bodies. A parent who sees the school as an instrument for the achievement of his or
her children is usually significantly involved in schools (Smith, 2009). In most cases,
we find that cultural sensitivity is extremely relevant to the assumptions made about
the home.
III. Research Questions
This study aims to assess the stakeholders involvement to school initiated
activities in Alinguigan 2nd Integrated School.
Specifically, this study aims to answer the following questions:
1. What is the profile of the respondents in terms of the following:
A. Sex
B. Age
C. Civil Status
D. Monthly Income
E. Type of organization
2. What is the stakeholder’s participation to school-initiated activities in
Alinguigan 2nd Integrated School along with:

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Department of
Education
a) Leadership and Governance

b) Learners Achievement
c) School Programs and Reforms
d) Issues and Challenges Met by the School
3. Is there a significant difference between the stakeholder’s involvement when
grouped according to profile?
4. Is there a significant relationship between the stakeholder’s participation
when grouped according to monthly income and type of organization?
5. What urgent intervention can be developed to sustain stakeholders
participation?
IV. Scope and Delimitation
The purpose of the study is to assess the stakeholders involvement to school
initiated activities in Alinguigan 2nd Integrated School for the school year 2022 -
2023.
The study is limited to those stakeholders that were accessible in a given
timeframe. This study was limited to those stakeholders who actively participated
only in projects from form Alinguigan 2nd Integrated School. The study considered
only one area namely the influence of stakeholders’ participation on the success
implementation of school improvements of Alinguigan 2nd Integrated School
leaving out other areas such as resource allocation and external influences.

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Department of
Education
V. Research Methodology
The descriptive research design will be utilized in this study in finding out the
stakeholders’ involvement in the school-initiated activities of Alinguigan 2 nd Integrated
School. As explained by Fraenkel (2010), descriptive method is a process of
gathering, analysing, classifying, and tabulating data about a prevailing phenomenon,
practices, beliefs, processes, trends, cause and effect relationship and then making
adequate interpretation of the data collected with or without the aid of statistical
method. This involves data gathering about existing conditions supported with
descriptive analysis to be gathered information from the survey.
A. Sampling
In order to investigate the stakeholders involvement to school initiated
activities of Alinguigan 2nd Integrated School, stratified random sampling will be
employed to get a representatives from each type of organization where stakeholders
belonged. Stratified random sampling is a method of sampling that involves the
division of a population into smaller subgroups known as strata. In stratified random
sampling, or stratification, the strata are formed based on members’ shared
attributes or characteristics, such as income or educational attainment (Hayes,
2023).

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Department of
Education
B.Data Collection
To get appropriate data, the researcher will make use of the following:
1. The researcher will adapt questionnaire from existing study of De Torres, 2021.
2. Submit research proposal to the Division Research Committee for approval.
3. After the approval, the researcher will use google form for an ease in collecting data
in time for the respondents and low – cost friendly data collection. However, the
researchers will also print out questionnaire for distribution for respondents who are
not digitally inclined,
4. Then, data to be collected will be consolidated and statistically computed using
Microsoft Excel.
C. Ethical Issues
A letter will be given to the Schools Division Superintendent for the approval
to conduct the study. The questionnaire will also be submitted to the screening
committee for quality assurance purposes. After the approval of the letter and the
questionnaire, this will be administered to the stakeholders of Alinguigan 2nd
Integrated School. Furthermore, the researchers will seek the consent appended in
the google form during the survey. Authors of books, journals, publications as well as

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Department of
Education
website from the internet which will be added as references will be acknowledge and
cited. Gathered data will be kept confidential and will be used solely for the purpose
of the study.
D. Plan for Data Analysis
As soon as the researchers gathered the data about the study. The data were
compiled, sorted, organized, and tabulated. These data are subjected to statistical treatment
in order to answer the questions proposed in the study. The statistical tools employed are as
follows:
1. Frequency and Percentage
Frequency and Percentage will be used for the demographic profile such as the age,
sex, monthly income and type of organization. Frequency distribution is an arrangement of
the data which shows the frequency of respondents or groups of variables.
f
P= ×100
n
Where:
n = number of sample size
f = Frequency
P = Percentage
2. Weighted Mean
Weighted mean will be used to describe the stakeholder’s involvement to schools’
initiated activities on regard to leadership and governance, learners’ achievement and
implementation of school’s programs and reforms. The formula of this statistical tool is
as follow:

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Department of
Education
Where:
Mw – computed weighted mean

fw – product of frequency and weight
n – total number of sample
3. Pearson Product-Momentum Correlation Coefficient.
This treatment will be used to correlate the relationship of stakeholder’s level of
involvement when grouped according to monthly income and organization. The particular
formula is as follow:
Where:
r – Pearson correlation coefficient
x – Values in the first data set
y – Values in the second data set
n – Total number of values
4. Analysis of Variance (ANOVA)
This will be utilized to assess the significant difference between the level of
involvement of stakeholders when group according to their age and monthly income.
5. Independent Samples t-Test

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Department of
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This will be utilized to assess the significant difference between the level of
involvement of stakeholders when group according to their sex and type of
organization.
IX. References
Alomes, B. (2020). The Importance of Stakeholders When it Comes to Creating

Successful Learning Outcomes.
De Torres, P. A. U. L. I. N. A. (2021). Stakeholder’s Involvement to School-Initiated
Activities of District I Secondary Schools: Basis for Enhanced Community
Partnership Program of Activities. International Journal of Innovative Science and
Research Technology, 6(2), 481-490.
Mante, F. A. (2015). Effects of parental involvement on academic performance of
pupils: A Case Study at Adukrom Methodist Primary School. Basic Research Journal
of Education Research Review, 4(1), 1-7.
Dietel, R. (2004). Challenges in the no child left behind act for English-language
learners. Phi Delta Kappan, 85(10), 782-785.
McLeod, S. (2013). Erik erikson.
Olmstead, C. (2013). Using technology to increase parent involvement in
schools. TechTrends, 57(6), 28-37.
Smith, BL. (2009). Citizens, stakeholders and the policy community. In: Public Policy
and Public Participation: Engaging Citizens and Community in the Development of
Public Policy. Halifax, NS: Atlantic Regional Office, Health Canada, 2003. Available
at: http://www.phac-aspc.gc.ca/canada/regions/atlantic/Publications/Public_policy/4-
eng.phps.

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Department of
Education
V. Timetable / Gantt Chart
Strategies Programs Activities Tasks Resources Timeline

Person/s Materials Financial
Involved
Analyze on the RESEARCH Preparation of Construct the > Researcher Letter 500.00 May 23, 2022
STAKEHOLDERS the draft and research Bond Paper
’ PARTICIPATION final copy of proposal and its Pen
AND the research final copy
AWARENESS ON proposal
THE SCHOOL’S
PROGRAMS,
PROJECTS AND
ACTIVITIES
(PPAs) A CASE
STUDY OF
ALINGUIGAN 2ND
INTEGRATED
SCHOOL
Seek approval Prepare and give >Researcher Letter May 2022
of research letter of intent to
paper the SDS >SDS

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Department of
Education
Application of Identify the >Researcher 500.00 June 2022

Purposive respondents
Sampling
Preparation of Self-made >Researcher Xerox Copy of: May-June
Research tool questionnaire on 2022
the perceived >checklist 150.00
implementation
on of research
Data Gathering Administration of: Researcher Pen and 500.00 July 2022
Record Book
Survey
questionnaire
Statistical Treat the >Researcher Pen 500.00 August 2022

Treatment of gathered data Calculator
Data using appropriate > Statistician Paper
statistical tool
Finalization of Summarize and > Researcher Pen 200.00 September

the Study Conclude findings Paper 2022
and give

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Department of
Education
recommendations
Completion Submission of Researcher Copies of 750.00 October 2022

Book bind Manuscript
Research Output
Dissemination Inform the SDO, SDO Transportation 300.00 October 2022

respondents and Principal
significant people Respondents
of the results of Participants
the study Researcher

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Department of
Education
IV. COST ESTIMATES
ACTIVITIES ITEM RESOURCES

DESCRIPTION/PARTICULARS
QUANTITY UNIT COST TOTAL
Production and Reproduction of Survey questionnaire 15 sets 5 75.00
Questionnaires
Data Gathering and recording of data Record Book 1 50 50
Pen 1 8 8
Statistical Treatment of Data Statistician Snack 1 100 100
Finalization and Printing of Manuscript Set ink refill 1 bot 500 500
1 long ream bond paper 2 180 360
Completion of the manuscript Book bound manuscript 5 50 250
Dissemination of results of the study Transportation fee 1 50 50
TOTAL 1,393

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Department of
Education
VII. ACTION PLAN FOR DISSEMINATION

Strategies Program Activities Task Resources Timeline
Physical Material Peso
Propose to the Information 1 Communicate the 1. .Write a Proponent Bond Paper 50.00 November
SDS for the Dissemination findings to the office of communication *Superintendent 2022
presentation of the Schools Division letter
the results Superintendent to be
during Mancom included in the Division
Management Committee
2.Disseminate the findings 1. .Write a *Proponent Bond paper 50.00 November
of the study and its communication 2022
recommendation to the letter
school respondent
TOTAL 100.00

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Department of
Education

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[

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

STAKEHOLDER’S INVOLVEMENT TO SCHOOL INITIATED ACTIVITIES OF

ALINGUIGAN 2ND IS : A BASIS FOR ENHANCED COMMUNITY PARTNERSHIP

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

EDUARDO C. ESCORPISO, JR.

I, hereby request for a permission to conduct our research entitled “STAKEHOLDER’S

Please acknowledge receipt hereof. Thank you and more power.

Very truly yours,

EDUARDO C. ESCORPISO, JR.

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

Annex 1. Research Proposal Application Form of Immediate Supervisor

STAKEHOLDER’S INVOLVEMENT TO SCHOOL INITIATED ACTIVITIES OF

ALINGUIGAN 2ND IS : A BASIS FOR ENHANCED COMMUNITY PARTNERSHIP

SHORT DESCRIPTION OF THE RESEARCH:

Alinguigan 2nd Integrated School is a learning institution that implements

The success of the implementation of school improvements in the various

Thus, the researcher wants to analyze the stakeholder’s level of

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

2nd Integrated School.

RESEARCH CATEGORY ( Check only RESEARCH AGENDA CATEGORY

LEAD PROPONENT/ INDIVUAL PROPONENT

05/04/73 FEMALE PRINCIPAL-II

ALINGUIGAN 2ND INTEGRATED SCHOOL

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

02/11/83 MALE TEACHER 1

ALINGUIGAN 2ND INTEGRATED SCHOOL

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

IMMEDIATE SUPERVISOR’S CONFORME

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

I. Introduction and Rationale

The Department of Education (DepEd) believes that shared responsibility of

community at large is a core enabler in providing accessible and quality basic

education in a safe, healthy, and nurturing learning environment. With School-Based

Management (SBM) as the face of shared governance in schools, it embodies a

participative approach in decision-making through decentralization, while promoting

emphasizes that every unit in the education bureaucracy is responsible and

accountable for continuous improvement of learning outcomes. Through the principle

of shared governance, participatory decision-making driven by active engagement of

school stakeholders is strengthened.

Hence, the Department of Education urge schools to partners’ potential

hands for the school.

“together we walk for the ilagUEño learners”

Republic of the Philippines

(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph

depended. Stakeholders in the education sectors were drawn from an existing

implementation of the School Improvement. The organization of different groups of

stakeholders are mandated by the Department of Education to enter partnership to

the School Planning Team.