Practices of Stakeholders’ Involvement in the Formulation of School Improvement Plan

This study was design to identify the extent of stakeholders’ knowledge on School Improvement Plan, level of participation of stakeholders’ involvement on the different phases, and the practices applied by the participating school in involving their stakeholders in the SIP. Specifically, it aimed to develop A Proposed Principles and General Guidelines on Stakeholders’ Involvement in the formulation and implementation of School Improvement Plan.

To attain the objectives of the study, a descriptive method has been utilized; particularly the survey method research. Seven schools from the Division of Angeles City were identified based from their School Based Management (SBM) ranking for School Year 2016-2017. Selected stakeholders from the participating schools particularly 7 principals or school heads, 7 GPTA officers as parent’s representative, and 121 teachers who are part of the School Planning Team 

(SPT) were the respondents of the study. Instruments used to gather data were prepared by the researcher and has been validated by the experts in the field of SBM and SIP. Participants were asked to answer questions administered through interviews. A more detailed survey questionnaire was given among the teachers to support the data from the interview. Results were organized and analyzed to answer the research questions of the study.

From the results of the interviews and survey questionnaires, it was found out that the stakeholders generally agreed that they understand the School Improvement Plan as a process.  Several definitions were given by the key stakeholders that were aligned and similar from the definition given by the DepEd stated in Deped Order No. 44 Series 2015; though some had modifications. Moreover, different practices emerged in the study in the different phases of SIP that includes the assess phase, plan phase, and act phase. These practices were proven to have high and very high level of stakeholders’ involvement. Key stakeholders were also asked about their unique practices that they think made their school invite and involve more stakeholders particularly in the SIP process. It was observed that there are good practices that are beneficial on a certain school; common practices, practices that are just part of the guidelines and distinct practices on specific schools. A high and a very high extent of participation were observed on the practices presented. These practices were used in crafting a Proposed Principles and General Guidelines on Stakeholders’ Involvement in the formulation and implementation of School Improvement Plan.