International Research Organization and Academic Publication

Abstract

School-community partnership is a key mechanism for improving school governance, stakeholder participation, and learner support. This
descriptive-comparative study assessed school-community partnership and coordination in the use of community resources amo ng 103 schools
in Area 4, Division of Batangas, Philippines. Data were gathered from 701 respondents consisting of teachers, school communit y representatives,
and school heads using a researcher-made questionnaire, interviews, and school records. Frequency, percentage, weighted mean, standard
deviation, one-way analysis of variance, and Scheffe post hoc test were used. Most schools were medium-sized (61, 59.22 percent), had
populations classified between sparse and dense (61, 59.22 percent), and were at either the Developing (49, 47.57 percent) or Maturing (48, 46.60
percent) level of School-Based Management performance. Evidence of school-community partnership was greatly evident across shared vision
of learning (M = 3.68), shared leadership and governance (M = 3.66), complementary partnership (M = 3.65), effective communication (M =
3.68), and family engagement (M = 3.65). Coordination in the use of resources was also greatly evident in public relations (M = 3.67), follow-up
(M = 3.66), and proper channeling (M = 3.67). Significant differences were reported among respondent groups in shared vision of learning, shared
leadership and governance, complementary partnership, public relations, follow-up, and proper channeling; school heads consistently gave higher
assessments than teachers and school community representatives. Interview findings identified inadequate and delayed communication, limited
participation, lack of trust, unclear roles and channeling, and insufficient resources as continuing concerns. Findings support the development
and validation of a School-Community Partnership Enhancement Program for Area 4 schools.