Principal-Teacher-Parents' Educational Partnerships: A Tool for An Improved School-Based Management Program
Keywords:
Principals, Teacher, Parents, Educational Partnership, School-Based Mnagement (SBM) ProgramAbstract
This study assessed the extent of educational partnership among the principals, teachers, and parents in the Division of Samar as a tool for an improved school-based management program. The study used the descriptive-correlational research design to find out the relationship between the extent of partnership of principals, teachers, and parents in educational activities and principal-related variates, teacher-related variates, parent-related variates, as well as categories of educational activities. In the implementation phase, the correlational analysis of the perceptions of the respondents relative to the extent to which school-community partnership problems were felt, the mean differences among the respondents were: x1 vs. x2 =0.02; x1 vs. x3 =0.11; and x2 vs. x3 =0.12. The tests of significance posted a computed F’-value of 8.047 lesser than the critical F’-value of 4.256 at α=0.05. Thus, the hypothesis was accepted. The school community partnership problems during the implementation phase were moderately felt by the principals, teachers, and parents. The common problems were: a) lack of resources necessary for project implementation; and b) lack of awareness and active participation of stakeholders in project implementation. Utilization of SBM funds should be rationalized and should be used to the advantage of forging a sound working relationship among internal and external stakeholders.
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