Department of Education Mimaropa Region: Republic of The Philippines

Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Meralco Ave. cor. St. Paul Road
Pasig City
MOTIVATIONS TO INCREASE PARTICIPATIONS OF SCHOOL’S

STAKEHOLDERS TO SCHOOL PROGRAMS AND ACTIVITIES
A RESEARCH FUNDED THROUGH BASIC EDUCATION RESEARCH FUND

(BERF)
By
VINCENT R. CLAVERIA
Teacher I
BEVERLY C. CLAVERIA
Teacher I
GERALDINE C. SEBIDO
Teacher I
BATARAZA DISTRICT II
SUMBILING ELEMENTARY SCHOOL
October 2019
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ACKNOWLEDGMENT
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CONTEXT AND RATIONALE
A stakeholder is an individual or group with an interest in the success of an
organization in fulfilling its mission-delivering intended results and maintaining the
viability of its products, services and outcomes overtime (Sustaining Reading
First, Sustainability Series, Number 6, September 2009). Stakeholder, according
to this article, comprises internal and external classification. The former pertains
to those who work within the school system on a daily basis and who largely
control what goes on there who include school staff, district staff, and to some
extent, school boards. The latter, on the other hand, are those outside the day-to-
day work of the schools who have a strong interest in school outcomes but who
do not directly determine what goes into producing those outcomes.
Engaging stakeholders to education is very important. They play a vital role in
supporting the school in implementing different school activities as until now
government still could not give the school everything it needs to realize school
activities indispensable to delivering quality education. They also take a great
part in the school’s policy implementation. According to Yaro, et. al (2017) in their
study abstract that education stakeholders have significant role to play in policy
implementation which is categorized into two themes (i.e. total commitment and
supporting the school system).
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They therefore recommended that stakeholders should be allowed full
participation in education provision; government should as well provide sound
measures of effective implementation so that collaborative quality education
could be ensured.
School personnel have to build strong relationship with the school
stakeholders. It is apparent that when there is continuous communication
between school and the stakeholders, it would be easy to deal with different
school problems relative to school’s program and activities implementation.
Macapulay (2018) in her article published online shared that to fulfill the goals of
developing successful students, teachers must work together with school
stakeholders in planning and building a school community where children thrive
as they enhance their learning capabilities.
However, not all stakeholders including parents have the willingness to
offer their time and service to help public education schools deliver and
implement school programs and activities. According to Rj (Nico) Botha (2007) in
his study in South Africa that in spite of its school-based management
widespread implementation, it has received only moderate attention in terms of
stakeholder participation and the impact of stakeholder values on the school-
based management process.
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In the Philippines, Cabardo (2016) concluded that the level of participation
of the school stakeholders to the different school-initiated activities was found to
be only moderate.
In Sumbiling Elementary School context, based on the recorded data of
the stakeholders’ participation and involvement only few showed willingness to
help the school personnel implement school’s programs and activities. This level
of participation of the stakeholders connote that many of them are not putting any
interest in school matters despite knowing that their children’s learning acquisition
may be directly or indirectly affected.
In this case, the researchers believe that through devising new strategies
as a motivation, stakeholders’ level of participation to school programs and
activities would be increased.
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RELATED LITERATURE
Parents’ Participation in School Governance and Academic Performance of
Pupils
Parents play an important role in their children’s ability to achieve
academically. Every parent should be involved in their children’s education. In
order for children to succeed in academics, there needs to be a good foundation
in place in their homes as well as routines, boundaries, support, and rules that
govern the home. These components create stability and an environment that is
conducive to learning and achieving success in their academic studies as well as
life in general (Livingstone, 2012; Hatry et al., 2004). The role of parents in their
children’s education has long been recognized as a significant factor in
educational success and school improvement. In recent years as explained by
Banks (2002), certain educational organizations and international conferences
have concentrated almost entirely on the issue of partnership between schools
and parents; for example the Parents in Education Research Network, European
Research Network about Parents in Education. Education is Partnership
Conference, Copenhagen, November 1996 among others. This is an indication
that within this area of parents’ role in education lies a vast spread of concerns
and purposes.
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Bisschoff and Phakoa (2009) pointed out that parents have rights in terms of
their children’s education. He introduced an insight of viewing ‘parents as
consumers’. This view demonstrates education as a commodity and parents are
given the right to ‘shop’ for their children’s education in the school of their choice.
However, Blase and Blase (2004) differed by explaining that this view of parent
power, together with the notion of schools’ partnership with parents is rhetoric
since in reality there is little opportunity for parents to exercise an individual or
collective ‘voice’ which will have an effect on the children’s school experience. An
alternative view suggested by Bryk and Schneider (2005) is that parents can be
seen as a ‘problem’ for teachers. Since in particular children are frequently
judged to come from ‘poor backgrounds’, from a home environment which is
unsupportive to the school and unsupportive 16 of the educational process.
There is also the widespread belief amongst educationalists that working class
parents do not stimulate their children adequately and in particular do not develop
their education performance (Cheng & Cheung, 2003). Sapungan and
Mondragon (2014) did a study on parental involvement importance, barriers and
benefits in child’s education. The authors exemplify the fact that parents’
involvement in their child’s learning process offers many opportunities for
success- improvements on child’s morale, attitude, and academic achievement
across all subject areas, behaviour and social adjustment.
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This study underscores that the most common obstacle to parental
participation is the parents’ pessimistic attitude towards supporting school where
their children are enrolled in, and the “we don’t-care-attitude” among parents. It
further indicates that parental effort is consistently associated with higher levels
of achievement, and the magnitude of the effect of parental effort is substantial.
Further, Kibaara and Ndirangu (2014) conducted a study to investigate the
effects of parents’ involvement in their children’s academic achievement in twenty
one public schools in Kieni West Sub-County in Nyeri County. The findings of the
study indicated that most of the parents interviewed participated in school events
and activities and monitored their children's homework. The parents believed that
their involvement is beneficial to the teachers in aiding in their children’s
education progress. In addition, most parents felt that organized parental
involvement programmes can improve their relationship with their children. Major
recommendations included identifying the type of parental involvement in place,
parent’s awareness programmes through seminars and workshops and holding
teacher parents conferences.
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THEORETICAL FRAMEWORK
Comer’s Whole Child Approach and the Comer School Development Program
James Comer has focused on a child development approach that recognizes
that children live in the context of schools, families, and communities and that
multiple stakeholders need to be part of the conversation in order to effect positive
change (Comer, 1994, 2006 as cited by DiBari, 2016). Comer, like Epstein, began
his work with a narrow definition of stakeholders, including primarily a range of
school personnel with child development expertise, such as social workers and
guidance counselors. (Comer, 1994, 2006). Over time, Comer recognized that while
this approach improved school climate, it did not address school achievement. This,
he found, required the engagement of a broader group of stakeholders, including
those outside the immediate school community (Brown University, 2013). His model,
the Comer Process, now part of the Comer School Development Program at the
Yale School of Medicine Child Study Center, focuses on establishing a School
Development Program (SDP) with the following guiding principles:
1. that the group will come to consensus through collaboration to address school
improvement issues;
2. that this will be done in a “no fault” atmosphere where the focus is not on blame,
but rather on solutions (Comer, 2004, p. 24);
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3. establishment of a Parent Team that “involves parents at all levels of school
activity;”
4. establishment of a School Planning and Management Team that “plans and
coordinates school activities;”
5. and establishment of a Student and Staff Support Team that “addresses school
wide prevention issues” and “manages individual student cases” (Comer, 2009, p.
19). Comer’s model of the student and staff support team places a unique focus on
school climate and child development. These three teams all come together to
create comprehensive school plans that address “curriculum, instruction, and
assessment; social and academic climate goals; and sharing of information between
school and community” (Comer, 2009, p. 19). The model utilizes assessment and
modification, as well as staff development (Comer, 2009). Comer’s model is unique
in that it focuses heavily on improving school climate and individual child
interventions informed by an understanding of child development. Like Epstein’s
model, described below, Comer’s model does not clearly identify “community”
stakeholders, though there are strong decision-making structures where different
stakeholders could be included. The focus on meeting the needs of individual
students provides some student voice, however this model also lacks a clear role for
youth engagement in decision-making. Comer (1996) indicates he was heavily
influenced by research in the field of child development in developing his initial
theories and then changed his approach over time to include the community, as his
research over time identified the value of that inclusion.
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Overlapping Spheres of Influence and the National Network of Partnership Schools
Joyce Epstein coined the term and outlined the theory of “overlapping spheres of
influence” (2011, p. 29) to highlight the important overlap between home, school, and
community (Epstein, 2011). Epstein began her work focused primarily on parent
engagement in schools and expanded her view of engagement in recent years to
include the broad category of “community.” Esptein’s (2011) theory of overlapping
spheres of influence posits that the “boundaries of home, school, and community are
permeable” (p. 69). Her school improvement model evolved into the National
Network of Partnership Schools at John Hopkins University (National Network of
Partnership Schools, 2013). As of this writing, over 800 schools have adopted
Epstein’s approach to multiple stakeholder engagement, facilitated by the National
Network of Partnership Schools, which includes the development of Action Teams
that focus on a set of six core activities:
1. “Parenting: Assist families with parenting skills and setting home conditions to
support children as students. Also, assist schools to better understand families.
2. Communicating: Conduct effective communications from school-to-home and from
home-to-school about school programs and student progress.
3. Volunteering: Organize volunteers and audiences to support the school and
students. Provide volunteer opportunities in various locations and at various times.
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4. Learning at Home: Involve families with their children on homework and other
curriculum-related activities and decisions.
5. Decision Making: Include families as participants in school decisions, and develop
parent leaders and representatives.
6. Collaborating with the Community: Coordinate resources and services from the
community for families, students, and the school, and provide services to the
community” (National Network of Partnership Schools, 2013) Epstein’s model is
unique not only in the focus on parent and community engagement with schools but
also in the support needed to make that a reality. However, it lacks a clear definition
of community for the purposes of understanding who, specifically, outside of school
staff and parents, should be involved in decision-making. Epstein (2011) indicates
that she was influenced by early sociological theory that focused on organizational
success in the context of operating independently and the contradictions she found
to that approach as she conducted her own research in the field. Following is a
theory of social change from the nonprofit sector that also informed this study.
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Collective Impact
Many sociologists, social philosophers, anthropologists, and nonprofit
researchers specifically identify the need for broad community engagement to
achieve social change (Feinstein, 2011; Kania & Kramer, 2011; Kristonis, 2004). In
the nonprofit sector, John Kania and Jeffrey Kramer’s (2011) seminal article,
“Collective Impact,” based on their research of successful social change efforts,
states, “Large-scale social change requires broad cross-sector coordination, yet the
social sector remains focused on the isolated intervention of individual organizations”
(p.1). In their follow-up article, “Channeling Change: Making Collective Impact Work,”
they state “Coordinating large groups in a collective impact initiative takes time and
resources, and too often, the expectation that collaboration can occur without a
supporting infrastructure is one of the most frequent reasons why it fails” (Hanley,
Brown, Kania & Kramer, 2011, p. 13). Their model focuses on the need for multiple
stakeholders to have a common vision, common goals, common measures, and
access to research and understanding that enables decision making that results in
the desired change. It also calls for strong leadership and resourcing of these efforts.
In the literature review I also looked at theories of organizational change, focused
both on schools and in the for-profit sector, to further enhance my research tool
development and theoretical propositions.
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Organization Change Management Theories
Modern management theories and recent research into organizational change
highlight the importance of participatory environments in effective decision-making
within institutions (Heifetz, Grashow, Linsky, 2009; Owen & Valenksy, 2011; Shein,
2010). Management research suggests that the engagement of outsiders can help to
affect positive change by bringing fresh, new ideas (Schein, 2010). Much of the
current theory and research on effective management styles and sustainable
leadership is focused on having leaders facilitate the engagement of others in goal
setting and decision-making (Heifetz, et al., 2009, Owen & Valensky, 2011). Another
modern management theory, which is less well known, but which I felt bridged critical
pedagogy and modern management theory is the theory of collaborative
governance.
Collaborative Governance
Ashnell and Alison (2011) have put forward a theory of collaborative
governance that outlines key elements of success in collaborative governance
efforts. They first define collaborative governance as “A governing arrangement
where one or more public agencies directly engage non-state stakeholders in a
collective decision-making process that is formal, consensus oriented, and
deliberative and that aims to implement public policy or manage public programs or
assets” (p. 544). The eight key elements that they identify for effective collaborative
governance are:
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1. stakeholders participating in all elements of the decision making process,
2. addressing power and resource imbalances,
3. taking a formal approach,
4. ensuring clear ground rules and transparency,
5. ensuring the presence of facilitative leadership,
6. ensuring broad participation is not simply tolerated but actively sought,
7. ensuring the process is consensus oriented (even if cannot always be achieved in
practice),
8. and putting the focus on public policies and key issues.
Adaptive Change Theory
The theory of adaptive change expounds the belief that in order to tackle
difficult problems and achieve positive social change, groups of people must be
effectively mobilized (Heifetz, et al., 2009). This theory draws on biology and
evolution and looks at how nature forms new combinations and variations to enable
an organism or a system to thrive or adapt. A key element of this theory is the
appreciation of the importance of diversity in achieving a positive improvement in a
system (Heifetz, et al. 2009).
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Adaptive change theory challenges the notion of broken systems and instead looks
at systems as evolving. The theory acknowledges that there are inherent trade-offs,
however, whenever a system changes, and that will be difficult for people to accept
(Heifetz, et al., 2009). Adaptive change theory takes this resistance to change into
account and makes the distinction between leadership and authority. Heifetz, et al.
(2009) posit that effective leaders recognize that their power does not necessarily
come from their authority but from their ability to mobilize people. This is defined as
adaptive leadership.
Another important lens applied to this study and used in the development of
the interview, observation, and analysis tools is critical pedagogy. Critical Pedagogy
Proponents of critical pedagogy have made the case for engaging a broader range
of stakeholders and for a deeper approach to participatory decision-making that puts
leaders in a facilitation role, supporting those for whom the change is intended,
rather than in a role of power. Freire’s (1993) and Giroux’s (2011) approach to first
acknowledging and then educating and engaging oppressed groups in a way that
enables them to participate meaningfully in change, still provides an important lens
through which to analyze the effectiveness of participatory decision-making in
schools.
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One need not be a neo-Marxist, as Freire and Giroux are, to appreciate the
value of this kind of authentic engagement, rather than false forms of engagement
that represent attempts by leadership only to solicit “buy in” from multiple stakeholder
groups rather than to truly empower them to participate in decision-making (Owens &
Valensky, 2011). Application of critical pedagogy to this study is important because
while many public schools do a very admirable job of fulfilling their role of preparing
the learner to participate productively in society and become a more fully realized
human being, there are many learners who still fall through the cracks (Brantlinger,
2003; Kozol, 1991;
Noguera, 2009).
Elements of Successful School, Parent, and Community Partnerships
Regardless of the model used, research points to five key factors involved in
multiple stakeholder engagement efforts that result in improvements in school
climate and/or academic achievement.
• It takes at least three to four years for meaningful change to take place (Martin,
Fergus, & Noguero, 2010, Sanders, Sheldon, & Epstein, J. 2005).
• There is a clear need for formality and structure (Martin, Fergus, & Noguero 2010;
Sanders 2005; Sanders, 2006).
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• Strong leadership is required, in particular, school principals who value and
prioritize parent, school, and community partnerships and who possess skill in
developing these relationships (Epstein, Galindo & Sheldon 2011; Gordon &
Seashore 2009; Heck and Hallinger 2009; Martin, Fergus & Noguero 2010; Sanders,
2006; Sitton Hays, 2011).
• Partnership must be actual, where the voices of all groups are truly included in
decision-making processes (Henderson & Mapp, 2002; Hope, 2012; Sitton Hays,
2011; Sanders, 1996; Sanders, 1998; Sanders, 2006; Sheldon, 2010; Sheldon,
2003; Sheldon & Epstein, 2002; Sheldon & Epstein, 2005; Epstein, 2005).
• Student-centered focus on improvements in both school climate and academic
achievement is essential (Cook, Habib, Phillips, Settersten, Shagle &
Degirmencioglu, 1999; Martin, Fergus & Noguero 2010; Sanders, 2006; Sitton Hays,
2011)
Models for Successful School, Parent and Community Partners
The most robust research on a particular model of school, family, and
community partnership has been conducted on Joyce Epstein’s National Network of
Partnership Schools model. There is significant quantitative and qualitative research
showing the effectiveness of this model on math achievement, standardized tests,
attendance, behavior, and safety.
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While there is still a need for additional research, results from studies to date
have shown success with a wide variety of school types and with a variety of student
populations (Epstein 2005, Henderson & Mapp, 2002; Sanders 1996,1998; Sheldon
2003; 2010; Sheldon & Epstein 2002, 2005). One critic of this model found through
qualitative research, that the engagement of parents was not always fully authentic
and that parents and schools did not always share a common language and equal
power for engaging in school improvement (Stelmach, 2004; 2007).
The other model that has been studied and found to be successful, though the
research does not appear to be extensive, is on the Comer Process (Comer 1996).
Research on the early model that focused on school climate showed that school
climate improved but academic achievement remained flat (Cook, et al, 1999).
Improvements to the model resulted in changes in both school climate and academic
achievement. This model has been able to achieve positive changes in school
climate and academic achievement in schools with a population of students that is
primarily African-American and with low socio-economic status (Cook, Murphy &
Hunt, 2000, Henderson & Mapp, 2002, Malloy & Rayle, 2000).
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Organic Approaches to School, Parent and Community Partnerships
There is mixed research on the success of schools that approach multiple
stakeholder engagement on their own, without a clear model for engagement in
place, such as the school improvement teams of (Borman, 2000). It would seem
from the research cited above that the best approach would be to begin with an
existing researchbased model such as the Comer Process or the Partnership
Schools model or to ensure that the key characteristics of the so called “successful
organic efforts” (DiBari, 2016) are included: strong, school principal leadership with
the ability to authentically and effectively engage stakeholders; a formal structure;
appropriate time and resources; and a simultaneous student-centered focus on
improving both school climate and academic achievement.
Research into models that did not have formal structures has shown a lack of
success (Gordon and Seashore, 2009; Miller and Rowan, 2006). The drawback to
informal organic improvement efforts that seek to engage multiple stakeholders is
that they must reinvent the wheel, rather than building on what others have learned
through implementation and research. Another drawback of unplanned organic
reform efforts is that they are likely to take much more time as a result of this
learning while doing (Borman 2000). However, the benefit of an organic, grassroots
approach is that there may be much higher teacher morale than with pre-packaged
reform efforts or efforts led by an outside entity (Borman, 2000).
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CONCEPTUAL FRAMEWORK
The figure below shows the relationship among the processes employed in
the conduct of the study. The existing practices and strategies of the school’s
selected programs and activities (input) were determined prior the conduct of
Focused Group Discussion (FGD) and the implementation of the modified practices
and strategies (process) to further motivate and entice parents and stakeholders’s
support and participation to school’s programs and activities. A workplan or a manual
on how modified practices and strategies were implemented served as the product
(output) of the research study. The impact, on the other hand, increased the level of
support and participation of parents and other stakeholders to selected school
programs and activities.
Input
Existing Practices and Strategies of School’s Selected
Programs and Activities
Process
Focused Group Discussion (FGD)
Implementation of Developed Practices and Strategies of
School Selected Programs and Activities to Entice
Support and Participation of Parents and Other
Stakeholders
Output
Workplan/Manual on the Implementation of the
Modified Practices and Strategies
Impact
Increased Level of Support and Participation of Parents
and Other Stakeholders to School Selected Programs and
Activities
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ACTION RESEARCH QUESTIONS
This action-research aims to determine effective motivations to
increase participations of school’s stakeholders to school programs and activities.
Specifically, it will seek to answer the following questions:
1. What are the existing practices and strategies to motivate parents and
other stakeholders of the school to participate in its programs and
activities?
2. How can the current practices or strategies be improved in soliciting
support from parents and other stakeholders to address the needs of the
school in effectively implementing school’s program and activities?
3. What happened when the new strategies have been implemented as
compared to previous programs and activities conducted?
4. What needs and problems addressed after the modified practices and
strategies in brigada eskwela, general PTA meeting, nutrition month
celebration and responsible parenthood program have been implemented
in school?
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ACTION RESEARCH METHODS
a. Participants and/or other sources of data and Information
Participants to this study were the parents/guardians of the pupils in
school, School Head and teachers, PTA Officials, LGU Officials, Coral Bay
Nickel Corporation and Rio Tuba Nickel Corporation Community Relations
Officers, and other stakeholders
b. Research Design
This research is a combination of qualitative and quantitative
employing experimental design.
c. Data gathering Methods
After approval of the research proposal, the researchers secured
permission from the school principal and district supervisor to conduct the
study. The researchers used personal observations and experiences in
identifying school existing practices and strategies in conducting brigada
eskwela, general PTA meeting, nutrition month celebration and
responsible parenthood program as they themselves belong to the school
faculty and staff. Data on the previous brigada eskwela, nutrition month
celebration, general PTA meeting and responsible parenthood program
implementations were secured and accessed through school files as
baseline bases of the study.
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However, to some needed data that were not accessed through files,
the researchers employed interview to teachers concerned. After collection of
data and identification of the existing practices and strategies, the researchers
involved the school head and other teachers in conducting Focused Group
Discussion (FGD) about possible improvement that could be done relative to
the conduct of the foregoing selected school programs and activities. The
suggested improvement in the form of practices and strategies were finalized
through a workplan/manual to serve as a better guide on its implementation to
determine its effect in enticing parents and other stakeholders in supporting
selected school programs and activities to help address school’s needs and
problems. During implementation, the researchers recorded and secured data
relative to the support and participation extended by the parents and other
stakeholders to school’s program and activities.
d. Data analysis
The information gathered in determining the practices and
strategies of the school in enticing the parents and other stakeholders
to participate in school programs and activities were themed, coded,
tallied and statistically treated using percentage to determine the
increase of participation and support extended by the parents and
other stakeholders.
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PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents the findings, analysis and interpretation of data
with regard to the existing practices to motivate parents and other stakeholders of
the school to participate in its programs and activities; improvement of the current
practices and strategies in soliciting support from parents and other stakeholders
to address the needs of the school in effectively implementing school’s programs
and activities; results of the strategies implemented as compared to previous
programs and activities conducted; and the level of effectiveness of the newly
strategies implemented as perceived by the stakeholders, school head and
teachers.
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Table 1. Previous Practices and Strategies to Motivate Parents and Other

Stakeholders to Participate in Its Programs and
Activities_________________________ ____________
Program/Activity Practices/Strategies-
________________________
Brigada Eskwela Posting of Brigada Schedule

Sending of Solicitation/Letter of Request
Actual Volunteerism
*usually a day of service to help prepare
school for class opening
General PTA Meeting Meeting Announcement at Classroom
Nutrition Month Celebration Parade

Different Contests like Quiz Bee, Cooking
Contest, On-the-Spot Painting Contest,
Jingle Contest and the Search for A1 Child
Responsible Parenthood Program School Based Seminar
Table 1 reveals that the previous practices conducted by the school in
implementing Annual Brigada Eskwela Program to motivate parents and other
stakeholders were only through posting a 3x5 tarpaulin size containing the activity
schedule and theme in front of the school. Other information were also posted
naming the materials to bring during the activity. To solicit support from other
stakeholders like that of the mining companies, other firms, public offices and the
like, the school sends them solicitation letter or letter of request and wait for their
advice and approval.
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In conducting General PTA Meeting, the school principal sends a note to
classroom teachers that schedule of meetings be announced to the pupils. In kinder
to grade 2, basically, class advisers write down the meeting schedule on the board
and ask their pupils copy the content in their notebook and present it to their parents
or guardians while in higher grades class advisers only announce it to pupils.
For nutrition month celebration, the activities always conducted by the school
relative to this were only parade followed by the short opening program and the
contest proper as indicated in the table.
As to responsible parenthood program, issues on parenting are discussed
through a seminar once a year based on a collaboration between schools and
community. Sumbiling Elementary School personnel spearheads the activity with
partnerships from the Local Government Unit and Social Development Management
Program of the mining companies in Rio Tuba.
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Table 2. Improved Practices and Strategies in Soliciting Support from

Stakeholders in Effectively Implementing School’s Programs and
Activities________________________
Program/Activity Improvement on the
Practices/Strategies_____
Brigada Eskwela Posting Brigada Eskwela Schedule coupled

with personally handing Brigada Eskwela
Invitation to parents and other Stakeholders
Early Sending of Solicitation/Letter of
Request with follow up either personally at
their respective offices or via call or text
Brigada Eskwela Kick Off (Parade) with

Opening Program
Raffle Draw
*One day volunteer service one raffle ticket
Closing Program
General PTA Meeting Sending formal invitation containing

meeting agenda and a chance to win
grocery items
Nutrition Month Celebration Added activities involving parents like

Malunggay Tree Planting and Agro Fair
Responsible Parenthood Program School Based Responsible Parenthood

Seminar
with Huwarang Magulang ng Taon
Awarding Ceremony
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Table 2 discusses the improvement made in the previous practices and
strategies employed by the school personnel in conducting selected school’s
Strategies used to improve previous practices were determined through
Sumbiling Elementary School Faculty Focused Group Discussion (FGD).
In Brigada Eskwela, a number of strategies to entice parents and stakeholders
participate and support National Schools Maintenance Week were employed.
Posting Brigada Eskwela Information such as themes, schedules, and materials to
bring in front of the school was added by sending invitation letter personally to every
parent who may be having children to enroll in school a few days prior the activity.
Hundreds of invitations were given not only to them but also to other school’s
stakeholders like that of the Barangay Local Government Unit, Women’s
Association, Barangay Health Workers, PTA Officials and other sectors in the
community. As to finding funds and budget to implement the program, the usual
sending of request letters or solicitation letters was intensified by personally talking
to the possible donors or sponsors about the importance of the activity and their
participation and partnerships to school. Letters sent were also followed up from time
to time.
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During Brigada Eskwela implementation, a kick off was implemented. Sumbiling
ES Faculty and Staff, parents, and other stakeholders joined in the parade and
participated in the Brigada Eskwela Opening Program Ceremonies.
To further augment School Brigada Eskwela fund and entice possible
donors/sponsors support school programs and projects, the group designed a raffle
draw wherein the amount paid for tickets was considered donations to school and
that names of people buying tickets were included in the list of perpetual donors in
school. Similarly, parents and other volunteers who have rendered a day service in
school relative to Brigada Eskwela implementation, were also given raffle tickets so
that they could also have a chance to win prizes during the draw.
To make the activity more enticing and encouraging on the part of the
stakeholders, a closing program was held in honor of the volunteers, donors,
sponsors and other school stakeholders who supported the activity in one way or the
other by giving them certificates of appreciation and recognition for their selfless
contributions and invaluable services rendered to school.
To entice the parents more in attending School General PTA Meeting, the school
head sent a formal invitation to every parent/guardian of the pupil. The content of the
letter focused on the reasons why their presence was called and on the agenda of
the meeting. The ideas on the groceries to be given away to the lucky attendees
through raffle draw based on the names listed in the attendance during the meeting
were also included in the letter as another strategy to encourage them to offer their
time to school for half a day.
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For Nutrition Month Celebration, the usual parade, and traditional contests
usually participated in by the pupils as mentioned in table 2 were modified making
parents involved in other activities like quiz bee and cooking contests. Parents had
taken an active part also in the additional activities for nutrition month like Malunggay
Tree Planting, and Agro Fair.
To further intensify and spread awareness on parenting issues and concerns, the
school once again conducted school based responsible parenthood seminar among
the parents and other stakeholders in the community. The school provided the
participants snacks and lunch for two days seminar. There were also grocery packs
that were given to them alternately during the two-day seminar. An awarding for
Huwarang Magulang ng Taon for 2019 was also announced and was held along the
closing program of the ceremony.
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Table 3.1 Result of Specific Previous School Programs/Activities

Implementation________
Activity/ Previous No. of Parents/ Participation

Descriptive
Program Practices/Strategies Stakeholders Responded/Participated
Rate Level
Brigada Eskwela Posting of Brigada 131 different 44 percent

Moderate
Schedule and Actual individuals as compared
Volunteerism participated to no. of parents
including parents
Sending of Solicitation/ Out of 7 only 4 57

percent Moderate
Letter of Request responded
General PTA Meeting Meeting Announcement 170 parents 56

percent Moderate
at Classroom out of 300
Nutrition Month Parade, Quiz Bee, 30 out of 300 10 percent

Very Low
Celebration Cooking Contest, parents
On-the-Spot Painting Contest,
Jingle Contest and the Search for A1 Child
Responsible Seminar An estimate of 360 60 percent

Moderate
Parenthood out 600 parents
Program invited joined
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Based on the interview and data gathered from school records and
documents, table 3 presents stakeholders’ participation rate and level on the
previous school programs/activities implementation. Data revealed that there were
only 131 individuals including parents who took an interest in participating and
supporting School Brigada Eskwela Implementation or only 44 percent as compared
to total number of parents last school year 2018-2019. However, as compared to
2015 available data of 620 total hours volunteered in Brigada Eskwela, previous
school year record of 1048 volunteered hours still made an increase of 169 percent.
On the other hand, as to response on request letters, there was a moderate
level of response as almost 60 percent of the total letters sent had responded
positively on the program extending school some in kind donations such scrap tires
for landscaping, paints, cements and the like.
As to General PTA Meeting, there was only a moderate level of participation as
only 56 percent (170 parents/guardians) of the total number of parents attended the
meeting last January of the previous school year. However, as compared to General
PTA Meeting conducted in February 2, 2018, as it is only an available data in file,
previous meeting was still higher than the former with an increase of 175 percent.
In nutrition month celebration, very seldom the school see participation of
parents and other stakeholders during parade and other contests relative to
celebration except during search for A1 child as parents/guardians and some other
relatives come to attend and witness the performance of their children.
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However, based on the data and interview only 30 or an estimate of 10 percent of
the total number of parents came to attend the activity.
As to responsible parenthood program, only 360 of the 600 parents invited in
the community had joined the responsible parenthood seminar.
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Table 3.2 Result of Modified Practices and Improved Strategies Implementation

in School Specific Programs/Activities
_____________________________________________________
Activity/ Modified/Additional No. of Parents/ Participation
Participation
Program Practices/Strategies Stakeholders Responded/Participated
Rate Level
Brigada Eskwela Personal Invitation, About 352 different 117 percent

Very High
Parade, opening program, volunteers participated as
compared to no.
Closing, program of parents
for the
current school
year
Mapping Possible 14 out 16 request letters 88

percent Very High
Stakeholders/ were responded positively
Donors/sponsors garnering a monetary
Regular follow up value of 160,000.00
on request letters
*Raffle Draw an estimate of 800 N/A

N/A
different individuals donated
collecting 10,000.00 proceeds
General PTA Meeting Formal Invitation 242 parents 81

percent Very High
containing purpose, agenda attended of the total
number
and a chance to win grocery of parents
items
*Raffle Draw
Nutrition Month Parent involvement in parade, 110 parents

37 percent Low
Celebration quiz bee as quiz masters, cooking participated of the total
number
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Contest, on-the-spot painting, of
parents
Agro-fair, malunggay tree planting
*Giving of prizes
Responsible Parenting Seminar of the 90 parents 74 percent

High
Parenthood invited in the community, of the total
invites
Program 67 attended
* Huwarang Magulang Awarding Ceremony
* Raffle Draw based on attendance
Legend: *Motivational technique/strategy
Table 3. 2 presents the modified practices and improved strategies
implementation in school specific programs and activities. In Brigada Eskwela, about
352 different individuals responded to the invitation handed personally to them by the
school brigada coordinator. This data is 117 percent of the total number of parents in
school and considered Very High as to level of stakeholders’ participation. Other
things and strategies keeping volunteers coming in were due to conduct of kick off
bearing advertisement on the activity; opening program explaining the importance of
Brigada Eskwela to every school and the spirit of unity and helping one another for
the welfare of the children; and closing program to recognize the support extended
by all donors, sponsors, volunteers and other stakeholders by giving them
certificates of appreciation. For resource mobilization aspect, the school mapped out
possible sponsors, donors, and other stakeholders who could possibly respond to
and support the program.
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There were 16 identified stakeholders who were given request letters asking
for their support in any form like in-kind or monetary. Through constant follow up, 14
out of 16 or 88 percent of the total request letters sent responded positively
garnering a total monetary value of Php160,000 thousand donations. Raffle Draw as
another form of motivation for the parents and other stakeholders to come and join
the activity, had helped increase number of hours volunteered as for every eight
hours or a day volunteered services rendered, a volunteer gets a raffle ticket for free
to give him more chances of winning the prizes. An estimate of 800 different
individuals donated in exchange of raffle tickets collecting more or less
Php10,000.00.
For General PTA Meeting, sending formal invitation containing the purpose and
agenda of the meeting with a motivational strategy indicated below which was the
raffle draw of grocery items had helped increase the number of participation of the
parents in the meeting. There was a Very High participation level or 242 or 88
percent of the total number of parents attended the meeting.
Calling for a meeting with the parents to ask and discuss for their participation
to the Nutrition Month Celebration activities coupled with a promise of prizes to be
given away to the lucky winners had helped increase the level of their participation.
110 parents took their time out to join the activity by joining the parade, malunggay
tree planting, quiz bee as quiz masters, and as co participants for cooking contest,
on-the-spot painting contest, and agro-fair.
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Other parents also supported their children in the Search for A1 Child. Though
the level of participation of the parents in this activity was low, as it only comprised
37 percent of the total number of parents, however, it still marked a bit high increase
of 27 percent from the previous implementation.
For responsible parenthood program, out of 90 parents invited in the
community, 67 or 74 percent (High Level of Participation) of them joined the seminar.
Among motivational techniques used by the school were about the conduct of
Huwarang Magulang ng Taon for 2019 and grocery items raffle draw based on the
listed names in attendance along with the closing program of the seminar.
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Table 4. Comparison of the Previous and Current School Selected

Programs/Activities Implementation
Previous Implementation Current Implementation
Activity/ School Year 2018-2019 School Year 2018-2019
Program Participation Participation Participation Participation
Rate Level Rate Level
Brigada 44 percent Moderate 117 percent Very High
Eskwela
General PTA 56 percent Moderate 81 percent Very High
Meeting
Nutrition 10 percent Very Low 37 percent Low
Month
Celebration
Responsible 60 percent Moderate 74 percent High
Parenthood
Seminar
Legend:
Very High 81-100
High 61-80
Moderate 41-60
Low 21-40
Very Low 0-20
Table 4 shows the comparison of the previous and current school
programs/activities implemented in school.
The current Brigada Eskwela implementation scored Very High as to
participation level as the rate of volunteers compared to total number of parents for
the current school year reached as high as 117 percent. It noted a 73 percent
increase as compared to previous implementation. General PTA Meeting, on the
other hand, had an increase of 25 percent, Nutrition Month Celebration of 27 percent
and Responsible Parenthood Program of 14 percent as to level of participation
compared to previous implementation.
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Table 5. Needs Addressed and Contributions to School Development of the
Implemented Modified Practices and Strategies on Selected Programs and
Activities
Contribution to School
Activity/Pr Practices Motivational School Development
ogram Strategy Needs
Adressed
Brigada Parade, Raffle Draw, Paints, Construction of water
Eskwela formal Awarding of cements, facility, washing area,
invitation, Certificate of gravel and renovation of feeding
mapping Appreciation sand, room, improved
possible ornamental surroundings, and
donors/spons plants,plywoo conducive learning
ors, opening d, paint environment
and closing brushes,
programs labor,
General Formal Raffle Draw Ground Improved School
PTA invitation with grocery Improvement surrounding,
Meeting items based Activities, strengthened rules and
on Strengthenin policies, high
attendance g of School participation rate of
Rules and parents to school
Policies, activities, settled unpaid
Participation dues
Rate of
Parents to
School
activities,
Unpaid PTA
annual dues
Nutrition Activities In-kind and Participation Increased level of
Month involving Monetary Rate of participation of parents
Celebration parents in Award Parents to and other stakeholders
Parade, Nutrition especially on the
Malunggay Month provision of prizes,
Tree Activities, malunggay plants grown
Planting, quiz Provision of in school, more
bee, on-the- Malunggay developed parent-child
spot painting leaves for bonding and relationship
contest, and feeding
agro-fair, program,
moral support
of parents to
children
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joining school
activities,
Responsibl Seminar Huwarang Orientation Increased awareness on
e Magulang on Bullying Bullying, VAWC, Parental
Parenthood Awarding Act, VAWC, roles and responsibilities,
Program Ceremony, Roles and health issues and other
Raffle Draw Responsibiliti concerns of children and
of grocery es of Parents commitment renewal on
items based to Children, responsible parenting.
on Health Issues
attendance and Other More developed linkages
Concerns of and partnership with
Children, Barangay Local
Finding Government Unit by
Common Providing School the
Problems in following: deployment of
Community Barangay Tanod in
that Affects school front and
Performance barangay crossing to
of Children in protect small children
School from reckless drivers
Table 5 presents the school’s addressed needs and contributions to school
development of the implemented modified practices and strategies on selected
school programs and activities. With the support extended by both volunteers and
stakeholders amounting to a monetary value of more or less 300,000.00, the school
was able to improve its surroundings through landscaping and classroom
development using donated ornamental plants, paints, gravel and sand, cement,
galvanized iron, plywoods, nails, chairs, and play toys for kinder children. The school
was able to construct washing area from the proceeds of raffle draw and renovate
feeding room through Parents and Teachers Association (PTA).
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On the other hand, the increase on the number of parents attending PTA meeting
has helped the school addressed some issues and concerns especially on the
school rules and policies, school ground improvement and unpaid PTA annual dues.
Similarly, involving parents in the conduct of nutrition month celebration has
increased their level of participation in school activities and has helped them
developed more bonding with their children essential to having a healthy emotional
and social growth as individual.
Lastly, Responsible Parenthood Program has contributed parents wide
awareness on the issues on bullying and VAWC and about how can the former be
avoided in school through proper guidance and constant communication with their
children at home and the latter on how they can protect women and children against
different abuses and harassment. Through this, the parents were also able to renew
their roles, responsibilities, and commitment as responsible parents by signing
commitment pledge. Another contribution this activity had brought the school was the
strengthened partnership between the school and barangay local government
through providing the school security measures for children’s safety.
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SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Findings
The following are the summary of findings:
1. Among existing practices and strategies of Sumbiling Elementary School
relative to the implementation of its specific programs and activities are the
following:
A. Sending of solicitation letter/request letter to stakeholders, posting Brigada
Eskwela schedule and other information in front of the school and the
actual voluntary services of the parents and other volunteers in preparing
the school prior class opening for Brigada Eskwela;
B. Announcement of meeting in classrooms for the conduct of General PTA
meeting;
C. Parade and conducting different contests such as quiz bee, cooking
contest, on-the-spot painting contest, jingle, and the search for A1 child for
nutrition month celebration; and
D. A conduct of seminar for responsible parenthood program.
2. The improved existing practices and strategies as a product of Focused
Group Discussion (FGD) of Sumbiling Elementary School faculty and staff are
the following
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A. Early sending of solicitation letters/request letters with regular follow up
either personal or via call or text; posting brigada eskwela schedule and
other information with personal invitation to every identified parent and
stakeholder; conduct of brigada eskwela kick off, opening program, closing
program and a raffle draw to augment brigada eskwela fund and at the
same time encourage volunteers render more hours of voluntary service
as for every eight hours of their involvement has a corresponding reward
ticket for raffle draw for Brigada Eskwela;
B. Sending formal invitation containing meeting agenda and a chance to win
grocery items in a raffle draw based on attendance for the conduct of
general PTA meeting;
C. Additional activities involving participation of parents in Malunggay tree
planting, quiz bee as quiz masters, Agro Fair contest, cooking contest, and
on-the-spot painting contest with corresponding in-kind and monetary
prizes for the lucky winners for Nutrition Month Celebration; and
D. School-based responsible parenthood seminar with Huwarang Magulang
ng Taon Awarding Ceremony and raffle draw on grocery items based on
participants’ attendance.
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3. As compared to previous implementation, modified practices and strategies
conducted relative to brigada eskwela has recorded an increase of 73
percent, general PTA meeting with an increase of 25 percent, nutrition month
celebration of 27 percent and responsible parenthood seminar with 14
percent.
4. Among the needs addressed in school after the modified practices and
strategies have been implemented are the following:
A. Construction of water facility, washing area, renovation of feeding room,
improved surroundings, and conducive learning environment for Brigada
Eskwela;
B. Improved School surrounding, strengthened rules and policies, high
participation rate of parents to school activities, settled unpaid dues for
General PTA Meeting;
C. Increased level of participation of parents and other stakeholders
especially on the provision of prizes, malunggay plants grown in school,
and more developed parent-child bonding and relationship for Nutrition
Month Celebration; and
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D. Increased awareness on Bullying, VAWC, Parental roles and
responsibilities, health issues and other concerns of children; commitment
renewal on responsible parenting. more developed linkages and
partnership with Barangay Local Government Unit by deployment of
Barangay Tanod in school front and barangay crossing to protect small
children from reckless drivers.
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Conclusion
The researchers came up with the following conclusions based from the
findings of the study:
1. The school existing practices and strategies for the conduct of brigada
eskwela, general PTA meeting, nutrition month celebration and responsible
parenthood seminar were very customary in nature as variations and
modifications were seldom made in the conduct of the foregoing.
2. Implementation of School practices and strategies in brigada eskwela, general
PTA meeting, nutrition month celebration and responsible parenthood
program is much more encouraging and enticing to parents and other
stakeholders when there is variations and modifications employed.
3. The implementation of the modified practices and strategies was effective
after it showed a participation rate increase of 73 percent for brigada eskwela,
25 percent for general PTA meeting, 27 percent for nutrition month
celebration, and 14 percent for the responsible parenthood program.
4. The modified practices and strategies implementation relative to the conduct
of brigada eskwela, general PTA meeting, nutrition month celebration and
responsible parenthood program have effectively addressed needs and other
problems of school after it showed positive results and impact to school
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Recommendations
The recommendations are based from the findings of the study and the
conclusions formulated by the researchers.
1. It is recommended that all practices and strategies relative to the conduct of
brigada eskwela, general PTA meeting, nutrition month celebration and
responsible parenthood program must be evaluated in terms of effectiveness
as to whether or not it attracts support and participation of the parents,
volunteers and other stakeholders.
2. It is strongly recommended that school faculty and staff must always conduct
Focused Group Discussion (FGD) prior to the implementation of school’s
programs and activities to add more life and be able to design effective
practices and strategies in catching support and attention of the parents and
other stakeholders to help address the needs of the school.
3. It is strongly recommended that the school faculty and staff should continually
implement the variations and modifications made in the conduct of brigada
eskwela, general PTA meeting, nutrition month celebration and responsible
parenthood program to entice parents and other stakeholders support and
participation to address school’s needs in implementing its programs and
activities. However, additional implementation of the new and better strategies
to catch the attentions and support of the stakeholders are also encouraged.
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4. It is recommended that schools should further strengthen its partnerships to
parents, Barangay and Municipal LGU and other public and private
stakeholders to help address school needs and other problems as school
budget from MOOE is only limited.
5. Similar study should be conducted to design more motivational practices and
strategies to entice parents and other stakeholders support and participate
school’s programs and activities to address school’s needs and problems.
49 | P a g e

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MOTIVATIONS TO INCREASE PARTICIPATIONS OF SCHOOL’S

A RESEARCH FUNDED THROUGH BASIC EDUCATION RESEARCH FUND

CONTEXT AND RATIONALE

A stakeholder is an individual or group with an interest in the success of an

organization in fulfilling its mission-delivering intended results and maintaining the

viability of its products, services and outcomes overtime (Sustaining Reading

First, Sustainability Series, Number 6, September 2009). Stakeholder, according

do not directly determine what goes into producing those outcomes.

Engaging stakeholders to education is very important. They play a vital role in

supporting the school in implementing different school activities as until now

activities indispensable to delivering quality education. They also take a great

supporting the school system).

They therefore recommended that stakeholders should be allowed full

participation in education provision; government should as well provide sound

measures of effective implementation so that collaborative quality education

School personnel have to build strong relationship with the school

stakeholders. It is apparent that when there is continuous communication

school problems relative to school’s program and activities implementation.

developing successful students, teachers must work together with school

stakeholders in planning and building a school community where children thrive

as they enhance their learning capabilities.

However, not all stakeholders including parents have the willingness to

implement school programs and activities. According to Rj (Nico) Botha (2007) in

his study in South Africa that in spite of its school-based management

widespread implementation, it has received only moderate attention in terms of

stakeholder participation and the impact of stakeholder values on the school-

based management process.

In the Philippines, Cabardo (2016) concluded that the level of participation

of the school stakeholders to the different school-initiated activities was found to

In Sumbiling Elementary School context, based on the recorded data of

the stakeholders’ participation and involvement only few showed willingness to

may be directly or indirectly affected.

as a motivation, stakeholders’ level of participation to school programs and

activities would be increased.

Parents’ Participation in School Governance and Academic Performance of

Parents play an important role in their children’s ability to achieve

academically. Every parent should be involved in their children’s education. In

order for children to succeed in academics, there needs to be a good foundation

conducive to learning and achieving success in their academic studies as well as

children’s education has long been recognized as a significant factor in

educational success and school improvement. In recent years as explained by

Banks (2002), certain educational organizations and international conferences

have concentrated almost entirely on the issue of partnership between schools

Research Network about Parents in Education. Education is Partnership

Conference, Copenhagen, November 1996 among others. This is an indication

their children’s education. He introduced an insight of viewing ‘parents as

consumers’. This view demonstrates education as a commodity and parents are

since in reality there is little opportunity for parents to exercise an individual or

seen as a ‘problem’ for teachers. Since in particular children are frequently

judged to come from ‘poor backgrounds’, from a home environment which is

unsupportive to the school and unsupportive 16 of the educational process.

their education performance (Cheng & Cheung, 2003). Sapungan and

Mondragon (2014) did a study on parental involvement importance, barriers and

involvement in their child’s learning process offers many opportunities for

success- improvements on child’s morale, attitude, and academic achievement

across all subject areas, behaviour and social adjustment.

This study underscores that the most common obstacle to parental