Undergraduate Thesis

This study was geared towards bringing to the fore the Status of the School Site of the Public Elementary Schools in the Division of Parañaque during the school year. Specifically, the answers to the following questions were sought: a. What is the profile of the public elementary school site in the Division Parañaque as to: A. School sites (a.1 status of ownership; a.2 nature of ownership; a.3 area of school site and a.4 accessibility) and B. School buildings (b.1 type of school buildings; b.2 type of school building construction; b.3 school building structures and b.4 number of classrooms). There were 237 public elementary schools covered, 36 central and 201 non-central. The school heads of these schools served as the respondents in this study. The descriptive measures used in the statistical treatment were percentage, weighted mean and Sandler's A-test. After the analysis and interpretation of the data gathered, the following were the significant findings of this study: majority of the central school sites were surveyed but not registered; majority of the non-central school sites were surveyed and registered; majority of the school sites of the public elementary schools was acquired through donation; majority of the central school sites has an area of 1.5 to 2 hectares; majority of the non-central school sites have an area of 0.5 to 1 hectares; majority of the central school sites was along the public road; majority of the non-central school sites was near public road; majority of the non-central school building was of Filipino-Chamber type; majority of the central school buildings was of the Bagong Lipunan type; majority of the type of building construction in the public elementary schools was permanent; majority of the type of building structures was one-storey and majority of the public elementary schools has 3 classrooms per building; Based on the significant findings, the following conclusions were drawn: there was no significant difference between the perceptions of the two groups of respondents on the extent of implementation of the standard requirements of school site in terms of school plants and school buildings. The null hypothesis was accepted; there was a significant difference between the perceptions of the two groups of respondents on the degree of seriousness of the problems encountered in school site administration. The null hypothesis was rejected; there was a significant difference between the perceptions of the two groups of respondents on the extent of acceptability of the measures to improve the school site. The null hypothesis was rejected; there was no significant difference between the perceptions of the two groups of respondents on the extent of need of the school site in terms of school plants. The null hypothesis was accepted and there were significant difference between the perceptions of the two groups of respondents on the extent of need of the school site in terms of facilities, equipments and tools and school buildings. The hypotheses were rejected. Based on the foregoing findings and conclusions drawn, the following are offered to improve school site administration: School heads should be aware of the standard requirements for school sites and make such be implemented to the greatest extent for the good of the pupils; school heads should not allow sub-standard building constructions. A thorough ocular inspection should be made before accepting the building being turned over. Safety of the school and people should be considered; problems in school site administration should be remedied immediately if possible. Tap the community if needed; adopt measures contributory to the improvement of the school site from the rank and file as well as the parents and community; school heads should devise ways and means to produce the school site to ensure a quality education. They should not solely depend on government aids and similar studies be conducted using other variables to improve school site administration. There is a vital need to be aware of the importance of the school site and improve further the school facilities through orientation, seminars, conferences or meetings by the school administrators, teachers, parents, community members and pupils in order to acquaint oneself with the duties and responsibilities towards the school in terms of its protection, preservation, and improvement. Cooperative efforts should be drawn to promote a wholesome teaching-learning environment. The school administrators and teachers should have a deep concern in the proper utilization, effective and maximum use of the school buildings, facilities and equipment of the school to gain more educational benefits and profits on the part of the school children. The thirteen prioritized component facilities of the school should be given equal importance and attention by the school administrators and teachers by forming working committees to keep and maintain the varied school facilities all the time ready and conductive to any instructional activities. The maintenance and improvement activities of the school personnel should fit desirably into the school's program with respect to needs and purposes of the school facilities. The problems raised are given vital importance so as not to hamper the teaching-learning conditions of the schools. Along this line, school plant evaluation be conducted regularly to assess school facilities and corresponding actions be dealt with to allow the schools.