Master Thesis

The study determined the degree of involvement of the internal stakeholders in the total improvement of Las Piñas National High School that served as basis for a proposed mechanism for synergistic action. Specifically, it sought answers to the following research questions posted thereto. 1. What is the extent of internal stakeholders' involvement in the improvement of the school? 2. Is there significant difference in the perceived extent of involvement of the groups of respondents? 3. What are the common challenges encountered by the stakeholders in their involvement to the total school improvement? 4. Is there significant difference in the problems encountered by the groups of respondents? 5. Based on the findings of the study, what appropriate mechanism for synergistic action can be proposed? The study adopted a descriptive research design because it intended to generate statistical information used to describe the extent of the internal stakeholders' involvement in the improvement of the school. The instrument used to gather data was a self-made questionnaire based on the DepEd Assessment of School Based Management Practices consisting of its six (6) areas of concern. The instrument was validated by a pool of evaluators consisted of Schools Division Supervisor, a Secondary School Principal, a Master Teacher, the GPTA president and the SSG president. The respondents in this study were the internal stakeholders of the school that included the principal, department heads, teachers, parents and students. The data gathered on extent of involvement of stakeholders were analyzed using a four-point scale and the data on common challenges encountered by the stakeholders were ranked accordingly. Descriptive statistics were used in treating the data such as frequency, percentage, ranking, weighted mean and t-test. Findings Based on the gathered, analyzed and interpreted data, the following findings were drawn. 1. The four (4) groups of internal stakeholders perceived their involvement in the total improvement of the school in the light of student development to a moderate extent as evidenced by a weighted mean of 3.06; while in terms of faculty/administrator development to also to moderate extent with a weighted mean of 3.00; in terms of physical plant development and maintenance also to a moderate extent with a weighted mean of 2.82; in terms of school community partnership to a moderate extent with a weighted mean of 2.98; in terms of resource generation and fund management also to a moderate extent with a weighted mean of 2.87; and in terms of curriculum development to a moderate extent with a weighted mean of 2.98. Overall the internal stakeholders perceived a moderate extent of involvement as evidenced by a weighted mean of 2.95. 2. There is a significant difference in the extent of involvement of the four (4) groups of internal stakeholders in the total school improvement along key results areas and indicators. 3. The said internal stakeholders expressed their encountered challenges in their involvement to the school's improvement especially related to funding concerns, failure to follow school rules and regulations and lack of instructional materials for K-12 curriculum. 4. The groups of respondents perceived similar related challenges that they encountered in the onset of their involvement to the total school improvement. 5. In the light of the findings of the study, a proposed mechanism for synergistic action in the total school improvement was designed and is thereby, proposed to address related matters and concerns on strong involvement of stakeholders toward school improvement. It capitalizes on the great roles to be performed by each key player in the total formation of the school system. Conclusions Based on the findings of the study, the following conclusions were drawn: 1. The internal stakeholders of Las Piñas National High School post an average extent of involvement in the total school's improvement. 2. However, the different groups involve differently at the same point in the light of institutional development. 3. The non-sustaining and imperfect involvement of the said stakeholders can be attributed to lack of funding, inability to follow school rules and regulations, and lack of instructional materials for K12 Curriculum. 4. Unanimously, the four (4) groups of stakeholders are experiencing the same problems and concerns tantamount to their involvement to the school. 5. An initiative in the form of a collaborative formation is the key imperative to strengthening partnership and linkages between and among stakeholders toward school's improvement and innovational advancement. Recommendations Based on the findings of the study, the following recommendations are proposed by the researcher. 1. The school community, through the initiative of the principal should find means in strengthening the involvement of the key stakeholders through orientation, collaboration and networking communication. In that way, perennial problems will be reduced due to concern and responsibility felt and imbibed by everyone. 2. The groups that are least involved be gathered and conferred to a meeting to identify problems and/or related concerns that bring about their non-participation. In that way, there can be filling-in of gaps between and among backbones of the institution that may remedy sort of emotional conflicts and/or non-participation among them. 3. The school must derive effective means of fund outsourcing to sustain certain drives, projects and activities to be initiated and perspired by the stakeholders. Also, general orientation of school rules and regulations to be strictly imposed and monitored and building partnerships and linkages to sustain and address dearth of materials needed in the delivery of instructions in which teachers must be the center core of not only deliveries of instructions but also material developers. 4. The school, through the Principal should organize a conference and an orientation assembly of stakeholders to identify a two-way means of gathering data and specifications deemed pertinent to deriving solutions and consensus toward synergistic action for the school. 5. The school, through its administration should review and consider the proposed actionplan as output of this study thereby, implement and assess its effectiveness.