A School Improvement Plan (SIP) is a strategic plan that addresses the priority improvement areas of the school. It is a collection of different intervention program and activities that addresses the school problems and issues. Every school has its own version of SIP that is tailored to its specific needs for improvement. However, SIP is completely inadequate for school improvement. If there is no action or proper implementation, it will simply be a plan. Philippines has been closed for almost two years due to pandemic and most learners experienced learning deprivation. Schools crafted their SIP and developed programs to solve this issue. The purpose of this study was to determine the relationship between School Improvement Plan Enhancement on the School Performance in the Division of Laguna. To gather information about the relationship between independent and dependent variables, the researcher used a descriptive research design. The survey questionnaire, which served as the primary data collection tool, was distributed to 150 randomly selected elementary teachers from 25 elementary schools in the Division of Laguna who participated in the study. The study found out that the implementation of SIP has no significant relationship to the school performance in the Division of Laguna. However, the data revealed that the level of teachers involvement as regards crafting of school improvement plan, decision-making, implementation of school programs and projects, and monitoring and evaluation marked as very high. It is also discovered that the level of external stakeholders participation as regards financial support, services, and training is also marked as very high. The level of school performance development in the Division of Laguna relative to enrollment rate shows that there was an increase in the enrolment rate, graduation rate, and proficiency rates for every subject among the responses. The evidence showed that teachers involvement and stakeholders participation in the crafting and implementation of SIP is very evident in the school. Based on the findings and conclusions drawn, the researcher recommends that the Department of Education may provide training to school personnel as well as representatives from its stakeholders for effective school improvement planning yearly, and provide the necessary technical assistance to the school for effective implementation of SIP, all schools may form a school improvement committee, which will begin the process of developing a school improvement plan in which the major priorities will be addressed and given priority based on the availability of resources, school heads may develop plans and strategies to attract stakeholders to extend appropriate financial support and generate income-generating projects to finance the school projects and programs, and all schools may encourage practical involvement of all stakeholders by raising awareness of the importance of SIP implementation.

School Improvement Plan; school programs and projects; school performance