Education
Volume: 149 , Issue: 1 , May Published Date: 16 May 2024
Publisher Name: IJRP
Views: 287 , Download: 244 , Pages: 28 - 38
DOI: 10.47119/IJRP1001491520246467
Publisher Name: IJRP
Views: 287 , Download: 244 , Pages: 28 - 38
DOI: 10.47119/IJRP1001491520246467
Authors
| # | Author Name |
|---|---|
| 1 | Marivel M. De Guzman |
Abstract
The concept of school improvement plan has gained significant attention in enhancing student achievement, school climate, and overall educational quality. This research focuses on three critical variables: leadership competence, teacher collaboration, and parental engagement as the basis for improving schools in the public basic educational institutions. This study aimed to determine the relationship between leadership competence, teacher collaboration, and parental engagement as vital components of a school improvement strategy. Employing a descriptive research design facilitated a structured investigation into these relationships. Data were collected via a questionnaire distributed to 405 school heads and teachers in Public Primary & Secondary Schools in a City Schools Division. Demographic analysis revealed predominantly female respondents with bachelors degrees, aged 31-40, and with 6-10 years of service experience. Findings indicate strong agreement regarding leadership competence, particularly in instructional leadership. Teacher collaboration was highly valued, especially in teamwork for achieving educational excellence. Similarly, parental engagement emphasized communication and information sharing. Importantly, the study identifies significant relationships among leadership competence, teacher collaboration, and parental engagement, highlighting their interconnectedness in driving positive outcomes for school improvement. These insights illuminate the diversity and experiences of individuals involved in education and offer valuable guidance for enhancing school effectiveness and community involvement. Additionally, the results of the test of significant difference revealed that age and years of service significantly impact leadership qualities within the school setting, while sex and educational attainment do not exhibit significant associations. Moreover, educational attainment in professional learning communities showed a notable association with feedback exchange. Age and sex also appeared to influence communication patterns within the school community, particularly between parents and the school. However, years of service and educational attainment did not significantly impact collaborative practices within the educational setting.