School and Community Revitalized Coalesce Program towards Students Development

TABLE OF CONTENTS

APPROVAL SHEET

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

Chapter 1
THE PROBLEM AND ITS RESEARCH DESIGN
INTRODUCTION
Rationale of the Study
Theoretical Background
THE PROBLEM
Statement of the Problem
Significance of the Study
RESEARCH METHODOLOGY
DESIGN
Flow of the Study
Environment
Respondents
Instruments
Data-gathering Procedure
Statistical Treatment
Scoring Procedure
DEFINITION OF TERMS

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Related Studies

Chapter 3
PRESENTATION DATA ANALYSIS AND INTERPRETATION
Profile of the Respondents
Respondent’s Extent of their Participation
Significant Difference
Challenges and Barriers

Chapter 4
SUMMARY, FINDINGS, CONCLUSION, RECOMMENDATIONS
Summary
Findings
Conclusion
Recommendations

Chapter 5
THE OUTPUT OF THE STUDY
Rationale
Objectives
The Output

BIBLIOGRAPHY
a. Books
b. Published Material
c. Electronic Sources

APPENDICES
a. Approved Transmittal Letter
b. Questionnaire
c. Turnitin Certification

CURRICULUM VITAE

LIST OF TABLES

1 Distributions of Respondents
2 Category of Participation/Involvement
3 Age Profile of the Respondents
4 Gender Profile of the Students
5 Civil Status
6 Highest Educational Attainment
7 Length of Involvement with the Association
8 Administration and Organization
9 Institutional Planning
10 Students Development
11 Community Extension Activities
12 Admin Planning vs Profile
13 Institutional Planning vs Profile
14 Students Development vs Profie
15 Community Extension Activities
16 Barriers/Challenges

ABSTRACT

SCHOOL AND COMMUNITY REVITALIZED COALESCE PROGRAM TOWARDS STUDENTS DEVELOPMENT

Daryl G. Babatid

Cebu Technological University Main Campus

This study aimed to develop school and community revitalized coalesce program towards students development there were two (2) cited schools University of Cebu METC – Basic Education Department, and University of Cebu Main – Grade School Department during the School Year 2019-2020.The study was categorized within school development. It made the inquiries of the profile of the PTA members and teachers as the respondent groups of the studies such as their age, gender, civil status, highest educational attainment, and length of the participation within the association. Another factor taken into consideration was the respondents participation in school and Community programs and activities that helped the association’s administration and organization, institutional planning, students development, and community extension activities. After thorough investigation and precise statistical procedure, a school and community revitalized coalesce program towards students development was made to guide or even help the association and the institution to carry its tasks and functions for the betterment of the students, teachers, school and the PTA. The study utilized descriptive method and investigative method of research and made use of Likert’s Scale of gathering data. There were 422 total respondents who were the only means that provided the needed data. The gathered data belong to the schools that related to each other. The gathered data from the respondents were checked into correctness, tabulated, interpreted, analyzed; thus, giving it a concrete, exclusive, precise, categorical, and unambiguous basis in the formulating school and community revitalized coalesce program towards students development. Therefore, it was concluded that the PTA was reasonably functioning and fulfilling its task and functions. Finally, it was hereby recommended that the proposed School and Community Revitalized Coalesce Program Towards Students Development will be used and implemented.

Keywords: Development Education, Administration and Organization,

Planning and Implementation, Coalesce PTA and Teachers Implementation, Descriptive Method, Cebu City

ACKNOWLEDGEMENT

The researcher would like to express his heartfelt gratitude to those who, in one way or another have helped him in making this study a successful one.

First and foremost, to the LORD GOD ALMIGHTY, for giving them the wisdom, the courage, the patience, and the strength to believe that this endeavor made possible.

Significantly, the undersigned would like to extend the genuine gratefulness to the committee for their continued support and holistic encouragement: Dr. Rosein A. Ancheta Jr., the chairman, Dr. Rebecca D.C Manalastas, the co-chairman, Dr. Reylan G. Capuno, the adviser, Dr. Segundino G. Cuadra, the member, Dr. Perla N. Tenerife, the censor, Dr. Nolasco K. Malabago, the statistician, Dr. Adora A. Villaganas, the member and The Staff, without you all, he may not be guided by information related to the submission of this research.

Further, the undersigned completion of this thesis dissertation will never be possible as well without the unbreakable support of his Family and special someone Elizabeth Promentira, and to the rest of the people, God used to instrument the strong vigor of the researcher from the University of Cebu METC – Basic Education Department and University of Cebu Main Campus – Grade School Department down to the students spearheaded by the belief of the School Heads namely: Dr. Norma O. Oplado, UC METC- Basic Education Principal and Ms. Rosella A Villahermosa, UC Main – Grade School Principal. To my colleagues and friends who provided the moral support that are very essential in this endeavor.

THANK YOU!

THE RESEARCHER

DEDICATION

I dedicate this humble work to, Almighty God, to my family and friends. A special feeling of gratitude to my loving parents, Josephine Babatid and Dioscoro Babatid whose words of encouragement and push for tenacity ring in my ears.

To my siblings who are always there to help me.

I also dedicate this to the institution in which I am working, University of Cebu -Mambaling Campus, and my colleagues who supported me throughout the process. I will always appreciate all they have done.

I dedicate this work and give special thanks to my special someone Elizabeth for being there for me throughout the entire doctoral program.

THANK YOU!

DARYL G. BABATID

LIST OF FIGURES

Figure No.

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Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

Coalesce effort inbuildingcommunityisnecessaryfor a modern academic institution. It issimilarlyrecognizedthat workingtogetheris a humanactivityand asmuchhuman considerationneed tobeessentialin anyinstructionalmove. Leadership is essential to do with parent-teacher relationship. In every organization, leadership is a vital aspect to carry on for at most concerned for a functional and progressive organization. Thus, without leadership and cooperation, individuals cannot work efficiently over a scope of time for its term in the parents-teacher association (Magno 2014).

In a global viewpoint, the Parents and Teachers Association (PTA) is a vital force in connecting the school to its service area, the community. The spirit of volunteerism is an important means to carry out the task as a member of the association. The funds generated in the association support for the school activities and program.

Parents Teacher Association (PTA) refers to the voluntary groups that forge mutually cooperative relationships between parents and schools for discussing educational issues, raising funds for the school and organizing consist of parents, teachers, staff, and the stakeholders. The functions of the PTA office are to cooperate in the school to establish programs, activities and plans and assist them. The PTA board members emerge with the school administrators to accomplish a school project. The school and PTA office work for the enhancement of school and give the students a conducive environment to learn.

The PTA will function properly as designates in their by-laws, it can be a stronger partner in improving the welfare of students. Some parents today have become rather detached from school affairs because they are deeply involved in their work and social activities.

However, there are still of many parents who show concerns and interest in the school activities. They coordinate with the school in sensing problems of their students in mediating differences, and in giving support that will help achieve better results. In this regard, parents and teachers should work together working for a planned program for the association.

Although the plan program may be rather not easy to arrange, the parents, the teachers and the school principal should be connected to effect and serve the purpose of its implementation (Myer 2014).

In a National Congress, “The problem of education is everybody’s problem. Helping the school is a collective responsibility, so improving the quality of our schools will be a great help for its progress. Stakeholders of education should build bridges between the school and the home. They must build bridges between the school and the community (Abad 2015).

Specifically, in the Philippine context, Parents-Teachers Association (PTA) is a social organization that caters to the development of the students through coordinated effort of parents, teachers, and the community. It is one that eases the burden of teachers in their teaching-learning activities. Establishing a good rapport with the parents makes the burden of the teachers easier. The helping hands of the stakeholders can make the students environment conducive for them (Abinales 2016).

PTA addresses that are important to parents and administrators. It makes funding to assist the school in providing the students a conducive and harmonious school environment. PTA is autonomous but should be supported by a national structure. It sets its own by-laws.

Thus, this study is to determine the perspective on the participation and implementation of Parents-Teachers Association in school and community programs and activities so as to find out if it really benefits the parents, school, and community and to propose School and Community Revitalized Coalesce Program Towards Students Development.

This research assume on that of Parents-Teachers Association (PTA) in school and community programs helps the school towards improvement in administration and organization, institutional planning, students development, and community extension activities.

Theoretical Background

This study, have the bases on the management theory by Henry Fayol and Campel (2015) on functions of the manager and the principles of the organization and Fayol identified five key functions of the

manager in administrative process namely, planning, organizing, coordinating, commanding and controlling. Planning involves establishing goals and process of attaining the goals. Organizing is the process of programming which consists of grouping activities, assignment of tasks and delegation of authority. Directing involves influencing the employees to carry out various tasks and responsibilities. It is also referred to as commanding or leading.

The process of directing involves making certain assumptions about the nature of people, performing leadership roles through a leadership style, and using the leadership style to influence motivate teachers. Controlling involves determining the actual performance and comparing it to the performance standards at the same time taking corrective measures where necessary. Fayol identified 14 principles of management directed towards management of the organization: division of work; authority and responsibility; discipline; unity of command; unity of direction; subordination of individual interests to the general interest; remuneration; scalar chain; order equity; stability of tenure of personnel; initiative and espiri de corps. On the other hand, Campel (2014) identified six management tasks areas: namely; curriculum and instruction;

staff personnel; pupil personnel; finance and business; physical facilities and school community relations.

Every school shall organize a Parents-Teachers Association (PTA) for the purpose of providing a forum for discussion of issues and their solutions related to the total school program and to ensure the full cooperation of parents in the implementation of such program. It shall provide mechanisms to ensure proper coordination with the members of the community and provide an avenue for discussing relevant concerns and provide assistance and support to the school promotion of their common interest. It shall also serve as a support group and as a significant partner of the school whose relationship shall be define by cooperative and open dialogue to promote the welfare of the students (Lapus 2017).

Teachers-parent Collaboration, Oinstein (2016) presented the following guidelines in maintaining close collaboration between parents and teachers.

1.) Plan apparent-teacher conference to communicate concerns, agree on the nature of the problem and secure the commitment of the parent, 2.) Define the problem behaviors that both the teachers and parents agree and need to be changed. 3.) Set small goals to change the problem behavior, 4.) Establish responsibilities for the teachers, parents and pupils, 5.) Establish a reward system, 6.) Collect baseline information to determine the nature of the problem.

The difficulty, however, with the PTA is usually that entirely too few parents are active and too often their children need this cooperation less. School administrators and teachers must learn the immense possibilities of the PTA as an organization. They must realize that the parents may give the problems which cannot be solved by the school. Sometimes, such activities may bring late fruits but then, “it is better late than never” (Ordonez 2013).

The association is losing its attractiveness to the parents owing the fact that it is being abused by some school authorities. Recent observation, however, had indicated the fact that it would be a wise move to reactivate the PTA all over the country and give them a new look. The association does its part only in terms of financial or material contribution. It is a high time to make the association function in the way it was originally conceived (Fardi 2013).

Batas Pambansa Blg. 232, Sec. 8:1-2 affirmed that teachers had the right to organize themselves for the purpose of providing a forum for the discussion of matters involving to the school progress, and for making certain the full cooperation of parents and teachers in the formulation and execution of such programs.

On the other hand, PTA should always interpret its work to the public in order to win understanding and support the accomplishments depend to a great extent on how well other understands its goal and how well it understands public assistance of all the people in the community. The People should know what the community, to foster parents’ education and other plans to help school programs (Aquino 2014).

The Parent Teacher Association in this country is the most important community agency of school-community relationship. If properly directed, this association would be useful agency for securing better understanding of the school needs and problems.

One of the provisions of the Code of Ethics for Teachers and School officials relative to school-parent relationship is Article IX “The Teacher and the Parent”.

Section 1. The schools exist to render service to the pupils. parents should be welcomed at school and treated with every consideration. School officials and teachers should establish and maintain cordial relations with parents of their pupils or students.

Section 2. The school officials or teachers conduct should be such as to merit the confidence and respect of the parents.

Section 3. In communication with parents, especially on matters appertaining to their children’s limitations, a school official or teacher should exercise utmost candor or tact. It is in the study that points out the children’s deficiency here to overlook by the parents and seeks their cooperation for the proper guidance and improvement of their children.

Section 4. The school official or teacher should hear parent’s complaints with sympathy and understanding. He should discourage unfair criticism of his associates, the administration, and the school system in general.

In addition, DepEd Memorandum No. 191, s. 1997 PTA shall be a means for dialogues between the school personnel and the parents where true partnership could be forge. It directed all school heads/principals to provide every opportunity for parents to organize themselves into school school associations with teachers. The Department of Eudcation, therefore, encouraged all public and private elementary and secondary schools to set-up Parents-Teachers Association. Furthermore, it is advised that federations of school PTA’s with other PTA’s be formed in each school setting. (Education News, 2014).

The purpose of the PTA is to provide a structure through which the parents or guardians of children can work together for the best possible education and welfare of their children. The objectives of the Parent Teacher Association are to represent the views of parents, to promote a positive view of Management, to develop partnership between the school bodies. to inform parents of current changes in the education system, to network with other Parent Associations through involvement with Federation of PTA, to work as a team and to have a yearly plan, to establish a forum through which parents can communicate their opinions and concerns regarding the school, to identify issues and possibly work towards a solution, to establish a forum through which parents and teachers can exchange information and research in relation to education and welfare of children.

Every elementary and secondary school shall organize a parent-teacher association for the purpose of providing a forum for the discussion of problems and their solutions, relating to the total school program, and for insuring the full cooperation of parents in the efficient implementation of such program. All parents who have children enrolled in a school are encouraged to be active members of the PTA, and to comply with whatever and responsibilities (Encabo, 2014).

According to Duckworth (2014), Parents-Teachers Association is a formal organization whose main purpose is to promote the health, welfare, safety and education of children and youth in the home, school, community and the place of worship.

PTA organization commonly occurs in the Basic Education. Speaking of the local level, the goal of all the PTA groups is to support their schools, encourage parent involvement, support teachers and organize events. The PTA’s purpose is to develop between educators and the school community at large, united efforts to secure for all children and youth the highest advantages in intellectual, physical, emotional, social education and spiritual awareness and to provide a continuing channel of communication among the various sectors of the community in order to promote an atmosphere of good will and cooperation.

Parental involvement is essential to academic achievement of students and correlates to student success. Not only do researchers and educational leaders that parental involvement is significant, but parents and teachers also agree that it is essential (Emeagwali 2015).

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Figure 1

Theoretical Framework of the Study

THE PROBLEM

Statement of the Problem

The research assessed the involvement in the school and community programs of the Parents Teachers Association Involvement at University of Cebu METC - Basic Education Department and University of Cebu Main Campus - Grade School Department Cebu during the school year 2019-2020, as basis for revitalized coalesce program towards students development.

Specifically, it sought to answer the following questions:

1. What is the profile of the Parents – Teachers Association in terms of:
1.1 age and gender,
1.2 civil status,
1.3 highest educational attainment,
1.4 length of participation with the association?

2. As perceived by respondents, what is the extent of their participation in school and community programs towards development along:
2.1 administration and organization;
2.2 institutional planning;
2.3 students’ development, and
2.4 community extension activities?

3. Are there significant relationships among the identified profile of the respondents and the extent of participation in school and community development?
4. What are the challenges and barriers in the implementation of school-community program?
5. Based on findings, what enhanced coalesce school community program can be developed?

Null Hypothesis

The null hypothesis at the 0.5 level of significance

HO1: There are no significant relationship between the identified profile of the respondents and the extent of implementation in school and community development.

Significance of the Study

The result of the study will be of great help benefit to the institution who are concerned with the improvement of the quality of the educative process by enabling them to formulate policies and guidelines, design strategies and approaches and to plan and carry out effective program that would give them the awareness of the current system and how to keep abreast with the demands of the changing time. Most of all, to give the best service to the institution.

The study will provide empirical data which will be beneficial to the following institutions and personalities for the efficiency, effectiveness and improvement in running the educational system:

University of Cebu. The result of the study will serve as the frame of reference to review the overall philosophy and goals of the Parents and Teachers Association Program. This is also serves as the basis for the formulation of alternative directions and plans in the provision of technical assistance for the reinforcement and enhancement of the program for its relevance to the end-users. Furthermore, the findings of the study serve as the premise for the determination of instructional support needed in the effective management and implementation of the programs and projects.

School Administrators. The findings of the study will guide the school heads to think and to look for viable ways in the implementation of school programs and projects of the PTA organization. This will also serve as an eye opener for school leaders to support programs and projects initiated by the PTA.

Parents and Teachers Association (PTA). Through the findings of this study, the PTA will be given insights on their own capacity, strength, and weaknesses in their participation and implementation of school and community programs. They could make their own modification or change for its betterment.

Teachers. The result of this study will provide data for teachers to determine the appropriate support needed or required for effective and efficient implementation and management of programs and projects; thus, realizing and attaining educational excellence. In the same manner. revitalizes their technical and vocational expertise for its professional development.

Parents. The result of this study will strengthen the support of parents in the training and development of the students.

Students. The result of the study will help the students enhance their study habits and develop their skills and potentials not only on academics but as well on dealing socially with the public.

Future Researchers. The result of the study will be used as reference for any related studies to be conducted.

THE RESEARCH METHODOLOGY

This segment discusses themethodsused and thetheoriesor principles behind them in order to obtain the desired agenda in this study.

Design

The study used the descriptive method of research, employing the adapted and modified questionnaire to gather relevant data and documentary analysis. It is also involved the use of common research tools like an interview and observations to ascertain accuracy, reliability and clarity of the data which were given in answer to the questionnaire. The normative survey was also tapped in the process of investigation.

All instruments were employed to the fullest extent to achieve the desired results and for the success of the investigation. The said instruments were utilized to determine the effectiveness of the participation and services rendered by the PTA to school and community program as perceived by the teachers and parents of University of Cebu. The gathered data were treated statistically to find out if there were significant mean differences among the perceptions of the respondent groups on the extent of their participation in school and community programs.

This study adapted and modified research instrument from the study of Bugtai (2015).

Flow of the Study

This study followed the system approach as input, process, and output as shown in Figure 2. The input shows the basic information related to: the profile of the PTA members and teachers, participation of Parents-Teachers Association (PTA) in school and community programs towards development along: administration, and organization, institutional planning, students’ development and community activities.

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Figure 2

Flow of the study

Environment.

The milieus of this study were the school of University of Cebu, specifically University of Cebu Maritime Education Training Center - Basic Education Department and University of Cebu Main Campus - Grade School Department. University of Cebu – METC is located at Alumnos Mambaling, Cebu City. As of this time the present enrollees now of UC-METC is more than two-thousand from Nursery to Senior High school. The university acquired its own Basic Education Department to meet the change the quality of education that was set by DepEd to all private and public schools in the Philippines. Like other UC Campuses, this department includes all lower grade levels which are the Nursery Department, Kindergarten Department, Grade School Department, Junior and Senior High School Department. The Senior High school Department offers four strands which are the Science, Technology, Engineering, and mathematics (STEM), Humanities and Social Sciences (HUMSS), General Academic Strand (GAS) and Pre-Baccalaureate courses.

University of Cebu Main Campus – Grade School Department is located at Sanciangko St., Cebu City. Presently it has a population of more than1,000 enrollees, the said department is 21 years and counting. The elementary students are provided with the state-of-the-art multimillion building complete with educational, physical and recreational facilities.

Respondents

The respondents of the study were the PTA members, and the teachers of University of Cebu METC - Basic Education Department and University of Cebu Main Campus – Grade School Department.

The study considered PTA members and teachers. For PTA members, a quota of every ten members in every section were considered part of the respondents and for the teachers all will be the respondents.

There were 2,354 PTA members coming from different year level from Nursery to Grade 12 and 52 teachers in University of Cebu METC – Basic Education Department and 1,052 PTA members and 30 teachers in University of Cebu Main Campus – Grade School Department. The researcher will use the quota sampling for the PTA members and for the teachers will use the all its population.

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Instruments

The study utilized the adapted and modified questionnaire of Bugtai 2015 as the basic tool for gathering data in the formulation of questions, the statement of the problem considered the guidepost for the investigation, which was thoroughly scrutinized and modified, based on its practicability, adaptability, and functionality in order to serve the best interest of the present investigation.

In the conduct of the study there were, the gathering and quantification of data according to the following research procedures namely: preliminary preparation, validation on the questionnaire, distribution and administration of questionnaires, interview and observations, follow up, data processing, scoring procedures and statistical treatments.

The questionnaire was based upon the widely accepted techniques of questionnaire making, observing closely the criteria for questionnaire construction. It included both opened and closed form of questions. The closed ended questions have responses in the Likert’s point scale where in the respondents will choose one answer.

The questionnaire consisted of the following: Part 1 focused on the profile of the respondent groups who are involved in the implementation of the Parents-Teachers Association; Part II settled on the extent of participation of Parents Teachers Association (PTA) in school and community programs towards development along administration and organization, institutional planning, students’ development, and community extension activities.

The gathered answers dovetailed to determine the significance or relevance of the participation of Parents-Teachers Association’s contribution in school and community programs. The findings had been examined to propose and to produce an action plan that will help the PTA officers and members, teachers, and students in attaining their objectives to help the school and community.

Data Gathering Procedure

A. Preliminary Preparations - The research secured written permission from the Principal of the University of Cebu Mabaling Campus - Basic Education Department and University of Cebu Main Campus - Grade School Department to conduct the research, to administer the questionnaire to the chosen respondents and to gather data from the office.
B. Distribution of Questionnaire -The said request/permit with the following condition state for strict compliance was rotated through the level coordinator for appropriate assistance in distributing the set of questionnaire to the respondents. The respondents were given adequate time to ask some clarification on the process of answering the questionnaire.
C. Collection Process a schedule has been made before the visits for the retrieval, this time, the follow-up informal personal interview and ocular observation will be conducted for the researcher's comprehensive information on the locale. The administration, distribution and retrieval of the questionnaire will be carried out during the schedule collections of the questionnaire.

Statistical Treatment of Data

These are the following statistical tasks of the study:

1. Simple Percentage. This is to determine the profile of the respondent groups in terms of age and gender, civil status, highest educational attainment, length of the participation with the association and involvement in programs, projects, and activities.
2. Weighted Mean. This was to determine the extent of participation of the respondent groups in school and community programs towards development along administration and organization, institutional planning, student’s development and community extension activities.
3 . Pearson’s “r” Correlation was used to assess the significant mean differences among perceptions of the respondent groups on the extent of their participation.

Scoring Procedure

Weight Category Description

3 = Fully Participated (FP) - condition or provision is very extensive and functioning very well

2 = Participated (P) - condition or provision is adequate and functioning fairly

1 = Less Participated (LP) - condition or provision is limited and functioning poorly

Table 2 Category of Participation/Involvement

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DEFINITION OF TERMS

To aid the readers demonstrate clear understanding about this study, the following terms, words and phrases are operationally defined:

Action Plan refers to a document that lists what steps must be taken in order to achieve a specific goal.

Benefits refers to the advantages gained by the members of the PTA, the school, the students, and the community from the mutual cooperation of the concerned.

Cash Functions refers to the collections, control and deposit of amounts due to associated students from each sale and other sources. The dispensing of cash for expenditures, for miscellaneous reasons and control of funds is set-up for this purpose.

Community Involvement and Development refers to the participation of the association and the school in the progressive advancement of the community service and development as shown in programs and projects supported by the association and other available resources.

Community Extension Activities refers to involvement of students inorganized community service. It is pedagogy of teaching by which students learn and develop through active participation in organized community service. It is dedicated to meeting local community needs, while developing their academic skills, civic responsibility and commitment to the community.

Contribution refers to the extent of provisions, involvement and participation of the PTA on school’s organization and administration; students development, teaching materials and equipment and community involvement and development.

Disbursements refers to the money paid out. Made for budgeted purpose only and during the budget process or as an additional appropriation. The students support funds may be used by the school principal, the head of the school as PTA president most approved by the Executive board for the money for the school activities. The unused funds at the end of the fiscal year shall be carried forward to the next year.

Duty refers to an obligation or action done by the PTA officers and members.

Finance refers to the monetary affairs to be coinciding with the school budgeting year where funds shall be derived from membership dues, fund raising efforts and/or gifts.

Function refers to a special task or duty being done by the officers of the Parents-Teachers Association office.

Institutional Planning refers to a programme of development and improvement prepared by an educational institution on the basis of its felt needsand the resources available or likely to be available, with a view to improving the school programme and school practices.

Organization and Administration refers to the association’s system of operating effectively and efficiently through an administrative organization that reflects a clear delineation between the functions of the policy-makers and those of the implements through a manifestation of well-coordinated organizational structured which is responsible for planning, organizing, directing and evaluating all aspects of the association activities.

Parents and Teachers Association refers to a formal organization composed of and participated in by the parents and teachers as partners for discussing educational issues, raising funds for the school and organizing programs and activities that will help the school and community.

Parents-Teachers Association Officers (PTA Officers) refers to the elected officials by the PTA members during the first general assembly meeting every start of the school year. This automatically includes the school principal as the overall chairman.

Student Development refers to the integration of academic learning programs with the larger issues of personal improvement and individual growth. It is a student centered, holistic experience focused on understanding (and demonstrating) values, nurturing skills, and moving towards knowledge.

School and community revitalized coalesce program towards students development refers to a cooperative development program for the school Parents Teachers Association (PTA) for the school community towards a progressive and harmonious development for the school, stakeholders and the community.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The following review of related literature were cited to support and strengthen the agenda of this research.

Related Literature

Invitation for parent involvement often come through on-way forms of communication notes home, automated phone calls, or requests for assistance for a particular project. Family involvement and engagement are not mutually exclusive, most schools pursue both. The vision of family engagement

described here, however views power in a different way. As families move from being school clients or volunteers to being leaders in education improvement efforts. they gain more power. As a result, the whole pie gets bigger, and more possibilities are created. Schools can help create those expected possibilities.

Despite the growing awareness of family and community engagement as a strategy for raising achievement and improving schools, many teachers and schools struggle to build and maintain broad management. This is especially true for schools that serve large proportions of students of color and low-income students. Effective engagement rests on relational trust between families and school staff, and building such trust depends on mutually valuing each party’s contribution to student learning. Yet teachers sometimes discount or misconstrue the beliefs and practices about home-school relationships rooted in cultures other than their own (Pink, 2017).

School–community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and support struggling neighbourhoods (Valli, 2017).

According to Julia Bryan, Dana Griffin, Jungnam Kim, Dominiqua M. Griffin, andAnita Young (2019), the use school‐family‐community partnerships to encompass a variety of terms used by scholars to describe collaboration between schools, families, and community members. These terms include parent involvement, family engagement, family‐ school connections, family‐school partnerships, school‐community partnerships, and school‐family‐community collaboration. Parent and family are used interchangeably as children in schools are parented by many people including grandparents and other family members, foster parents, and in many culturally diverse communities, fictive kin (e.g., aunties and uncles), and others who behave like family, but are unrelated to the child by birth or marriage. School‐family‐community partnerships are defined as collaborative initiatives and relationships between school personnel, families, and community members who function as equal and mutual partners in the planning, coordinating, and implementing of programs and activities at home, at school, and in the community to help increase students’ academic, social/emotional, and college‐career outcomes for students and their families (Bryan, 2005; Bryan & Henry, 2008; Bryan & Holcomb‐McCoy, 2010).

Partnerships connect stakeholders from schools and families, schools and communities, or all three. Partners collaborate to implement programs and practices that foster students’ academic resilience and achievement (Bryan, 2005; Trusty, Mellin, & Herbert, 2008); promote college and career readiness (Gonzalez, 2017; Bryan & Holcomb‐McCoy, 2010); address mental health and social‐emotional concerns (Kaffenberger & O’Rorke‐Trigiani, 2013); and tackle systemic issues that affect students, such as poverty (Amatea & West‐Olatunji, 2007; Cole, Cowan, & Craigen, 2015; Grothaus & Cole, 2010; Velsor & Orozco, 2007) and homelessness (Grothaus, Lorelle, Anderson, & Knight, 2011; Havlik & Bryan, 2015), as cited by (Velsor, Patricia & Orozco, Graciela, 2007).

Partnership programs can also create the environments, relationships, and experiences that reduce risks, build social capital, increase academic achievement and attendance, decrease behavioral issues, enhance school climate, foster resilience, and create developmental assets for children and adolescents (ASCA, 2010; Benard, 2004; Bryan, 2005; Bryan & Henry, 2008; Epstein & Van Voorhis, 2010; Galassi & Akos, 2004) as cited by Bryan, Julia & Henry, Lynette (2012).

Over the past 30 years, scholars have struggled to describe and classify the wide and varied activities that are umbrellaed under the term school–family–community partnerships (Henderson & Mapp, 2002). Partnerships result in a wide range of programs and activities, each with different goals, challenges, and outcomes (Epstein, 1995; Epstein & Van Voorhis, 2010; Walker, Shenker, & Hoover-Dempsey, 2010). Perhaps the most popular typology of partnerships is Epstein’s (1995) six types of partnership involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community (for a detailed description of each type in the school counseling context, see Mitchell & Bryan, 2007).

More recently, Griffin and Steen (2010) studied Epstein’s typology with school counselors and found a seventh type of partnership involvement for school counselors: leading. Leading reflects the leadership and advocacy roles school counselors play in facilitating the other six types of partnership involvement among school, family, and community members. Successful partnerships are intentionally infused with the principles of democratic collaboration; student, family, and community empowerment; social justice; and strengths focus (Bryan, 2005, 2009; Bryan & Henry, 2008; Nelson, Prilleltensky, & MacGillivary, 2001) as cited by Bryan & Griffin (2010).

The impact of parental involvement on student academic achievement has been recognized by teachers, administrators, and policy-makers who consider parental involvement to be one of the integral parts of new educational reforms and initiatives (Wilder, 2014). This implies that parental participation plays a pivotal role in motivating children to improve their academic grades. For students to reap maximum benefits in an education system, the learning should not be solely left to the student–teacher relationship but should be extended to include active parental involvement among other education stakeholders (Mahuro & Hungi, 2016).

One good thing about partnerships is that democratic collaboration is very much evident being exercised by stakeholders. Democratic collaboration means that school, student, family, and community partners have shared decision making, ownership, and responsibility for the partnership vision, goals, and outcomes. Together, partners define pressing student concerns, reach consensus on the need for partnership programs and events, expand the leadership of the partnership, engage the local and wider community, and focus on and implement the program(s).

In schools, students’ and families’ voices are typically silenced, and programs and interventions are designed for rather than with students and families. In partnerships that embrace democratic collaboration, school personnel share power with students, families, and community members and view them as equal and valuable experts in the children’s education and the partnership process (Julia Bryan and Lynette Henry, 2012).

Democratic collaboration is inextricably linked to family and community empowerment. By empowerment, we mean that parents not only have equal voice but also participate in the decision making, planning, and implementation of solutions to problems affecting their children (Holcomb-McCoy & Bryan, 2010). Partnerships that are based on empowerment often involve students collaborating with adults to assess and describe their own needs, design and evaluate programs, and solve school problems that affect them (Mitra, 2009; Mitra & Gross, 2009). To foster family and community empowerment, school partners use the following principles: They intentionally involve culturally diverse and low-income parents and community members in the partnership process; purposefully diminish their roles as the “experts”; respect families’ and community members’ knowledge and insights; regard each other as valuable resources and assets; involve family and community members in mutual and equitable decisions about partnership goals, activities, and outcomes; refuse to blame each other; and encourage families and communities to define issues that affect their children (Bryan, 2005; Bryan & Henry, 2008).

Even though many cases of successful school-community partnerships exist in rural areas, there are also many obstacles that impeded successful implementation. For example, Sanders (2006) discussed three obstacles that are influenced by perceptions of partnerships and willingness to enter into them: public scrutiny, teacher and administrator negative perceptions of school and community, and staff burnout. Sanders listed additional obstacles such as participation from school and community, communication between partners, and conflict in focus of partnerships. Multiple resources cited other barriers such as time limitations (Casto, 2016; Epstein 2016b; Sanders, 2006), absence of resources (Kladifko, 2013; Maheady et al., 2016; Sanders, 2006), absence of or poor leadership (Epstein, 2010a; Sanders, 2006), absence of funding (Johnson & Zoellner, 2016; Sanders, 2006), and the distance to services and size of the schools (Maheady et al., 2016). Even though the formation of school-community partnerships could be difficult, taking strides to ensuring partnerships are implemented correctly can enable schools to better prepare students for college and career; partnerships enable students to pursue postsecondary goals (Alleman & Neal, 2013).

Partnerships are attitude driven, vision driven, and data driven. Educators’ attitudes about families and about partnerships determine how they treat and collaborate with families and affect partnership goals and outcomes (Bryan, 2005; Epstein, 1995; Walker et al., 2010). Negative attitudes on the part of school personnel will hinder strong school–family–community relationships, especially with families from traditionally marginalized backgrounds (Dotson-Blake, 2010; Epstein & Van Voorhi 2010; Griffin & Galassi, 2010; Moore-Thomas & Day-Vines, 2010; Suárez-Orozco, Onaga, & de Lardemelle, 2010; Walker et al., 2010). Building partnerships first demands an examination of one’s own attitudes and beliefs about the students, families, and the community that one serves. Partnerships must be vision driven (Bryan & Henry, 2008; Doherty & Mendenhall, 2006). A critical step in preparing to partner involves developing a vision for partnerships and examining how partnerships can help realize both the school counseling program’s and the school’s visions. A critical task at this partnership stage comprises gaining buy-in from principals and other school staff. For example, aligning the vision for school counseling and for partnerships with the school’s or principal’s vision is one way to gain principal buy-in for partnerships and to influence principals’ expectations regarding counselors’ partnership roles (Bryan & Griffin, 2010).

Partnerships should be data driven. By this, we mean that school counselors should disaggregate and use the data on student outcomes and the needs of various student groups to demonstrate a rationale for partnership interventions. Furthermore, sharing research on the benefits of partnerships and data stories regarding the success of partnerships in similar schools will help school counselors win principal and staff buy-in (Bryan, 2005; Bryan & Griffin, 2010). Additionally, school counselors should capitalize on opportunities such as faculty and administrator meetings, team meetings, and counselor-led faculty development workshops to share the school counseling vision, including the vision for partnerships, the benefits of partnerships, and stories of partnership successes at other schools as well as in their own school.

Furthermore, Kari Eubanks (2017) pointed out that beyond connecting student to resources in the community, there are additional benefits to implementing school-community partnerships. Alleman and Neal (2013) cited that one specific advantage in forming school-community partnerships was that the climate of the school improved. There were many additional benefits to students found in the creation of school-community partnerships. Most notable among these benefits was increased student achievement (Barley & Beesley, 2007; Bryan & Henry, 2012; Gross et al., 2015; Wilcox et al., 2014). Additional advantages included increasing student confidence and their engagement in learning (Wilcox et al., 2014) and that school-community partnerships afforded students the opportunity to access resources outside of the school day (Ebersöhn & Ferreira, 2012; Smith, 2014), which is important in high poverty communities. Finally, the literature suggested that school-community partnerships had the capacity to improve student college-going rates and prepare them for 24 postsecondary endeavors (Alleman & Neal, 2013; Barley & Beesley, 2007; Barter, 2008; Kotok et al., 2016; Wilcox et al., 2014).

Willems and Gonzalez-DeHass (2012) described school–community partnerships as meaningful relationships with community members, organizations, and businesses that are committed to working cooperatively with a shared responsibility to advance the development of students’ intellectual, social, and emotional well-being. School–community partnerships can impact student success and post-school outcomes as well as positively influence and benefit the community in return. Auerbach (2010) characterized authentic partnerships as “respectful alliances among educators, families, and community groups that value relationship building, dialogue, and power sharing as part of a socially just, democratic school” (p. 729).

Anchored on the above citations, it can be gleaned that effective partnership can only be achieved through collaboration and getting together of stakeholders, the school and the family. To gather them all, it needs a leader of harmonious relationship with the people in the community such as the School Heads, Guidance Counselors and all other personnel who have desirable vision to help the school improve.

A typical parent-teacher conference usually requires taking time away from work to travel to the school, park, sign in, potentially wait one’s turn, have the conference, and then repeat the process in reverse to get back to work. Working parents, especially those in hourly-wage and service industry jobs, do not always have the time or opportunity to make this happen (Finders & Lewis, 2014)

Research shows that parents participation yields positive results which can improve student achievement, reduced absenteeism, better behavior, and restored confidence among parents in their children’s schooling. The Ministry views the role of parents as an important and practical consideration and as an important part of building the capacity of schools to help students achieve (Pogoy, 2012).

In addition to benefiting individual students, family and community engagement is a core resources for whole-school improvement. A longitudinal study of school improvement schools found that schools in which teachers were “especially active” in meeting with and telephoning parents, and in sharing instructional materials to reinforce learning at home, had a larger gain in student achievement (Schneider, 2014)

In similar study, Palanca 2013 found out that Parents-Teachers Associations endeavored to initate activities that contributed to the educational development of the students. These activities were aimed at the general welfare and guidance of the students. However, the Parents-Teachers Association was besieged with problems that obstructed the accomplishment of the objective to which they were intended. A close look at these problems revealed that they all pointed towards the lack of knowledge and understanding of the real objective of the association which led to the poor management.

School councils are also asked to help recognized parent and community volunteers and to report on levels of parent engagement. A special principals’ and parents’ association will be established to provide advice on a range of issues such as the use of mediation to resolve disputes and best practices for parent-school relationships.

Specifically, PTA office has two main functions. The first is the cash function and the officer that is obligated the most to this duty is the treasurer as being assisted by the cashier. In this function, the office takes custody of all money from fees, dues and contributions and other properties of association.

They keep a complete record of its cash transactions and proof of his cash position at any time and date. Any cash involvement in school programs are taken from the PTA office of the school. Also, PTA does not simply collect money from students without any valuable reason and approval of the school administrators (Corpus 2016).

Related Studies

In the study of Amanda Stefanski, Linda Valli, and Reuben Jacobson (2016) on “Beyond Involvement and Engagement: The Role of the Family in School–Community Partnerships”, they pointed out that School–community partnerships have long been viewed as a promising way to help struggling students, families, and neighborhoods. School–community partnerships typically arise out of a specific need in the community and, as such, differ across a range of processes, structures, purposes, and types of family involvement. The above said authors stressed that literature indicates that the role of parents and families differed considerably across the four models (Amanda Stefanski, Linda Valli, and Reuben Jacobson, 2016).

In contrast to the simple familyinvolvement versus family engagementdichotomy found in much of the current literature, we found eight distinct ways in which family roles were envisioned and enacted. This article providesa detailed picture of those roles to guide policies and practices that strengthen the family’s role in school–community partnerships. The best predictor of student success is the extent to which families encourage learning at home and involve themselves in their child’s education (Evans).

According to experts, the definition of parent engagement is parents and teachers sharing a responsibility to help their children learn and meet educational goals. Parent engagement happens when teachers involve parents in school meetings or events, and parents volunteer their support at home and at school. In this way, they make a commitment. Parents commit to prioritizing their child’s educational goals, and teachers commit to listening and providing a space for collaboration with parents (Marom, 2019).

Parent engagement in schools is different from parent involvement, though both are useful. Parent involvement is when parents participate in school events or activities, and teachers provide learning resources or information about their student’s grades. Unlike in parent engagement, teachers hold the primary responsibility to set educational goals. They relate to parents not as a partner but an advisor who guides them through academic support for their child (Muller, 2018).

It helps to think ofparent involvementas the first step to parent engagement. While teachers can advise parents on some things, parents also have important information about their child that teachers might not know. Both can bring perspectives to the table that enrich a student’s learning experience. Neither is complete without the other. As noted by Larry Ferlazzo in his article “Involvement or Engagement?”: “A school striving for family involvement often leads with its mouth—identifying projects, needs, and goals and then telling parents how they can contribute. A school striving for parent engagement, on the other hand, tends to lead with its ears—listening to what parents think, dream, and worry about (Ferlazzo, J.,2011) as cited by Fiore & Fiore (2017).

The factors behind this change in parent involvement at school are multi-faceted. Some parents have scheduling or transportation issues that make volunteering or attending parent-teacher conferences tough. Others, like low-income or minority families, feel that staff makes them uncomfortable or shows a lack of cultural awareness (State of Michigan). If a parent-teacher relationship wasn’t established early in the year, parents also may not know whether they’re welcome at school. Some groups, however, are more at-risk for low parent engagement. Parent involvement is lowest in families below the poverty line or with older children, as well as parents who do not speak the area’s primary language or did not graduate high school (Principal).

Stella M. Kemp (2017) in her study on “The importance of school, community partnerships”, affirmed that schools and community are one unit and partnerships with all sectors of the community are essential to helping children reach their maximum potential. Community collaboration with schools complements and reinforces values, culture and the learning opportunities that schools can provide for their students. In other words, all of us — teachers, staff parents, business, nonprofit, service clubs and the like — working together, truly make a difference in the lives of our students.

Karen Otzen (2018) explained that School-Community Partnerships can act to align the goals of community development and educational opportunity in a way that can encourage student success. “In these partnerships, schools expand the traditional educational mission of the school to include health and social services for children and families and to involve the wider community. In this way, they work to simultaneously strengthen both the internal and external factors that, together, impact student outcomes.

Parent engagement also decreaseschronic absenteeism, or missing more than twenty days of a school year. When teachers engaged with parents through home visits, for example, student absences dropped by 20% (Sheldon, S. B., & Jung, S. B. ,2015). Even after accounting for grade level and previous absences, students with engaged parents report less days of school missed overall (Epstein, J.L., & Sheldon, S.B. , 2004)Two-way communication between parents and teachers commits students to daily attendance and raises class participation levels.

The ideas of the above quoted authors emphasize the importance of parents’ involvement and engagement in school. Based on their studies the said involvement and engagement play a vital role in the improvement of the students’ performance and builds strong relationship with the teachers. It even decreases habitual absenteeism.

Rubina Quershi and Sreeth Nair (of the Abu Dhabi University in their paper presented during the 3rd World Conference on Design, Arts and Education on May 2-3, 2014 at the Royal Princess Hotel Conference Center in Dubrovnik, Croatia) stressed that students whose parent are involved are more likely to earn higher grades and test scores, have better social life, show improved behavior, graduate and go on to higher education regardless of family income. In addition, parental involvement in school programs and activities can enhance both cognitive and affective areas of educational performance such as attitude. morale, and self-esteem.

In an article, Parental Involvement, Teachers and Student collaboration to: A Meta-Analysis published by Harvard Family Research Project. William H. Jeynes (2013) said parental involvement and high student achievement are closely associated. In a study conducted among minority students, the effects of parental is more significant for African American and Latino children than those for Asian American children. The results of the study showed that the effects of parental involvement across racial and ethnic groups were consistently significant.

According to Karen Smith Conway and colleague Andrew Houtenville (2014) of the University of New Hamsphere, students performed better in school when their parents are actively involved in their education. They said that parental effort is coherent with higher levels of achievement. In order to get the same results that are gained with parental involvement in school activities and programs would need to increase pupil spending by more than S 1000.

S. K. Adams and J. Baronberg (2013) on the importance of Family Involvement asserts that families have the most direct and lasting impact on children’s learning and development of social competence. Students feel more comfortable, exhibit more positive attitude and behavior and hence will achieve more when parents are involved.

Melgo (2012) stressed that the PTA can be of great to school management. It can vitally contribute to the success of the institutions programs can be tangible with collaboration of the parents, teachers, and the stakeholders. There is a need to solicit assistance of both the institution and the stakeholders in bringing the quality implementation of the PTA programs, projects and activities knowing that this would result in remarkable improvements in the quality of life of the students.

High academic performance is not only the end result of effective parent-teacher relationship. The maximum achievement of parent’s participation in school activities is its impact on their personal pride or recognition. If parents sense that they are very much welcomed in school, the children themselves will become the direct beneficiaries of the and will even inspire to work and study hard according to Bugatai 2015 on his studies the parent involvement towards students performance with the aid of participation in PTA.

Chapter 3

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This chapter describes the presentation, analysis and interpretation of the data taken from the responses of the respondents. There are four (4) sets of data which are discussed in this chapter namely, the relevant information of the respondent groups, the extent of respondents’ participation in school and community programs, significant relationship between the identified profile of the respondents and the extent of participation in school and community development, and the challenges and barriers in the implementation of school-community program.

PROFILE OF THE RESPONDENTS

This part answers the first sub-problem dealing with the profile of the respondents such as PTA members, and teachers in terms of age, gender, civil status, highest educational attainment, and length of participation with the association.

Age

Age were bracketed into 60 and above, 50-59, 40-49, 30-39, 20-29 and the respondents were the PTA members and the teachers.

Table 3

Age Profile

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As presented in the Table, their age was grouped into 5 age brackets where in ages ranging from 20 up to 29 are composed of 52 respondents which constitute of 12.3%. Next age bracket range from 30-39 are composed of 226 respondents which constitutes of 53.6%. Another age bracket range from 40-49 are composed of 112 respondents which constitutes of 26.5%. The age bracket ranges from 50-59 are composed of 17 respondents which constitutes of 4%. The last age bracket is 60 and above are composed of 15 respondents which constitutes of 3. 6%.

Based on the data, it was found out that the majority of the respondents belong to the ages ranging from 30-39 which constitutes 53.6%. It is in this age bracket wherein people are actively involving in school activities towards students’ development.

The least number of respondents are ages ranging from 60 and above that have only 15 respondents constituting 3.6%. Nevertheless, this would mean that they are the experts in the service to consult with most importantly when it comes to the students’ development or event history of the PTA.

Gender

Gender choices were male and female of the PTA members and the Teachers.

Table 4

Gender

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Table 4 presents the gender profile of the respondents. The PTA members 78 of its respondents were male and 262 respondents were female and for the teachers there were 26 are males and 56 are female. It reveals out of 422 total respondents 24.6% composed of 104 respondents were male and 75.4% composed of 318 respondents were female. This would mean that there were more female respondents than male who were part of the PTA involvement and engaged in the implementation of the PTA programs, projects and activities for the students’ development.

Civil Status

Civil Status were determined if the respondents are single, married, widow and widower. The respondents were the PTA members and the teachers.

Table 5

Civil Status

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As shown in the Table, there were 68 respondents were single constitutes 16.1%, married were 342 respondents which constitutes of 81% were most of the respondents. There were 9 respondents which constitutes 2.7% were widow and 3 respondents which constitutes 0.7% were widower. It shows that married people were actively engaging in supporting the school activities and plan for the Parents Teachers Association towards development program of the institution and the community.

Highest Educational Attainment

Highest Educational Attainment were determine if the respondents are a Post Graduate Degree Holder, Baccalaureate Degree Holder, College Level, High School Graduate, Elementary Graduate. The respondents were the PTA members and the Teachers.

Table 6

Highest Educational Attainment

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The table shows that the Post Graduate Degree Holder were composed of 44 respondents which constitutes 10.4%. The Baccalaureate Degree Holder were composed of 287 respondents which constitutes 68%. The College level were composed of 65 respondents which constitutes 15.4%. Next is the High School graduate were 26 respondents which constitutes 6.2%. It shows that most of the respondents were Baccalaureate degree holder.

Length of Involvement with the Association

Length of Involvement with the Association were determined through the aged bracket of 5 years above, 6-10 years, 11-15 years, 16-20 years and 21 years and above.

Table 7 Length of Involvement with the Association

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Table 7 shows, the length of involvement with the association that in 21 years and above it comprises 1.9%, 16-20 years it comprises 5.2%, 11-15 years it comprises 5.9%, 6-10 years 15.6, and 5 years and below comprises 71.3%. The 5 years and below reveals that most of the respondents had served and engaged in the association in a short period of time. The number of years in which the respondent groups served the association in extending service with the association in general.

RESPONDENT’S EXTENT OF THEIR PARTICIPATION IN SCHOOL AND COMMUNITY PROGRAMS AND ACTIVITIES

This part answers the second sub-problem dealing with the respondent’s extent of their participation in school and community programs and activities in terms of: Administration and Organization; Institutional Planning; Students’ Development; and Community Extension Activities.

Administration and Organization

The PTA members and teachers their extent participation in school and community programs and activities in terms of administration and organization towards students development shows its participation in: respected the duties, functions, and responsibilities of the chief executives and officers; used criteria and mechanism for the selection and election of key officials of the association; constructed an organizational chart showing the administrative officers and bodies, their relationship and line of responsibility, defined and delineated the duties and responsibilities of the officers at each level; established working relation with the school administration, community and; communicated and cooperated among the various officers and members.

Table 8 displays the extent of the participation of the PTA members and teachers towards in school and community programs and activities in terms of administration and organization. As displayed in the Table, PTA members and teachers their extent participation in school and community programs and activities in terms of administration and organization towards students development reveals its participation in: respected the duties, functions, and responsibilities of the chief executives and officers has a weighted mean for PTA members of 2.31 and 0.54 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.43 and 0.58 standard deviation which is interpreted as fully participated ; used criteria and mechanism for the selection and election of key officials of the association has a weighted mean for PTA members of 2.21 and 0.52 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; constructed an organizational chart showing the administrative officers and bodies, their relationship and line of responsibility has a weighted mean for PTA members of 2.44 and 0.57 standard deviation which is interpreted as fully participative, for the teachers it has a weighted mean of 2.43 and 0.58 standard deviation which is interpreted as fully participated; defined and delineated the duties and responsibilities of the officers at each level has a weighted mean for PTA members of 2.23 and 0.51 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; established working relation with the school administration, community and other entities working with school and association has a weighted mean for PTA members of 2.21 and 0.51 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated; communicated and cooperated among the various officers and members has a weighted mean for PTA members of 2.29 and 0.56 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.33 and 0.56 standard deviation which is interpreted as participated.

In administration and organization for the PTA members shows an average mean of 2.28 and its standard deviation of 0.54 described as Participated, for the teachers it has average weighted mean of 2.33 and its standard deviation of 0.56 which interpreted as Participated. The participation of PTA members and teachers in administration and organization it shows their willingness to lend a helping hand for the benefit of the students and the school as a whole.

Table 8 Administration and Organization

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Legend: AWM – Average Weighted Mean, STD DEV – Standard Deviation

Interpretation:(AWM) FP – Fully Participated, P – Participated, LP – Less Participated

This implies participation of PTA members and teachers in administration and organization it shows their willingness to lend a helping hand for the benefit of the students and the school as a whole, as interpreted in the table shows that the PTA Members and the Teachers were PARTICPATED. According to Ecological theory (Lerner 2005) and sociocultural theory which provide a conceptual rationale for family and community partnerships in education (Family and Community Partnerships in Education). Both of these theories consider the individual in context rather than the individual alone.Where relationships between the education institution and the home and community are established, actions and understandings from one setting reinforce, support, and add to those in other settings. Such relationships are productive when they are empowering and based on understanding that families and communities have strengths and expertise, or “funds of knowledge” (González et. al, 2005).

Institutional Planning

The PTA members and teachers their extent participation in school and community programs and activities in institutional planning towards students development shows its participation in: assigned an officer for institutional planning and development, participated in the planning process of the organization, disseminated to the different members of the association and to the teachers the institutional or organizational development plans, addressed the plans to all aspects of the association and direct towards the realization of its purpose and objectives, sought to meet association’s goals and needs, included in a development plan a mechanism for regular review and updating of long term and short-term plan.

Table 9 displays the extent of the participation of the PTA members and teachers towards extent participation in school and community programs and activities in terms of institutional planning towards students development. As displayed in the Table, PTA members and teachers their extent participation in school and community programs and activities in terms of institutional planning towards students development reveals its participation in: assigned an officer for institutional planning and development has a weighted mean for PTA members of 2.24 and 0.56 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; participated in the planning process of the organization has a weighted mean for PTA members of 2.34 and 0.57 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated; disseminated to the different members of the association and to the teachers the institutional or organizational development plans has a weighted mean for PTA members of 2.19 and 0.48 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.43 and 0.58 standard deviation which is interpreted as fully participated; addressed the plans to all aspects of the association and direct towards the realization of its purpose and objectives has a weighted mean for PTA members of 2.23 and 0.53 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; sought to meet association’s goals and needs has a weighted mean for PTA members of 2.29 and 0.57 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; included in a development plan a mechanism for regular review and updating of long term and short-term plan has a weighted mean for PTA members of 2.27 and 0.55 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated.

Table 9 Institutional Planning

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Legend: AWM – Average Weighted Mean, STD DEV – Standard Deviation

Interpretation:(AWM) FP – Fully Participated, P – Participated, LP – Less Participated

In Institutional Planning the PTA members shows an average mean of 2.26 and its standard deviation of 0.54 as described as Participated, for the teachers it has average weighted mean of 2.27 as described as Participated.

This implies that the PTA members and the teachers have done enough on implementing programs, projects and activities for the welfare of the students. According to Julia Bryan, Dana Griffin, Jungnam Kim, Dominiqua M. Griffin, andAnita Young (2019), they use school‐family‐community partnerships to encompass a variety of terms used by scholars to describe collaboration between schools, families, and community members. These terms include parent involvement, family engagement, family‐ school connections, family‐school partnerships, school‐community partnerships, and school‐family‐community collaboration. The herein description about school-community partnership greatly encourages the teachers to work with the parents for the benefit of their children.

Students Development

The PTA members and teachers their extent participation in school and community programs and activities in students development shows its participation in: assisted and/or aided the school in the orientation program conducted for the new students, coordinated with the school and other sector of the community in the promotion of student’s development, provide and/or aided the school in the procurement of the instructional materials for learning, assisted the school in leadership training to develop students’ talents and potential, support students’ financially in their school activities, gave the opportunity by the school to participate in the evaluation of the effectiveness of the co-curricular programs implemented to the students.

Table 10 displays the extent of the participation of the PTA members and teachers towards extent participation in school and community programs and activities in terms of students development.

Table 10 Students Development

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Legend: AWM – Average Weighted Mean, STD DEV – Standard Deviation

Interpretation:(AWM) FP – Fully Participated, P – Participated, LP – Less Participated

As displayed in the Table, PTA members and teachers their extent participation in school and community programs and activities in terms of students development reveals its participation in: assisted and/or aided the school in the orientation program conducted for the new students has a weighted mean for PTA members of 2.19 and 0.48 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.43 and 0.58 standard deviation which is interpreted as fully participated; coordinated with the school and other sector of the community in the promotion of student’s development has a weighted mean for PTA members of 2.23 and 0.53 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; provide and/or aided the school in the procurement of the instructional materials for learning has a weighted mean for PTA members of 2.29 and 0.57 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; assisted the school in leadership training to develop students’ talents and potential, support students’ financially in their school activities has a weighted mean for PTA members of 2.28 and 0.57 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated; gave the opportunity by the school to participate in the evaluation of the effectiveness of the co-curricular programs implemented to the students has a weighted mean for PTA members of 2.29 and 0.56 standard deviation which is interpreted as participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated.

In Students Development the PTA members shows an average mean of 2.26 and its standard deviation of 0.54 which interpreted Participated as for the PTA members, for the teachers it has average weighted mean of 2.30 as its standard deviation of 0.55 which is interpreted Participated.

This implies that the PTA members and teachers was found out that they are participating in giving support and assistance to the students’ development program. Democratic collaboration means that school, student, family, and community partners have shared decision making, ownership, and responsibility for the partnership vision, goals, and outcomes. Together, partners define pressing student concerns, reach consensus on the need for partnership programs and events, expand the leadership of the partnership, engage the local and wider community, and focus on and implement the program(s). In schools, students’ and families’ voices are typically silenced, and programs and interventions are designed for rather than with students and families. In partnerships that embrace democratic collaboration, school personnel share power with students, families, and community members and view them as equal and valuable experts in the children’s education and the partnership process (Julia Bryan and Lynette Henry, 2012).

Community Extension Activities

The PTA members and teachers their extent participation in school and community programs and activities in: community extension activities towards

students development shows its participation in: collaborated with school administration in conducting Family Day Activity, supported in the collection and distribution of bundles of joy to the less fortunate of the chosen community, conducted a feeding program of the chosen community and supported the UC-CARES activities.

Table 11 displays the extent of the participation of the PTA members and teachers towards extent participation in school and community programs and activities in community extension activities towards students development. As displayed in the Table, PTA members and teachers their extent participation in school and community programs and activities in terms of community extension activities reveals its participation in: community extension activities towards students development shows its participation in: collaborated with school administration in conducting Family Day Activity has a weighted mean for PTA members of 2.59 and 0.53 standard deviation which is interpreted as fully participative, for the teachers it has a weighted mean of 2.24 and 0.53 standard deviation which is interpreted as participated; supported in the collection and distribution of bundles of joy to the less fortunate of the chosen community has a weighted mean for PTA members of 2.35 and 0.56 standard deviation which is interpreted as fully participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated; conducted a feeding program of the chosen community and supported the UC-CARES activities has a weighted mean for PTA members of 2.59 and 0.53 standard deviation which is interpreted as fully participative, for the teachers it has a weighted mean of 2.22 and 0.56 standard deviation which is interpreted as participated.

Table 11 Community Extension Activities

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Legend: AWM – Average Weighted Mean, STD DEV – Standard Deviation

Interpretation:(AWM) FP – Fully Participated, P – Participated, LP – Less Participated (STD DEV) A – Acceptable, NA – Not Acceptable

In Community Extension Activities it shows an average mean of 2.46 and its standard deviation of 0.54 which interpreted as Fully Participated for the PTA members, for the teachers it has average weighted mean of 2.28 its standard deviation of 0.55 which interpreted as Participated.

It implies that the PTA members and the teachers have done so much in participating and involving on implementing programs, projects and activities for the Community Extension Activities of the institution for the holistic growth of the students. The actions of School Heads and the community stakeholders strengthen their connections from schools and families, schools and communities, or all three. Partners collaborate to implement programs and practices that foster students’ academic resilience and achievement (Bryan, 2005; Trusty, Mellin, & Herbert, 2008); promote college and career readiness (Gonzalez, 2017; Bryan & Holcomb‐McCoy, 2010); address mental health and social‐emotional concerns (Kaffenberger & O’Rorke‐Trigiani, 2013); and tackle systemic issues that affect students, such as poverty (Amatea & West‐Olatunji, 2007; Cole, Cowan, & Craigen, 2015; Grothaus & Cole, 2010; Velsor & Orozco, 2007) and homelessness (Grothaus, Lorelle, Anderson, & Knight, 2011; Havlik & Bryan, 2015).

TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE

IDENTIFIED PROFILE OF THE RESPONDENTS AND

THE EXTENT OF PARTICIPATION IN SCHOOL AND

COMMUNITY DEVELOPMENT

This part answers the third sub-problem on the test of significant relationship between the identified profile of the respondents and the extent of participation in school and community development.

Table 12 gives the regression analysis and test of correlation of the extent participation of PTA members and teachers towards school and community revitalized coalesce program towards student’s development in terms of administration and organization.

Table 12 Admin Planning vs Profile

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The table shows the degree and magnitude in terms of age, gender, civil status, highest educational attainment and length of participation with the association towards administration and organization for PTA members and for teachers, the correlation coefficient in terms of age which is 0.0889 in relation to administration and organization for PTA members which has a standard deviation of 0.54 and for teachers which is 0.56 which is interpreted as participative and has a positive relationship which implies that most of the PTA members are cooperative and participative because they are matured and committed enough to established working relation with the school administration, community and other entities working with school and association and they know how to communicate and cooperate among the various officers and members, then it signifies direct proportion between the relationship to the extent of participation in school and community development. In terms of gender it has a correlation coefficient of – 0.0586 in relation to administration and organization in terms of the participation in school and community development, PTA members which has a standard deviation of 0.54 and for teachers which is 0.56 which implies one variable increases, the other variable decreases with the same magnitude which means that the gender of the respondents has its opposite implication towards the administration and organization. However, the degree of the relationship of the variables signifies that the gender of the PTA members and teachers does not hinder about their participation in school and community programs towards development along administration and organization. In terms of civil status of the respondents which has a correlation coefficient which is 0.0920 in relation to administration and organization and it signifies that the two variables which are the civil status and administration and organization which are being compared have a positive relationship; when one variable in the profile which is the civil status moves in the same direction with the same magnitude which implies that there is a direct proportion between the relationship of civil status and administration and organization towards the participation in school and community development. In terms of the extent of the highest educational attainment of the respondents which are the PTA members and the teachers, the table shows that its correlation coefficient is -0.0108 in relation to the standard deviation towards the participation in school and community such as the PTA members whose standard deviation for PTA members is 0.54 and for the teachers which is 0.56 which implies that the which implies one variable increases, the other variable decreases with the same magnitude which means that the highest educational attainment of the respondents has its opposite implication towards the administration and organization to extent of participation in school and community development, it implies that the highest educational attainment of the respondents does not guarantee towards their full cooperation and support to the administration and organization to the extent of participation in school community development. In terms of the length of participation which has a correlation coefficient of – 0. 0484 in relation to the standard deviation towards the participation in school and community such as the PTA members whose standard deviation for PTA members is 0.54 and for the teachers which is 0.56, which implies one variable increases, the other variable decreases with the same magnitude which means that the length of participation of the respondents who are the PTA members and teachers does not guarantee towards their commitment and full cooperation and support to the administration and organization to the extent of participation in school community development.

Thus, the participation of PTA members and teachers in administration and organization, it shows their willingness to lend a helping hand for the benefit of the students and the school as a whole as it was interpreted as participative. Willems and Gonzalez-DeHass (2012) described school–community partnerships as meaningful relationships with community members, organizations, and businesses that are committed to working cooperatively with a shared responsibility to advance the development of students’ intellectual, social, and emotional well-being. School–community partnerships can impact student success and post-school outcomes as well as positively influence and benefit the community in return. Auerbach (2010) characterized authentic partnerships as “respectful alliances among educators, families, and community groups that value relationship building, dialogue, and power sharing as part of a socially just, democratic school” (p. 729).

Table 13 Institutional Planning vs Profile

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The table shows that there are no significant relationships in terms of extent of participation of the PTA members and teachers in terms in administration and organization as reflected by an R value of 0.1621. The found correlation is moderate to both PTA members and teachers as displayed in the table that shows in each variable that there is no significance relationships, as the value in age profile shows 0.0795, gender profile 0.4534, civil status 0.2069, highest educational attainment -0.2979 and length of its participation in the association 0.3325

Therefore, the extent participation of the PTA members and teachers in age, gender, civil status, highest educational achievement, and its length of participation in administration and organization, reveals that there is no significance relationships their commitment and full cooperation and support to the administration and organization to the extent of participation in school community development.

The table shows that there are no significant differences in terms of extent of participation of the PTA members and teachers in terms in institutional planning as reflected by an R value of 0.0844. The found correlation is moderate to both PTA members and teachers as displayed in the table that shows in each variable that there is no significance difference, as the value in age profile shows 0.07287, gender profile 0.6714, civil status 0.6200, highest educational attainment 0.2422 and length of its participation in the association 0.5923

Therefore, the extent participation of the PTA members and teachers in age, gender, civil status, highest educational achievement, and its length of participation in institutional planning, reveals that there is no significance difference. Partnerships are attitude driven, vision driven, and data driven. Educators’ attitudes about families and about partnerships determine how they treat and collaborate with families and affect partnership goals and outcomes (Bryan, 2005; Epstein, 1995; Walker et al., 2010). Negative attitudes on the part of school personnel will hinder strong school–family–community relationships, especially with families from traditionally marginalized backgrounds (Dotson-Blake, 2010; Epstein & Van Voorhi 2010; Griffin & Galassi, 2010; Moore-Thomas & Day-Vines, 2010; Suárez-Orozco, Onaga, & de Lardemelle, 2010; Walker et al., 2010). Building partnerships first demands an examination of one’s own attitudes and beliefs about the students, families, and the community that one serves. Partnerships must be vision driven (Bryan & Henry, 2008; Doherty & Mendenhall, 2006). A critical step in preparing to partner involves developing a vision for partnerships and examining how partnerships can help realize both the school counseling program’s and the school’s visions. A critical task at this partnership stage comprises gaining buy-in from principals and other school staff. For example, aligning the vision for school counseling and for partnerships with the school’s or principal’s vision is one way to gain principal buy-in for partnerships and to influence principals’ expectations regarding counselors’ partnership roles (Bryan & Griffin, 2010).

Table 14 Students Development vs Profile

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Table 14 gives the regression analysis and test of correlation of the extent participation of PTA members and teachers towards school and community revitalized coalesce program towards students development.

The table shows that there are no significant differences in terms of extent of participation of the PTA members and teachers in terms in institutional planning as reflected by an R value of 0.1608. The found correlation is moderate to both PTA members and teachers as displayed in the table that shows in each variable that there is no significance difference, as the value in age profile shows 0.03011, gender profile 0.5063, civil status 0.1981, highest educational attainment 0.0431 and length of its participation in the association 0.1335.

Therefore, the extent participation of the PTA members and teachers in age, gender, civil status, highest educational achievement, and its length of participation in students development, reveals that there is no significance difference. Kari Eubanks (2017) pointed out that beyond connecting student to resources in the community, there are additional benefits to implementing school-community partnerships. Alleman and Neal (2013) cited that one specific advantage in forming school-community partnerships was that the climate of the school improved. There were many additional benefits to students found in the creation of school-community partnerships. Most notable among these benefits was increased student achievement (Barley & Beesley, 2007; Bryan & Henry, 2012; Gross et al., 2015; Wilcox et al., 2014). Additional advantages included increasing student confidence and their engagement in learning (Wilcox et al., 2014) and that school-community partnerships afforded students the opportunity to access resources outside of the school day (Ebersöhn & Ferreira, 2012; Smith, 2014), which is important in high poverty communities.

Table 15

Community Extension Activities

Abbildung in dieser Leseprobe nicht enthalten

Table 15 gives the regression analysis and test of correlation of the extent participation of PTA members and teachers towards school and community revitalized coalesce program towards community extension activities.

The table shows that there are no significant differences in terms of extent of participation of the PTA members and teachers in terms in community extension activities as reflected by an R value of 0.1608. The found correlation is moderate to both PTA members and teachers as displayed in the table that shows in each variable except for gender, that there is no significance difference, as the value in age profile shows 0.2849, civil status 0.1858, highest educational attainment 0.04905 and length of its participation in the association 0.0615.

The P-value of gender profile is 0.0013 shows that there is significance difference in terms of extent participation of the PTA members and the teachers towards community extension activities. It reveals that in terms of participation in community extension activities that gender can affect its participation.

Parental involvement comes from mothers rather than fathers (Waanders etal.,2017). Parent or adult member engages in the activities described as parental involvement (Turney & Kao,2016). If the focus is on children's outcomes, the level of parental engagement may indeed be more relevant than knowing which parent or household member is involved with the child's schooling. However, gender differences in parental involvement are relevant for gender equality within households and school activities, as activities related to children's education are one of the tasks that, like other household chores, adult household.

CHALLENGES AND BARRIERS IN THE IMPLEMENTATION OF SCHOOL COMMUNITY PROGRAM

This part answers the fourth sub-problem on challenges and barriers in the implementation of school-community program and activities towards students development.

Table 16 shows the barriers in the implementation of school community program and activities toward students development. The barriers namely were administration and organization and parents’ involvement. In Administration and Organization were the lack of support from school administrators and teachers, lack of leadership, organizational commitment, successful leadership and learning environment. In Parents Involvement were the lack of parent engagement, mistrust that many teachers have of educational research which is the source of EBP’s, parental support and classroom dialogue.

Table 16

BARRIERS IN THE IMPLEMENTATION OF SCHOOL - COMMUNITY PROGRAM TOWARDS STUDENTS DEVELOPMENT.

Abbildung in dieser Leseprobe nicht enthalten

Chapter 4

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and recommendations of the study. It presents a rundown of details that gave the researcher a glimpse on the research work; findings that helped me answer the problems of the study; conclusion which wrapped up the finale of his work; and recommendation that proposed and suggested the school and community revitalized coalesce program towards students development to be used by the association and the institution as guide in carrying its task and purpose.

SUMMARY

The research work aspired to create a school and community revitalized coalesce program towards students development.

It made inquiries on the profile of the PTA members, and teachers as the respondents of the study such as their age, gender, civil status, highest educational attainment, and length of participation with the association.

Another aspect taken into consideration was the respondents participation in school and community programs, projects, and activities that helped the PTA and Teachers on the administration and organization, institutional planning, students development, and community extension activities. The study sought the significant relationship between the identified profile of the respondents and the extent of participation in school and community development.

Lastly, this research tried to find out the challenges and barriers in the implementation of school-community program.

After thorough analysis and precise statistical procedure, a school and community revitalized coalesce program towards students development was made to guide or even help the PTA members and teachers to carry its tasks and functions for the betterment of the students, teachers, school, and the PTA.

FINDINGS

The findings of this research are based on the responses of the respondent groups relative to the research questions.

As the result of question number 1, based on the data, it was found out that the majority of the respondents belong to the ages ranging from 30-39 which constitutes 53.6%. It is in this age bracket wherein people are actively involving in school activities towards students’ development. The least number of respondents are ages ranging from 60 and above that have only 15 respondents constituting 3.6%. Nevertheless, this would mean that they are the experts in the service to consult with most importantly when it comes to the school and community development program towards students development, or event history of the PTA.

It was revealed that there were more female respondents than male who were part of the PTA involvement and engaged in the implementation of the PTA programs, projects and activities for the students’ development.

It shows in the study that married people were actively engaging in supporting the school activities and plan for the Parents Teachers Association towards development program of the institution and the community.

Based on the results that most of the respondents were Baccalaureate degree holder were composed of 287 respondents which constitutes 68%. It shows that respondents valued the relevance and importance of education as manifested that most of the respondents were Baccalaureate degree holder.

The results of the respondents on the length of participation shows that 5 years and below comprises 71.3%, that most of the respondents had served and engaged in the association in a short period of time only.

As the result of question number 2, in terms of participation of PTA members and teachers in administration and organization, it shows their willingness to lend a helping hand for the benefit of the students and the school as a whole as it was interpreted as participative.

For the institutional planning, it had done enough on digging and implementing programs. projects and activities. It shows in its interpretation that the respondents were actively participated on it.

Based on the results of PTA members and teachers on involvement on Students’ Development reveals 2.26 for the PTA members which interpretation as participated and 2.30 for the teachers which interpretation as participated, it implies that the PTA members and teachers was found out that they are participating in giving support and assistance to the school and community development program towards students development.

In terms of the extent participation of the respondents on Community Extension Activities it shows that the respondents were fully participated. It implies that the PTA members and the teachers have done so much in participating and involving on implementing programs, projects and activities for the Community.

As the result of question number 3, there is no significant relationship between the identified profile of the respondents and the extent of participation in school and community development, based on the result that the degree and magnitude in terms of age, gender, civil status, highest educational attainment and length of participation with the association towards administration and organization for PTA members and for teachers, the correlation coefficient in terms of age which is 0.0889 in relation to administration and organization for PTA members which has a standard deviation of 0.54 and for teachers which is 0.56 which is interpreted as participative and has a positive relationship which implies that most of the PTA members are cooperative and participative because they are matured and committed enough to established working relation with the school administration, community and other entities working with school and association and they know how to communicate and cooperate among the various officers and members, then it signifies direct proportion between the relationship to the extent of participation in school and community development.

CONCLUSION

Based on the findings of the study, it can be concluded that Parents and Teachers had coalesce and cooperatively working out to carry out its involvement and participation in the school and community development program towards students development.

After all the PTA members and teachers are an essential to assists the schools in formulating, implementing, assessing, and evaluating for the benefits of the association and the institution. Working hand in hand is imperative for progress and any successful undertakings.

However, the study concluded that the PTA members and the teachers should work hand in hand in formulating school and community revitalized coalesce program towards students development.

RECOMMENDATIONS

Based on the findings of this study, it is recommended that school and community revitalized coalesce program towards students development should be implemented in University of Cebu METC – Basic Education Department and University of Cebu Main – Grade School Department and should be evaluated annually for the for the purpose of checking and validation of its implementatio

Chapter 5

THE OUTPUT

Rationale

In this modern world an educational institution can function and develop only when parents together with the PTA and teachers are actively participating in the learning process for the school and community development program towards students development.

The PTA is an organization that serves to assist the parents and teachers in collaboration. The PTA is a vital organization to help the students and the institution for developing programs, activities for a holistic approach for development.

The PTA is an essential asset to a school in looking after the interest and welfare of the students. Its objective is to determine and regulate relationships between the teachers, staff and parent, agree on the activities and programs for the institution for the benefits of the development of the students. Both the PTA and teachers consider each other as partners in teaching and developing the students holistically.

The aim of the PTA is to render practical assistance for the successful implementation of the school, mission, vision and philosophy. The mission of the PTA is to promote the partnership between parents, teachers and the school community at large in supporting the mission of a school. It envisions a caring, healthy, and encouraging educational environment for all students.

The findings of this study showed that the parents, teachers and the school endeavored to coordinate their efforts, commitment, and devotion to their responsibilities and obligations for the common good of the students, teachers, parents, and the institution. Nevertheless, there is still a need for an organize implementation of the coalesce program for school and community for students development.

It was foreseeing that the full participation of parents and teachers in programs, projects, and activities would enhance not only the students development but also the community improvement. Cooperation and collaborative working relationship should be enhanced as for the reason for the formulation of a school and community revitalized coalesce program towards students development.

Objectives

The program envisages to:

- Revitalize the system of Parents Teachers Association;
- Uphold students development towards a better 21st Century Learners;
- Coordinate the efforts and potentials of different stakeholders in education.

Scheme of Implementation

To carry out the objectives of this output, the activities considered in the implementation program introduced in table form. This program is designed with activities responsive to a crisis situation following the format of a learning continuity plan.

SCHOOL AND COMMUNITY REVITALIZED COALESCE PROGRAM

TOWARDS STUDENTS DEVELOPMENT

Abbildung in dieser Leseprobe nicht enthalten

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Published by anuradha1988 Teacher and teaching is my passion View all posts by anuradha1988, By anuradha1988, P., By, P., Anuradha1988, Teacher and teaching is my passion View all posts by anuradha1988, & Anuradha1988, V. (2016, March 22). Education for All. Retrieved November 15, 2020, from https://educationandgenderblog.wordpress.com/2016/03/22/education-for-all/

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APPENDICES

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Appendix C

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TURNITIN CERIFICATE

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CURRICULUM VITAE

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DARYL G. BABATID

Magsaysay St. Pasil, CebuCity

PERSONAL

Civil Status : Single

Birthdate : May 6, 1986

Current Position : Grade 6 - Adviser

Employer : University of Cebu - METC

Mailing Address : Alumnos Mabaling, Cebu City

EDUCATIONAL BACKGROUND

Graduate Studies Doctor in Development Education

Cebu Technological University (2016 – 2019)

Cebu City

Masters in Administration and Supervision

Cebu Technological University (2014 – 2016)

Cebu City

Undergraduate Bachelor of Elementary Education- General Education

University of Cebu – Main Campus (2008-2012)

Cebu City

Secondary University of Cebu – Main Campus

Sanciangko St., Cebu City

(1999-2003)

Elementary Punta Princesa Elementary School

Labangon, Cebu City

(1993-1999)

Work Experience

Elementary Grade Teacher (Permanent)

University of Cebu – METC

Alumnos Mambaling, Cebu City

June 2012 to present

Eligibility

Licensure Examinations for Teachers (LET) September 2012

Seminars and Training Attended

Computer Hardware Servicing

Conducted by: Abellana National High School and Cebu City Government at Abellana National High School from November 2015 to March 31, 2016

The 4R’s of Teacher’s Professional Development: Retooling, Remodeling, Revitalizing, and Re-imagining.

Conducted by: Phoenix Publishing and Sibs Publishing House at Cebu Grand Hotel, Cebu City on February 27, 2016

Integrating 21stCenturt Literacies in the School and the Classroom

Conducted by: Rex Book Store at University of San Carlos – South Campus on December 15, 2015

Enhanced Learning for Global Competitiveness: Making Schools and Students Ready for Global Connectivity

Conducted by: Salesiana Books at Collegio de la Immaculada Concepcion Gorordo Avenue, Cebu City on October 11, 2014

Division Mass Training for Grade Two Teachers on the K to 12 Basic Education Program

Conducted by: DEPED Cebu City Division at The New White Gold House Restaurant, Cebu City, from June 3-7, 2013

PandibisyongPagsasanaysaPagtuturo ng Wika at PanitikanSaligsa K-12 Kurrikulum

Conducted by: DEPED Cebu City Division at Imus Street, Cebu City from July 17-19, 2013

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