Practices of the Stakeholders’ Involvement in the Formulation of School Improvement Plan

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Maricar Flores Nicdao
Inero Valbuena Ancho


The Philippine Department of Education promotes shared governance through School Based Management (SBM) as stated in the Governance of Basic Education Act of 2001. The school heads are required to develop the School Improvement Plan (SIP) that requires the involvement of stakeholders. This study aimed to identify the extent of stakeholders’ knowledge about the School Improvement Plan; analyze the extent of the stakeholders’ involvement in the formulation and implementation of the School Improvement Plan in terms of the Assess Phase, Plan Phase, and Act Phase; and describe the practices on stakeholders’ involvement in the formulation and implementation of the School Improvement Plan. Instruments used to gather data were prepared by the researcher and had been validated by the experts in the field of SBM and SIP. Results were organized and analyzed to answer the research questions of the study. Data revealed that stakeholders generally agreed that they understand the School Improvement Plan as a process. The key stakeholders gave several definitions that were aligned and similar to the definition given by the Deparment of Education (DepED); though schools had some modifications. Moreover, different practices emerged in the study in the different phases of SIP. These practices were proven to have high and very high level of stakeholders’ involvement. Key stakeholders were also asked about their unique practices that they thought made their school invite and involve more stakeholders particularly in the SIP process. It was observed that there are good practices that are beneficial on a particular school; common practices, practices that are just part of the guidelines and distinct practices on specific schools. A high and a very high extent of participation were observed on the practices presented.


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