Valuing School Climate Towards Strengthened Partnership Commitment
DOI:
https://doi.org/10.65339/ijsis.V1.I2.127Keywords:
Collaborative Governance, Quality Education, School Climate, School-Community Partnership Commitment, Stakeholder Engagement, Stakeholder Participation, Sustainable School-Community PartnershipsAbstract
This study examined school climate and stakeholder participation toward strengthening school-community partnership commitment in Campao Oriental High School and Pandanon High School, Getafe I District, Bohol. Anchored in Ecological Systems Theory, School Climate Theory, Epstein’s Theory of Overlapping Spheres of Influence, Stakeholder Theory, and Social Capital Theory, it employed a descriptive-correlational design involving 42 respondents comprising 30 teachers and 12 external stakeholders. Data were collected using a structured survey questionnaire incorporating the Organizational Health Inventory and measures of stakeholder participation, and were analyzed using frequency, percentage, weighted mean, standard deviation, ranking, and Kendall’s Tau-b. The overall school climate was Very High (M = 3.6493, SD = 0.29259), with collegial leadership obtaining the highest rating, while overall stakeholder participation was High (M = 3.1933, SD = 0.62816). A strong positive and statistically significant relationship was found between school climate and stakeholder participation (τb = 0.867, p = 0.015). Major challenges included distance and transportation difficulties, conflicting schedules, limited parent and community participation, and inadequate financial and material support. The study concludes that a positive, inclusive, and collaborative school environment is associated with greater stakeholder participation and strengthened school-community partnership commitment. Accordingly, implementation of the School-Community Partnership Commitment Plan was recommended. The study aligns with SDG 4 (Quality Education) by supporting positive and collaborative educational environments and SDG 17 (Partnerships for the Goals) by strengthening sustained school-community collaboration. Its sustainability impact centers on educational, community, institutional, and governance sustainability through stakeholder engagement, shared responsibility, participatory governance, and sustained collaboration for continuous school improvement.
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