Lived Experiences of School Heads in the Hinterlands: Navigating the Challenges and Triumphs of Crafting a School Improvement Plan (original) (raw)
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ISRG Journal of Education, Humanities and Literature (ISRGJEHL), 2024
This study evaluates the status of school improvement plan (SIP) implementation across four integrated schools in Allacapan District, Cagayan, Philippines. Employing a descriptive analysis method, documentary analysis was utilized to assess the level of SIP implementation. The findings reveal that the majority of projects were partly implemented, with only a few remaining unimplemented. Additionally, all schools had projects aligned with the key areas identified in the Basic Education Development Plan. The results provide valuable insights for educators and policymakers aiming to enhance the execution and outcomes of SIPs in schools. These insights can inform the development of targeted intervention plans to address gaps and improve the efficacy of school improvement initiatives.
Molung Educational Frontier
In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and reviewing School Improvement Plans (SIPs) periodically. Schools submit SIPs to the Local Government (LG) to get disbursed school funds annually. One of the components of SIP includes learning outcomes (MoE, 2017).In this context, there is a general lack of research on the process of making Sips and its effects on learning outcomes. To fill the existing lack of knowledge in this field, this research aims to answer two interrelated questions. First, what is the policy process of preparing SIP and how it is practiced? Second, what are the effects of teaching and learning process as envisioned in the SIPs on students ‘learning outcomes? This research applies qualitative methods, analysing content of selected Sips of three community schools of Kailali district from the far western region, especially focusing on the plans to improve learning outcomes. Building on these findings, case studies ...
Implementation of School Improvement Plan in Samar and Catbalogan City Divisions
Ma. Annabelle D. Daca and Lanie M. Pacadaljen, 2020
This study determined the extent of implementation of School Improvement Plan in Samar and Catbalogan City Divisions in Region VIII, Philippines. In the implementation of the School Improvement Plan (SIP), school-community partnership is substantial considering that when there is a collaborative effort in the school community it results to various opportunities and help ensure the success of plans and activities. The study utilized descriptive-developmental research design to find out the extent of implementation of the SIP that will serve as basis for conceptualizing strategic plan and improvement of school-based management. The researchers employed the Attitude Checklist (AC) contained in the School Based Management Assessment Tool. There were 29 central elementary schools and 29 non-central elementary schools covered in this study representing the Division of Samar and 5 central elementary schools and 5 non-central elementary schools belonging to the Division of Catbalogan City. Results revealed that there was an increase in enrolment, participation rate, cohort survival rate, graduation rate and NAT MPS among respondent-schools before and after the implementation of the SIP. On the other hand, the goals and objectives, performance targets, school improvement process, resource management, school performance accountability, implementation strategies and timelines are moderately implemented by the respondent-schools. All schools are encouraged to organize a committee which would initiate in the framing up of the school improvement plan considering major priorities and resources. School heads may develop plans and strategies to attract stakeholders to extend appropriate financial support and generate income-generating projects to finance the school projects and programs.
2014
A school improvement plan is a road map that sets o ut the changes a school needs to make to improve the overall level of school’s achie vement, and shows how and when these changes will be made. The purpose of this pap er was to provide an overview of the process of developing a school improvement plan. The review was based on secondary data on various school improvement planning processes including school situation analysis, data collection, data analysis, data inte rpretation and reporting processes. The paper concludes that while the process of school im provement planning is a tedious one, it only marks the beginning of yet another tougher phase, namely the implementation stage which is meant to actualize the recommended s chool improvement interventions. Since the development of a school improvement plan is a process, this paper suggests the need for all school stakeholders to work together t owards realizing a realistic school improvement plan and setting its implementation r...
Rural school principals' quest for effectiveness: lessons from the field
Rural schools were always experiencing operational challenges under the apartheid dispensation. In the past there were always concerns that South Africa's rural areas were marginalised and under-resourced (ANC, 1995). These schools were believed to be of low quality and that the majority of them did not have the necessary resources, both human and physical. There are still people who contend that a number of rural schools today witness the remnants of some of the past challenges. This study was conducted in 10 rural schools that shared similar challenges among these; non-involvement of communities in education, few or no physical resources. The participants (principals) from these schools were registered in the new Advanced Certificate in Education, School Management and Leadership (ACE-SML). Using experience from the ACE-SML programme, the participants claimed to have adopted transformational leadership qualities and were already looking at how they could turn their schools aro...
Stakeholders’ Participation in School Improvement Plan and School Performance of Secondary Schools
Journal of Critical Reviews, 2020
The quantitative approach, particularly correlational research design, was used to assess the extent of stakeholders' participation in the School Improvement Plan preparation, implementation, monitoring, and evaluation and its connection to school performance. There are 75 participants in the study who are composed of 15 heads of school, 15 teachers, 15 students, 15 officers of PTA, and 15 officers of Barangay. These participants are a member of the school's planning team. The questionnaire serves as the principal instrument of the analysis. The data analysis was carried out using ANOVA and Pearson r: frequency, percentage, weighted mean. The study results revealed that the stakeholders have a significant degree of involvement in the School Improvement Plan preparation, implementation, monitoring, and evaluation. Further results indicate that school performance is very good and it does not differ regardless of the type of school. Surprisingly, they still faced challenges despite the large extent of stakeholders involvement in the three stages of the School Improvement Plan. There is no significant difference in terms of the degree to which the different stakeholder groups engage in the three stages of the School Improvement Plan and type of school. Also, the same result was found that there is no significant difference between the performance of the school and the type of school. Another finding using the Pearson r revealed that there is no significant relationship between the extent of stakeholders’ participation in the three stages of the School Improvement Plan and school performance. This suggests that the degree of stakeholders involvement may not guarantee a very high school performance. KEYWORDS: stakeholders’ participation in school improvement plan and school performance of secondary schools
Educational Planning, 2018
This study explores the attitudes and perspectives of school administrators and other stakeholders on the school improvement planning process. A convenience sampling technique was employed with a sample of 15 schools and 91 respondents. The findings of the study indicated four principal factors, involvement, accountability, plan implementation and efficacy, defined the perspectives of the respondents. These factors were also responsible for 68.83% of the variation in the data. The factor ‘involvement’ accounted for 47.82% of the variation and suggests that the most critical issue affecting how the school improvement planning process is seen is the degree of stakeholder involvement.
2018
The purpose of this study was to examine community participation in the implementation of SIP in the government secondary and preparatory schools in Adea Berga Woreda. For this purpose, descriptive survey design was used. Both qualitative and quantitative techniques were employed. Purposive sampling was used for schools, KETB, PTSA, SIC, Principals, Supervisor, and GEQIP expertise, random sampling for teachers and convenience sampling was used for students in focused-group discussion. Data were collected by using questionnaires, semi-structured interviews, focused group discussion and document analysis. These data were analyzed and interpreted using both qualitative and quantitative techniques. The major finding of the study indicates that low familiarity of community with SIP, lack of awareness creation training and empowerment programs, poor school-community chain (network), lack of regular communication with community and insignificant roles of school community. Thus, to alleviat...
2006
Diosdado M. SAN ANTONIO This thesis examines the impact of implementing participatory school administration, leadership and management (PSALM) via Advisory School Councils (ASC) in Philippine public secondary schools. Through an experiment with empirical surveys, documentary analyses and interviews, this study reveals that the experimental group (EG) had higher levels of commitment, empowerment, trust and inclination for meaningful participation in improving the school compared with the control group (CG) after one year of implementing PSALM. However, the one-year experiment did not yield a significant impact on the students academic achievement levels. Survey respondents (735 for the 1 survey and 603 for the 2 survey) were the school heads, teachers, students, alumni, parents and community leaders from the 76 participating schools (38 schools for experimental group and the same number for the control group). The EG perceived the ASC operations in their schools as effective. Factor...