Strengthening Community Linkages: Basis for an Intervention Program

Main Article Content

Aveliza T. Basibas
Allena R. Fabiosa
Maria May G. Aconga
Jennelyn R. Tentativa

Abstract

Strengthening linkages and partnership in the basic education program is a remarkable development in today’s school. Indeed, problems and issues arising between the school, students, and parents are easily identified and ultimately solve. Strong collaborations of teachers and parents are of paramount importance to consider a lot of success to serve the needs of the growing number of youth aspiring to acquire quality education for their life. Identifying activities, programs and projects of the school-community linkages and knowing problems and difficulties between school and community is of great importance in going through the education development program in University of Eastern Philippines Laboratory High School UEP-PRM Campus Catubig, Northern Samar. This study was anchored on the theory developed by Epstein, et al. [1] at John Hopkins University, mentioning the six types of partnerships framework which is a useful model for analyzing and designing school-community-involvement programs. The main purpose of the study is to determine the extent of strengthening the school-community linkages-basis for intervention program in University of Eastern Philippines PRM Campus Catubig, Northern Samar.

A simple descriptive research method was used in this study. The full description of this study was premised to give a clear picture of the present status and condition of the statement of the problems under consideration using the inputs, process, and outputs strategy of the research. The main instrument of this study was patterned from Alcantara [2] survey questionnaire on identifying the programs and projects and in strengthening the school-community linkages as the basis for the intervention program of the school system. However, it was modified to suit the appropriateness of the instrument relative to the present study. Results of the respondents’ assessment were very significant in their perceptions that the activities and programs must be planned and coordinated by both school and the community in order to have a successful educational growth among the learners, as well as the community will be benefitted if the pupils will be all successful in their endeavors.

Based on the findings of the study, the status on the linkages between the school and community as perceived by the teachers and parents were “very effective”, the programs and projects of the school and community as assessed by the respondents to strengthen these programs,  there is a significant difference in the perceptions of programs and projects of the school and community linkages of the aforementioned variables, both school and community persons-in-charge must coordinate with each other by taking into consideration with the solutions offered, an intervention program was considered by the researcher as a proposed intervention plan offered relative to strengthen  school and community linkages.

Keywords:
School-community linkages, school-community programs and activities, intervention plan.

Article Details

How to Cite
Basibas, A. T., Fabiosa, A. R., Aconga, M. M. G., & Tentativa, J. R. (2021). Strengthening Community Linkages: Basis for an Intervention Program. Journal of Scientific Research and Reports, 27(1), 48-59. https://doi.org/10.9734/jsrr/2021/v27i130347
Section
Original Research Article

References

Epstein, Joyce, Hopkins. School, Family and community partnerships: Your handbook for Action, Corwin Press, Inc., Thousand Oaks, California, USA, Rev. Ed; 2009.

Alcantara Rebecca S. Non-intellective factors involved in scholastic performance. Unpublished Doctoral Dissertation, University of Tomas, Manila; 2009.

Montemayor MT. Brigada Eskwela: Working Together Towards Quality Education, Manila; 2019, 5:33 pm.

Tonisito Umali. Undersecretary for legislative affairs, external partnerships, and project management service told the Philippine News Agency (PNA).

Redillas. Exploring filipino teachers’ identity and community engagements. Unpublished dissertation, University of South Australia, Adelaide; 2017.

Ho ES. Educational leadership for parental involvement in an asian context: Insights from Bourdieu’s theory of practice. The School Community Journal. 2009; 19:2.

Evangelista AD. Academic Involvement of parents and their children’s scholastic performance. Trinity University of Asia (Thesis); 2008.

Harris & Goodall. Parental Involvement in School-Based Related Activities. Department for Education (DFE), United Kingdom; 2007.

Sapungan G, Sapungan R. Parental involvement in child’s education: Importance, barriers and benefits. Asian Journal of Management Sciences and Education. 2014;3(2).

Cavaye Jim. Cavaye community development. Strengthening Links between Schools and Communities.

Peters M. Parental involvement: How much is enough and what can schools do to encourage it? William Paterson University of New Jersey (Master Thesis); 2012.

Pineda K. Comparison of the parents’ and school personnel’s perceptions on the existing home-school collaboration program of woodrose school, SY: 2006-2007, implications for the program. Ateneo de Manila (Thesis); 2008.

Goodall J, Vorhaus J. Review of best practice in parental engagement. Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DFE), United Kingdom; 2010.

Henderson Mapp, Beth Sattes. An ecologically balanced approach to academic improvement, educational horizons, winter, Parental and community involvement in student learning, Education Digest; 2004.

Dannug Roman R. Politics, governance and government with Philippine constitution, 2nd Edition, C and E Publishing, Inc., South Triangle, Quezon City, Philippines; 2004.