International Journal For Multidisciplinary Research

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Assessment of the School Improvement Plan in Relation to School Performance: Basis For a Strategic Planning

Author(s) Baby Hawani Miranda
Country Philippines
Abstract ABSTRACT
In this study, two hundred sixty-two (262) respondents from a very large school in the Division of Antipolo City assessed the school improvement plan and school performance using a survey questionnaire, and fifteen respondents (15) verified their answers through interviews. The study utilized a descriptive-quantitative method. The purposive sampling technique was used. Three (3) experts from the field of principals validated a researcher-made instrument. It was tested for reliability and applied ethical consideration.
The following conclusions were drawn: the principal respondents are mostly female, have a doctorate degree, are 16 years of age or older in service, hold the position of Principal IV, and all of them are project leaders. While teacher respondents are mostly female, having a master’s degree, being 16 years of age or older in service, and holding the position of teacher I, in terms of designations most of them are project team member,but according to them, it doesn't matter the position; teachers can lead the projects depending on their willingness and ability.
The assessments of respondents on the school improvement plan, quality of projects, stakeholders’ support, teachers’ performance, learners’ performance, and allocation of budget are very good. While school performance is shown, the enrollment rate highly depends on the teachers’ performance, while budget allocation is low. And the dropout rate strongly depends on the learners’ performance and weakly on the teachers' performance. Lastly, graduation rate: the greatest factor is the results from the learners’ performance, while the least is the results from the allocation of budget.
The assessment of the school improvement plan of principal respondents based on their demographic profile is not significant. While teacher respondents in terms of sex are not significant, educational attainment is not significant except in the quality of projects, and learners’ performance, length of service, position, and designation are significant. While at the school, both principals and teacher respondents based on their demographic profiles are not significant.
The overall school improvement plan was found to have a significant impact on school performance, as assessed by the two groups of respondents. Recommendations are discussed, and a strategic plan is presented.
Keywords School improvement, performance, strategic planning
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-21
Cite This Assessment of the School Improvement Plan in Relation to School Performance: Basis For a Strategic Planning - Baby Hawani Miranda - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.23110
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.23110
Short DOI https://doi.org/gt2bsq
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