1. 1
CHAPTER 1
INTRODUCTION
Background of the Study
The importance of stakeholders’ participation in school programs and
projects in developing the total growth and development of the students
greatly contributes to the enhancement of learning. The school needs the
genuine support of the community in attaining quality education of the
students.
Quality education cannot be attained if the school needs the
cooperative action of the community leaders and members who can make
education work to the maximum development of the students’ potentials. As
Lapus (2009) puts it, a school-community partnership provides opportunities
to community members to support the improvement of student learning.
Their role is crucial in transforming our schools into a safe and conducive
learning environment.
Concedingly, when schools work with community organizations,
businesses, and agencies, they become powerful agents of change for
students, families, and the neighborhoods around them.

2. 2
Schools are the natural hub of a neighborhood or community, and can
serve as the foundation for community partnerships that are beneficial to
students, families, businesses, agencies, and other civic organizations. By
building communication, sharing resources, and developing unique solutions
to community problems, these partnerships can become vital and organic
entities that are agents of lasting change in the community.
In order for a school community partnership to work, Cameron (2006)
stressed that it is essential to build strong communication among all the
participants and those who will be affected by the partnership. The levels of
communication may vary, depending on the circumstances and the purpose
of the message, and include the following components: (1) Awareness,
where the school or community organization is merely sharing what they are
doing with the other partners; (2) Information-gathering, where the school or
community organization is seeking information from or about the other
partners; (3) Evaluation, where the school or community organization is
asking for feedback about its programs or services; and (4) Collaboration,
where the schools and organizations are actively involved with each other
and communicate regularly in order to plan for their collaborative efforts
Accordingly, active school community partnerships achieve the
highest levels of communication as they collaborate toward solving

3. 3
community issues and providing services that build on their shared resources
and expertise. Regular meetings with designated agendas help ensure that all
partners are kept actively involved in the process; however, channels for less
formal communication should also be encouraged so that relationships are
built among the members and other less-structured or creative opportunities
are explored.
A main purpose for building school community partnerships is to
share resources and avoid the duplication of services. Schools can provide
easy access to children and families in need of community services, and by
partnering with agencies in the community, they can ensure that parents and
other family members are aware of all the types of assistance that are
available to them and how to access thoseservices.
Strong communication among school and community partners can
result in a network of services available to community members at a school.
Schools and their partners may provide parent education, legal assistance,
job training, tutoring, diet and nutrition information, health visits, and many
other types of services. By avoiding duplication of services, each agency is
able to channel its resources more directly toward its specific purposes.

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While donations of time, materials, space, and expertise by local
businesses or organizations are always appreciated by schools, they are just
the beginning of what a school community partnership can be. By becoming
actively involved with each other, schools and community organizations can
build unique networks of services that specifically serve the communities
they share and provide real solutions to the problems faced by the school and
students (Lapus, 2009).
At its best, the education of young people is a partnership between the
school, the home and the community. Effective partnership, however,
requires leadership, a compelling purpose for their work, and a set of
mutually agreed upon goals. As Ames, C. (1995) marks, educators who wish
to strengthen the bonds among those individuals and organizations who
contribute to the education and welfare of the community’s youth must be
knowledgeable about various ways which families and community members
can be involved meaningfully in the affairs of the school for the benefit of
students.
Thus, the school is empowered to continuously improve its
performance in attaining desired outcomes for students; to engage
stakeholders in shared decision-making; lead the school staff, together with

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other stakeholders accountable for school performance and student
outcomes.
Basically, the Schools First Initiatives (SFI) of 2004 empowers
educational leaders and stakeholders to focus on school improvement and
total well-being of school children. When schools regard their relationship
with families as a partnership in which school and home share responsibility
for children’s learning, the result is an increase in the levels and types of
parent involvement as well as the support that family demonstrate for the
school. When this partnership is extended to include the larger community,
the benefits are greater yet. Perhaps, most important is that when
responsibility for children’s learning is shared by the school, home, and
community, children have more opportunity for meaningful engaged
learning. Students are able to see the connection between the curriculum in
the schooland the skills that are required in the real world (Epstein, 1995).
It is then significant to create an environment where all the people
involved in the decentralization process not only agree but also commit to
make that change happen. The school with the current decentralization
policies must strengthen the stakeholders’ capacity to perform their task
under a decentralized set-up.

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Along this line, all stakeholders in general, acknowledge that each
has a role and a corresponding responsibility in fulfilling that role. Each
level of implementation has accountability in accordance with its role. Thus,
the following stakeholders are accountable for the following respective
responsibilities: (1) For the school head- he ensures the improvement of
school performance and well-being of learners and lead in preparing the
school improvement plan (SIP) and the school report card; (2) The teachers
ensure the optimum and holistic development of learners, work to achieve
the targeted level of mastery and work with parents and learners to address
learner’s needs and promote their well-being; (3) The students/pupils work
with teachers to achieve targets and continuously improve performance; (4)
The community supports and provides assistance to the school in its
continuous efforts to improve school and learner’s performance, assists in
implementing the School Improvement Plan and assists in monitoring and
evaluation of school performance; and (5) The school carries out department
policies and standards, requires the best performance of its officials, teachers
and support staff, facilitates the achievement of high performance and other
desirable learning outcomes among learners, develops strategic relationships
with the local community and other key partner, directs funds to intended

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program initiatives and create a safe and favorable environment where
teachers and students can give their best.
It proves, therefore, that the school, teacher, instructional leader and
stakeholders understand that improved pupils’ learning outcomes is the
result of the activities of all internal and external stakeholders working
together; and that effective schools does not happen by chance, it is the
result from the strong collaboration of the schooland community as one.
Apparently, the current school-community synergy situation in all
secondary schools in Borongan City Division, Eastern Samar is quite poor, it
needs improvement. There is the external stakeholders composed of
community members, people from non-governmental organizations or
NGOs and the local government officials (LGU) who have a stake in the
education of the children. Their participation in the strategic planning for
school improvement and attainment of learning outcomes is an opportunity
for the schoolto grapple with.
The internal stakeholders composed of the school head, teachers,
students and parents of students and their associations have the strength to
directly work for the improvement of the school performance. Their inputs
about the school’s strengths, weaknesses, threats and opportunities are
necessary in the agenda for schoolimprovement.

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An analysis of the school’s performance of secondary schools in
Borongan City Division, Eastern Samar shows that majority of the
stakeholders and parents are unaware of the importance of synergy and
collaboration of efforts in improving pupils’ performance. As a result, 45%
of the secondary schools are average performing schools. There is a need to
develop a school-community synergy operational plan for all secondary
schools in Borongan City Division, Eastern Samar to improve the
performance of the said schools, hence, this study.
Statement of the Problem
This study aimed to develop a school-community synergy operational
plan in all secondary schools in Borongan City Division, Eastern Samar.
Specifically, this study sought to answer the following questions:
1. What is the profile of the school and community in terms of the
following?
1.1 School
1.1.1 Performance Indicators
1.1.1.1 Participation Rate
1.1.1.2 Achievement Rate
1.1.1.3 Dropout Rate

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1.1.1.4 Failure Rate
1.1.2 Facilities
1.1.2.1 Library
1.1.2.2 Health Clinic
1.1.2.3 Guidance Office
1.1.2.4 SchoolCanteen
1.1.2.5 Students’ Center/School Government
Office
1.1.2.6 Computer Laboratory
1.1.2.7 Gymnasium/Auditorium
1.1.2.8 Learning Centers
1.1.2.9 Science Laboratory Room
1.1.2.10 New Buildings/Structures
1.1.2.11 Washing Facilities
1.1.2.12 Speech Laboratory
1.1.3 Fund Resources
1.1.3.1 Maintenance and Other Operating
Expenses
1.1.3.2 Donations
1.1.3.3 Special Education Fund

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1.1.3.4 Parents Teachers Association
1.1.3.5 School-Based Repair and Maintenance
Scheme
2. To what extent are the activities undertaken by the school and
community along the following?
2.1 Continuing Maintaining Activities
2.2 Improving Students’ Academic Performance
2.3 Reducing Drop-out Rate
2.4 Raising Students’ Participation rate
3. To what extent are the following existing strategies employed
by the schooland community in creating a learning environment?
3.1. Raise awareness of and gain consensus for school
improvements and higher achievement and expectations.
3.2 Take an active role in schoolimprovement strategies.
3.3 Create motivational devices and reward systems that
supportan academic orientation.
3.4 Monitor academic progress
3.5 Use material and personal services creatively
3.6 Maintain a safe and orderly, and pleasant environment.
3.7 Monitor teaching practices

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3.8 Observe teachers in the classroom and provide feedback on
teaching.
4. What school-community synergy operational plan for
secondary schools of Borongan City Division, Eastern Samar may be
developed based on the findings of the study along the following?
4.1 Community-led effort for:
4.1.1 Maintenance activities
4.1.2 Improvement of students’ participation rate
4.1.3 Reduction of drop-outrate
4.1.4 Improvement on students’ academic performance
Theoretical Framework of the Study
The theoretical framework of the study is anchored on the theories,
concepts, ideas and principles on teacher, school, leadership and
stakeholders’ participation on students’ achievement and the theories on
devising alternative choices on achieving the school community synergy and
social process forwhatever need and want.
According to Former Secretary Lapus, (2011) an empowered school
can undertake dramatic improvements by generating supports from
community. School principals can take the lead in establishing a viable
working relationship between the schooland the community.

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In fact, the Department of Education (DepEd) yearly launches the
implementation phase of Brigada Eskwela, a program incepted in 2003 that
aims to enlist the help of the community in cleaning school grounds and
repairing classrooms, school furniture and other school facilities year-round.
Adopt A School Program Director Mari Paul Soriano said, “Brigada
Eskwela Plus is the department’s frontline initiative that believes in the role
of the community in improving public education”
Reasearch also shows that collaborative efforts have enhanced
connections to school and are making an impact on reducing drop outs rates
and increasing attendance rates (School-Based Management Primer, 2009).
Accordingly, in school-based management, community stakeholders
participation is a necessary complement to quality education for the simple
reason that child education, including his instruction is the primary
responsibility of the parents who are one of the stakeholders that share their
responsibilities with the tachers. Hence, the school should strive to form
school-community synergy operational plan to enable them to carry out their
respective responsibilities and to synergize or collaborate with the
community in other aspects.
Thus, an operational plan draws directly from agency and program
strategic plans to describe agency and program mission and goals, program

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objectives and program activities. Like a strategic plan, an operational plan
addresses four questions like (1) Where are we now? (2) Where do we want
to be? (3) How do we get there? and (4) How do we measure our progress
(Miclat)?
The purpose of the school-community synergy operational plan for
secondary schools of Borongan City Division, Eastern Samar in this study is
to provide organization personnel with a clear picture of the tasks and
responsibilities in line with the goals and objectives contained within the
operational plan. It is also the management tool that facilitates the
coordination of the organization resources (human, financial and physical)
so that goals and objectives in the synergy operational plan can be achieved.
The theory as devising alternative choices on achieving the school-
community synergy operational plan features the need to identify specific
opportunities for the students to find meaningful development locally and to
sustain school and community synergy to find just what the known benefits
of school-community networking might be for social change and progress.
Thus, community awareness and involvement in networking is necessary to
students integrating their academic and technical knowledge toard
community issues and eventually personality development (http:// love-
eagles.com/arcticle/synergies.html).

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Similarly, the theory on social process from what the school-
community wants and needs features a partnership or synergy approach to
give families and community members greater opportunities to determine
options for school development to participate in the wide range of
involvement ativities, and to assume key roles and responsibilities in school-
improvement efforts, including participation in the school’s decision-making
process. If a school-community synergy partnership is to succeed, it must be
based on “mutual trust and respect an on-going exchange of information-
agreement on goals and strategies, and a sharing of rights and
responsibilities”. (Ballen and Moles, 1994). Schools must be willing to
involve parents, families, and community or society at deeper levels and to
supporttheir participation.
In broad sense, it is widely recognized that if students are to maximize
their potential from schooling, they will need the full support of their
parents. It is anticipated that parents should play a role not only in the
promotion of their own children‘s achievements but more broadly in school
improvement and the democratization of school governance(Glickman,
1990).

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Likewise, McDel (2003) Identified leadership responsibilities with
statistically significant relationship to achievement that when consistently
implemented can have a substantial impact on student achievements.
Supporting the statement of Mc Del are Walters Manzano and Mc
Nulty, (2003) who postulated that leadership responsibilities include such
tasks as establishing a set of standard operating procedure and routines,
involving teachers in the design, and implementation of important decisions
and policies and monitoring the effectiveness of school practices and
strategies and their impact on student learning.
Conversely, Weber (1971), Edmonds (1982), and Ubber and Hughes
(1989 as cited by Davis, et al. 1989) identified school characteristics as
strong instructional leadership, staff high expectations, school climate,
curriculum (emphasis on basic skills), monitoring of pupils progress, time-
on-task, and commitment to an academic focus closely relate to improved
achievement and consequently cause effectiveness.
Fullan (2005) holds the claim that one of its major responsibilities of
leadership to cause effect and sustain effective schools is to develop others
as leaders. He disclosed that principals alone cannot do all the things
necessary to run the school. It needs the support of teachers, stakeholders
and the community.

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In the same way, the theory on synergy operational plan holds to the
idea that the students learning outcomes would improve through the strong
and combined action of the school and community working together to
develop a plan, scheme, method and strategies for the improved performance
of the students vis-a-vis the school. (Webster, 1990, 1976).
Thus the present study takes off from the concepts, ideas, principles
and theories on school leadership, school-community participation, the
concept of collaboration and synergy of modern leadership and stakeholders’
participation towards improved academic performance of students, theories
on devising alternative choices on achieving the school-community synergy
and the social process from what they need and want in school-community
synergy who hold in common that effective schools are the result of the
collaborative efforts of the principals, teachers and the community.
Conceptual Framework of the Study
The conceptual framework of the study is shown in Figure 1. It is
shown in the schematic diagram that the study is focused on the following
variables: (1.) describing the profile of the school in terms of (a.)
Performance Indicators, namely: participation rate, achievement rate, drop-
out rate and failure rate (b.) Facilities which included the library, health

17. 17
clinic, guidance office, school canteen, students’ center or student
government organization office, computer laboratory,
gymnasium/auditorium, learning centers, science laboratory room, new
building/structures, washing facilities and speech laboratory and (c.) Fund
Resources which included the donations and funds, (2.) It also focused on
determining the extent to which the activities were undertaken by the school
and community along (a) continuing maintenance activites, (b) improving
students’ academic performance, (c) reducing dropout rate and raising pupils
participation rate, (3) Analyzing the extent to which the existing strategies
were employed by the school and community in creating a learning
environment, namely: (a) raising awareness of the gain consensus for school
improvement and higher schievement and expectations, (b) taking an active
role in shool improvement and strategies, (c) Creating motivational devices
and reward systems that support an academic orientation, (d) Monitoring of
academic progress, (e) Using material and personal services creatively, (f)
Maintaining a safe, orderly and pleasant environment, (g) Monitoring
teaching practices; and (h) observing teachers in the classroom and provide
feedback on teaching; and (4) developing and designing what school-
community synergy operational plan for secondary schools of Borongan
City Division, Eastern Samar may be developed based on the findings of the

18. 18
study along community-led effort for maintenance activities, improvement
of students’ participation rate, reduction of dropout rate and improvement on
students’ academic performance.
The framework of the school-community synergy operational plan for
the secondary schools of Borongan City Division, Eastern Samar is focused
on educational planning and development on school-community synergy
focused on the operation of programs phasing out the identified as obsolete
and prepared programs for modification and for diversification or
integration; develop school-community market planning which includes the
geographical area to be served, area of concern and area of activities
required to achieve planned level, advertising and promotion, plan
improvement, required budget, man power planning which determines the
man power requirements, development program, training program and
estimates changes in wage rate and fringe benefits.
Further, the school-community synergy operational plan would look
into the organization planning goals, organizational structure, financial
planning, projected budget, cost, capital expenditures, cash flow analysis and
financing required.
Moreover, the school-community synergy operational plan would
determine the community-led efforts provided in the continuing maintenance

19. 19
activities, improvement of students’ participation rate, reduction of dropout
rate and improving on students’ academic performance.
Figure I is a schematic presentation of the conceptual framework of
the study.
INPUT
Profile ofthe School
- Performance
Indicators
- Facilities
- Fund resources
Extent to which the
activities were under-
taken by the school and
community along
- Continuing
Maintenance Activities
- ImprovingPupils
Academic Performance
- ReducingDrop-out
Rate
- RaisingParticipation
Rate
Extent to which the
following strategies were
employed by the school-
community in creating
learningenvironment
- Raise awareness of
andgain consensus
for school
improvements and
higher achievement
andexpectations.
- Take an active rolein
school improvement
strategies.
- Create motivational
devices andreward
systems that support
an academic
orientation.
- Monitor academic
progress
- Use material and
personal services
creatively
- Maintain a safe and
orderly, andpleasant
environment.
- Monitor teaching
practices
- Observe teachers in
the classroomand
provide feedback on
teaching.
THRU-PUT
Describingthe Profile of
the School and the
community
Determiningthe Extentto
which the activities were
undertaken by the school
and community
Analyzingthe Extent to
which the Strategies are
employed
Designing the school-
community synergy
operational plan
OUT PUT
School- Community
SynergyOperational
Plan for Borongan
City Division,Eastern
Samar

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Figure I: A Schematic Presentation of the Conceptualization of the Study
Significance of the Study
The concept of the school-community synergy operational plan is to
draw collaboration and cooperative action of the school and community in
local decision-making process to improve schoolperformance.
Thus, the output of the study which the school-community synergy
operational plan would be significant to the following groups of people:
Students. The school-community synergy operational plan would
motivate the students’ interest in participating all school and community
activities geared towards creating a learning environment and ultimately
improve their learning outcomes, participation rate, reduce drop-out rate
and failure rate.
Teachers. The school-community synergy operational plan would
help the teachers modify their teaching style and methodologies to fit the
students’ development and increase academic performance. Also the
operational plan would build strong ties between the school and community
in making the schoolproductive.
Instructional Leaders. The school-community synergy operational
plan would give the instructional leaders a greater commitment and
awareness of their administrative and supervisory duties and community

21. 21
partnership needed to improve school performance and community
relationship.
Division Program Supervisors. The result of this study would be used
as inputs for restructuring a study intended for the improvement of academic
achievement.
Researcher. The School-Community Synergy Operational Plan is
very necessary and essential to the researcher as it would serve as the
reference guide in building school and community harmonious relationship
and collaboration in improving the academic performance of the students
vis-à-vis schoolperformance.
Scopeand Delimitation of the Study
This study was conducted in all secondary schools in Borongan City
Division, Eastern Samar during the school year 2011-2012. The schools
involved in the study were the seven secondary schools in Borongan City
Division, namely: (1) Benowangan National High School, (2) Calingatnagn
National High School, (3) Eastern Samar National Comprehensive High
School, (4) Superintendent Fidel Anacta, Sr. Memorial High School, (5)
Lalawigan National High School, (6) Maypangdan National High School;
and (7) Sta. Fe National High School.

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To answer the posted problems, the study focused on describing the
profile of the school in terms of (a) Performance Indicators, namely;
participation rate, dropout rate and failure rate (b) Facilities which included
the library , health clinic, guidance office, school canteen, students’ center
or student government office, computer laboratory, gymnasium/auditorium,
learning centers, science laboratory room, new building/structures, washing
facilities and speech laboratory (c) Fund Resources which included
donations and funds. (2.) It also analyzed the extent to which the activities
were undertaken by the school and community along, continuing
maintenance activities, improving students academic performance, reducing
drop-out rate and raising students participation rate and reducing failure rate,
and (3) determined the strategies employed by the school and community in
creating a learning environment which include on (a) raising awareness of
and gain consensus for school improvements and higher achievement and
expectations, (b) take an active role in school improvement strategies, (c)
create motivational devices and reward systems that support an academic
orientation, (d) monitor academic progress, (e) use material and personal
services creatively, (f) maintain a safe and orderly, and pleasant
environment, (g) monitor teaching practices; and (h) observe teachers in the
classroom and provide feedback on teaching which served as the bases for

23. 23
designing and developing of the school-community synergy operational plan
which is anchored on the community-led efforts for maintenance activities,
improvement of pupils participation rate, reduction of drop-out and failure
rate; and improvement on students' academic performance.
The respondents of the study were the 187 or 100 percent of the
teachers’ population, as well as the 7 instructional leaders of the 7 secondary
schools. Only 30 % of the stakeholders were taken as representative samples
of the study which constituted the 70 General Parents and Teachers
Association members, 57 School Governing Council, 207 homeroom
president/officer and 112 other community stakeholders of the school. A
total of 194 instructional leaders and teachers and 446 stakeholders were
involved in the study during the schoolyear 2011-2012.
The school-community synergy operational plan for secondary
schools in Borongan City Division, Eastern Samar was developed in order to
highlight areas needing synergy between the schooland community where
support is much-needed and required to improve the seven secondary
schools’ academic performance, reduce dropout rate and failure rate and
increase the community participation in school and community activities in
creating a learning environment.

24. 24
Definition of Terms
To gain understanding of the study, the following terms are defined
according to how they are used in the study.
Accountability. In this study, the term refers to the acknowledgment
and assumption of the responsibility for all actions, decisions, policies,
outputs and outcomes of all stakeholders.
Community Ownership or Shared Governance. In this study, the
term means the ongoing partnership among stakeholders to address the
needs and concerns of the school, most especially those that directly affect
learners’ welfare.
Completion Rate. The term refers to the proportion of the number of
graduates in a certain level to the total annual enrolment of the initial year of
that level.
Drop-out Rate. It is the proportion of the number of students who
left school during a school year to the total number of students enrolled in
the same schoolyear.
Extent of Participation. As used in this study, the term refers to the
degree or frequency of involvement of stakeholders in school-related
activities.

25. 25
Instructional Leader. This term refers to the school head which
maybe a school head teacher, principal, or district supervisor and teacher in-
charge running the school and assumes the responsibilities in making the
schooleffective.
Maintenance and Other Operating Expenses (MOOE). This term
refers to the monthly budget allocation of the school intended for the
expenditures in relation to the usual operations of the school which include
repairs and maintenance, payment for bills and are subject to the usual
accounting and auditing rules and procedures.
Operational Synergy. Operational Synergy is a concept used to
describe the state of an organization when the people and process work
together to continuously expand the ability of the organization to deliver
products and services to its customers, while maintaining competitiveness.
Parents and Teachers Association (PTA). This term refers to the
association of parents or guardians of students currently enrolled and the
teachers who are actually teaching in the particular school. A set of officers
to lead the organization is organized to head in running the activities of the
school.
Participation Rate. It is the proportion of school-age population (6-12
years) accommodated in schoolto the total population (6-12 years)

26. 26
Partnership. As used in this study, the term refers to the relationship
established between and among educators, students, families, and
community at large to work together in bringing about better and improved
performance.
Performance Indicators. In this study, it refers to the numerical
percentage performance of particular school on a given period on the
following areas: participation rate, achievement rate, drop-out rate and
failure rate.
School-Community Partnership. In this study, this term refers to any
relationship established between the school and community working
together in bringing about better and improved school performance of the
respondent schools
Students’ Achievement. This refers to the academic performance of
the students as measured in the school achievement test as indicated by their
mean percentage score (MPS) in the five learning areas, namely: English,
Science, Mathematics, Filipino and Makabayan.
School Heads. This refers to the leader and manager of the school.
Republic Act 9155 envisions the School Head as both an instructional leader
and an administrative manager.

27. 27
Stakeholders. This term refers to the person instructed in helping
the implementation of school-related activities or programs and projects of
the school.

28. 28
CHAPTER 2
REVIEW OF RELATED LETERATURE AND STUDIES
The intention of this chapter is to present the review of related
literature, ideas and concepts, information and studies taken from books,
magazines, journals, unpublished theses and dissertations, internet
researches, and other sources which are significant to the present work.
Related Literature
The concept of school-community synergy is persuasively simple. It
is giving the school heads, teachers, and students to work together with
community leaders and local government officials and other stakeholders to
improve students and schoolperformance.
Conceptually, developing school partnership, collaboration, and
synergy with families and community groups is now the biggest concern of
of effective schools. Educators are sometimes content to let parents and
families take the initiative in becoming involved in their childrens’
education. But for a real partnership and synergy to occur, educators must
look at ways in which the school can initiate the involvement. In such a
partnership, the school and the home share responsibility for children’s

29. 29
learning, and the relationship is based on mutual respect and
acknowledgment of the assets and expertise of each member. As an
extension of this partnership, schools can emphasize a broad base of
community involvement. When schools develop and implement alternative
choices and strategies for promoting effective school-family-community
partnership, the result is improved learning for all students and strengthened
collaboration and synergy among schools, families, and communities
(http://www.ncrel.org/sdrs/areas/issues/environment/fancom/pa400.html).
The theory on devising alternative choices on achieving the school-
community synergy features the need to identify specific opportunities for
the students to find meaningful development locally and sustain scool and
community synergy to find just what the known benefits of school-
community networking might be for social change and progress. Thus,
community awareness and involvement in networking is necessary for the
success of school networking initiatives that apply to students integrating
their academic and technical knowledge toward community issues and
eventually personality development
(http://love_eagles.comarticles/synergies.html)
Likewise, the theory on social process from what the school-
community wants and needs features an partnership or synegy approach to

30. 30
give families and community memebers greater opportunities to determine
options or initiatives for school involvement to participate in the wide range
of involvement activities and to assume key roles and responsibilities in
school-improvement efforts, including participation in the schools decision-
making process. As Ballen and Mole stressed, if a school-community
synergy partnership is to succeed, it must be based on “mutual trust and
respect, an on-going exchange of information, agreement on goals and
strategies, and a sharing of rights and responsibilities”.
Ballen and Moles (1994) disclosed that schools must be willing to
involve parents, families and community or society at deeper levels and to
supporttheir participation.
Thus, the initial step in involving parents, families and community
participation that would strengthen collaboration and synergy among school
and community members is the formulation of tactical and operational plans
through the operation of a method means analysis. The analysis identifies
the possible ways and means for doing and undertaking the products, tasks
or outputs. Once the products and the different means for doing them are
completed, funds and resources are allocated. Tasks and products are then
implemented.

31. 31
To ensure successful plan implementation, requires developing of
structures within the organization, installing a management information
system (MIS), and a monitoring system. After a short period of time,
formative evaluation is undertaken to determine whether or not outputs
approximated the stated objectives and mission. The conduct of summative
evaluation determines the level of efficiency and effectiveness of the outputs
to revise if not improve the strategic and tactical planning process. From the
planning process, operational plan or model in school-based operational plan
is developed. (Miclat, 2005)
Thus, the idea of the school-community synergy operational plan is to
empower people in the community to be part of the local decision-making
process, giving all school heads, teachers and students to work together with
community leaders and local government officials and other stakeholders to
improve schoolperformance (http://www.deped.gov.ph)
Concedingly, the primary responsibilities of school heads are to
create and maintain the organizational characteristics that reward and
encourage collective efforts (Shein, 2005). Many of the problems
confronting educational leaders can be traced to their inability to analyze and
evaluate organizational culture. School heads who institute sweeping
changes often experience resistance to changes. Difficulties with

32. 32
organizational transformation arise from failure to communicate and
understand social system from network to shared ideologies from among the
subordinates.
Rubis (2005) argued that school heads must practice deliberate role
modeling, teaching, and coaching. He believes that nothing can take the
place of school heads “walking their tall”. The personal example of a school
head can send a powerful message to the members of the organization
particularly if it is ethical and consistent. Reinforcing that example with
teaching and coaching will help others to internalize the desired values.
On the other hand, Jamrog (2006) emphasized that school heads have
an additional set of challenges. They have to create the means and
opportunities to improve their teachers with new ways of looking at
themselves and their capabilities. School heads’ new ideologies and values
need to be communicated effectively, internalized by the teachers and then
translated into productive methods of thinking and working. The useful
techniques for overcoming these challenges fall within the domain of
evaluating and transforming organizational culture.
School-based management of change relies on school heads’
communication techniques that cross sub-cultural boundaries and carry
message about ideologies, values and norms that can be internalized by all

33. 33
teachers and staff. Memoranda and vision statement cannot achieve all these
objectives (Cameron, 2006). School heads, however, have a variety of
sophisticated cultural communication techniques at their disposal to link
teacher’ values to achieving objectives of the organization. In other words,
school heads have a better chance of creating or transforming an
organizational culture if they accept and foster productive endeavor and
consistently communicate how teachers must perform in their job in order
for the organization to achieve its objectives.
Wellins (2000) argued that for the school head to be effective in
management the educational organization, he must recognize the need to
create team among his subordinates. With proper support, eventually
teachers would realize their interdependence and start working effectively
with internal and external partners. The school heads, therefore, should
nurture the value of creating ownership or originators of ideas. Hence, the
more responsibility the team has for something from beginning to end, the
more excited they will be about the task. As a consequence, teachers can
solve interpersonal problems, work together, and maintain predictable levels
of high performance.
In another development, James (2003) countered that when
subordinates are empowered, they develop a climate of trust and shared

34. 34
vision that resonate with everybody in the organization and that, within the
context of that vision; everybody knows that they are supposed to do and
where they are going. Thus, the process of working is filled with energy,
enthusiasm and humor. As a consequence, teachers work hard, not out of
obligation or fear, but because they believed in the organization’s goals, and
truly enjoy what they are doing for an effective change.
Supporting the ideas of James is Kaminski (2011) who stressed that
effective change would happen when the teachers are empowered. She
articulated that empowering teachers to be leaders within a school is critical
to the success of the school as a whole. She explains that allowing teachers
to be integral part of the school’s decision-making process can lead to a
greater sense of teacher satisfaction and an increase of overall commitment
to the work taking place every day. Further, certain behaviors on the part of
the principal can be the deciding factor indicating the level of impact teacher
leadership will have on the schoolitself.
Furthermore, Kaminski explains that in an era or ever increasing
accountability for schools, never has it been more important to understand
the role of leaders within a school. In order to delve into the subject of
school leadership today, it is important to think beyond the traditional roles
of principals as leaders and the remaining faculty as subordinates. Lambert

35. 35
(2002) comments that, “the days of principal as the lone instructional leader
are over. We no longer believe that one administrator can serve as the
instructional leaders for an entire school without the substantial participation
of other educators” (p.37). Leadership in school today must be expanded to
include teachers. After all, they are the people closest to students and have
the most potential impact on them. The theory that instructional leadership is
shared endeavor amongst teachers and principals is now quite widely
accepted and is critical to a school’s overall success.
Indeed, empowering teachers to lead is at the heart of school
improvement and the continuity of success. When teachers see themselves as
leaders and have an opportunity to participate in the decision-making
processes of a school, they become an integral part of the school
organization. Historically, teachers have been bound by the confines of their
individual classrooms and the extent to which they impact their students on
their school as a whole was limited. Isolation is a word frequently used to
describe this point where teachers served as islands of information seeking
primarily to meet only the needs of their students.
Stearns (2008) pointed out that people wish to feel good about them.
The desire is reflected in their drive for self-efficiency, or the belief that one
has the necessary capabilities to perform a task, fulfill role expectations,

36. 36
male meaningful contributions or meet challenging situation successfully.
Many employees today are actively seeking opportunities at work to become
involved in relevant decisions. There by contributing their talents and ideas
to the organizations’ success. The hunger for a chance to share what they
know and learn from experience. Organization need to provide opportunities
for meaningful involvement, a practice which will result in mutual benefits
for both parties.
Thus, the instructional leader must be sensitive enough to share with
teachers the vision and mission of the school in order to reap success. It
makes a difference when the teachers, pupils and stakeholders know the
beliefs of the school and the ultimate goal of the school which is improved
learning outcomes of pupils.
According to Edmonds (1987) so that pupils will rise to the popular
competence the country wants, the school academic climate, leadership,
teaching and management practices and stakeholders/ parents support must
be engineered to improve student achievement with the intention of
developing a productive and satisfying working environment for teachers
and desirable learning conditions and outcomes for children.
Viewed thus, strong instructional leadership by a principal and strong
support of the community with vision become the most critical components

37. 37
of a successful, effective school. Principals of this type have high
achievement expectations, observe teachers’ teaching, and monitor
individual and collective student achievement (Davis, 1989, p. 39). Achilles
(1987) described how the vision and leadership of effective principals can be
reduced to the three basic questions of Why, What, and How. According to
Achilles, effective principals must know why better education is needed,
what is needed to improve the schools, and how to administer their schools
to achieve the best results. Why questions relate to vision and the tendency
of effective principals to envision and work toward what their schools can
become.
In the study of Garro (1986, p. 1546-A), four variables were
identified as associated with a principal’s effectiveness. His role concerning
discipline and establishing a positive school atmosphere, his support for
teachers and his involvement is evaluating student progress.
In a practical sense, the principal, the teacher attitudes and behavior is
coupled with the parents support in a particular school do indeed cause the
improved student attitudes and achievement.
Rowan, Bossert, and Duyer (1987) suggested that high achievement
might actually cause school effectiveness. Ubben and Hughes (1987)
identified characteristics of effective schools which include strong

38. 38
leadership, staff high expectations, school climate, curriculum (emphasis on
basic skills), and commitments to an academic focus. These seven school
factors were believed to closely relate to improved student achievement and
consequently cause schooleffectiveness.
Milwaukee’s Project Rise (Mc Cormack, Larkin and Kritek, 1983 p.
49) and the New York School Improvement Project (Clark and McCarthy,
1983, p. 49) complemented and supplemented Ubben and Hughes’ list of
characteristics of effective schools. Date generated in the two studies
became their guide in launching educational reforms and teaching
improvement plan in every state.
Strong Instructional Leadership
According to DeBevoice (Davis, 1989, p. 21) instructional leadership
means “those actions that a principal takes, or delegates to others, to
promote growth in student learning.” Schools with improved organizational
structure utilized student’s feedback on teacher effectiveness. Noerrlinger’s
(1988,p. 22-A) investigations on student feedback on teacher effectiveness
for the purpose of improving instruction reported that the students agreed
with the principals and rated the more effective teachers significantly higher
than the less effective teachers. The student also rated the more effective
teachers significantly higher than the less effective teachers on personal

39. 39
interest, classroom management, presentation, guided practice and
independent practice. To gain proper perspective on personal interest,
classroom management and practices, one needs to study school climate and
expectations of both student and the staff.
Academic SchoolClimate and High Expectations for Student Achievement
Generally, an organizational climate or culture consists of shared
values, rules, ideology, and conceptions regarding the organization. Walter
and Stanford (1988, p. 24) said of the importance of school culture: “Culture
is the glue, the consistency in values that holds the organization together.”
In an academic climate, staff and students are aware of and value
goals of high achievement. Researchers agree that principals play a vital role
in creating such an atmosphere through their beliefs, attitudes, expectations,
and activities. Cohen (1983, p. 25) reported that effective principals
emphasizes high achievement and express optimism about the ability of all
students to meet instructional goals. Blum similarly noted that effective
principals believe and emphasize to staff that learning is the most important
reason for students to be in school; that all children can learn; and that
schoolmakes the difference between success and failure.
Good and Brophy (1985, p. 25) also stressed that effective principals
are able to create a strong sense of community that includes shared values

40. 40
and culture, common goals, and high expectations for both student
achievement and the staff performance that creates it. Cohen added that
there is also an effective side to a favorable school climate or culture. He
pointed out that a good sense of community requires not only shared goals
but the creation of a moral order that includes respect for authority, mutual
trust, and a genuine caring about individuals and their feelings and attitudes.
Oden (1988, p. 25) similarly mentioned “caring attitudes about kids” as an
important part of the schoolclimate.
Creating an Academic Climate. It is impossible to separate
characteristics of effective principals from their attitudes, expectations and
actual behaviour. Hence, description of creating an academic climate will
overlap and continue the previous description of behaviors contributing to an
academic climate.
Davis (1989, pp. 25-40) explained that principals can take many
concrete steps to aid the development of academic climate or culture.
Among many suggestions for creating an academic climate, the principal
can; Raise awareness of and gain consensus for school improvements and
higher achievement and expectations; Take an active role in school
improvement strategies; Create motivational devices and reward systems
that support an academic orientation; Monitor academic progress; Use

41. 41
material and personal services creatively; Maintain a safe and orderly, and
pleasant environment; Monitor teaching practices and Observe teachers in
the classroom and provide feedback on teaching.
In addition, Davis underscored some specific actions that promote
the development of an academic climate. These include insuring that
academic rates are high; classes starts on time and proceed without
interruption; meaningful homework is assigned; lessons are planned in
advance; course planning is conducted by teacher groups; and staff are
available to help students.
The aforementioned activities of effective principals implicitly
convey an academic school orientation and the principals’ dedication to
improve teaching and higher pupil achievement.
In a study on the relationship between school effectiveness and the
perception of teachers on leadership effectiveness and school climate, it was
found out that the interaction between leadership effectiveness and school
climate; contribute significantly to the prediction of 6th grade total battery
and 6th grade reading (Brooks, 1986, p. 3250-A).
On the other hand, Dencio’s study (1987, p. 669-A) on effective
school leadership demonstrated that principal’s instructional leadership
behavior directly influences teacher energy with exerts positive effects on

42. 42
three measures of school adaptability, fifth grade math achievement scores,
and teachers’ satisfactions with school and job. Bangston (1985, p. 3542-A)
related that the type and size of school buildings in which principal and
teachers may live (rural or urban) were unrelated to characteristics of
effective teaching.
Fitch (1987, p. 671-A) disagreed with the findings of Ingraffia’s and
Zeanah (1986). He emphasized the importance of principals to have good
interpersonal and communication skills to foster the type of school climate
that maximizes the potential for effectiveness.
Needless to say, the studies cited above render valid the
consideration of school climate as one of the bases for identifying school
effectiveness, hence, the inclusion of school climate as one of the variables
in the present study.
Time-on-Task
Another factor to be looked into as one of the underlying
characteristics of school effectiveness is time-on-task. Empirical data
indicates a relationship between time-on-task and academic achievement of
pupils. Laurence (1987, p. 1730-A) noted that when two groups of average
and effective schools were investigated – one state-wide (predominantly
rural) and another of low- income minority, urban schools – multi-variant

43. 43
analysis showed that the Edmonds type variables – instructional leadership,
high expectations, and monitoring of progress – had a weak ability to
account for rural school, school effectiveness but that several discipline and
time-on-task items contributed to urban schoolsuccess.
In the work of Rivera (1987, p. 1687-A), it was likewise revealed that
teachers with achieving classroom were found to spend more time o
academic activities challenged students more frequently, and had higher
rates of active students’ participation. Teachers in lower-achieving spent
less time on academic activities, had more passive students, and had serious
difficulty controlling their classrooms.
The study of Engwan (1986, p. 813-A) remained sensitive to the
contribution of a safe and orderly environment, a clear school mission, high
expectations, opportunity to learn, and time-on-task as factors that promote
god schoolattitude and higher achievement, particularly in mathematics.
Basic Commitment
In order to clarify school goals and help establish a proper climate and
direction, the principal and his staff in a particular school should have a clear
understanding of what the school believes in and stands for. For instance, a
belief of an academic focus that all students have the ability to learn, an

44. 44
expectation that each student will learn, and high expectations for each
student to learn (Ubben and Hughes, 1987, pp. 77-79).
Necessarily, these beliefs become the basic commitment to those
directly and indirectly concerned in improving student’s achievement and
school performance. Ubben and Hughes added that the staff may assemble a
school beliefs statement in order to help raise the awareness of the staff and
students for the goals and purposes of the school in a concrete way. This
school belief statement could be made part of the school code and displayed
prominently in the schoolcampus.
Curriculum (Emphasis on Basic Skills)
In support of the idea of raising achievement levels in basic skills
areas in English, Mathematics, Filipino, Araling Panlipunan, Science,
Physical Education, Health and Music (PEHM), and Technology and
Livelihood Educationn (TLE), Rosenshine (1986, pp. 134-136) formulated
six principles for teaching knowledge and skills in any of the well-structured
subject areas. These six principles are: (1) providing daily review; (2)
presenting new lesson; (3) conducting guided practice; (4) providing
feedback and correctives; (5) assigning independent practice; and (6)
providing weekly and monthly review. Rosenshine observed that all teachers
use all of them most of the time and implement them consistently and

45. 45
systematically. He suggested that in order to apply these ideas effectively
with different subject areas, teachers must use a lot of art, thoughtfulness
and creativity.
Continuous Monitoring of Student Progress
Aware of the criteria of school effectiveness, an instructionally
effective principal must stress that a well-documented behavior of an
effective school is monitoring student’s progress, especially as reflected in
test scores for each grade, each class, and each student. Such behavior
intrinsically reflects on academic focus and academic values. (Davis and
Thomas, 1989, p. 26).
Davis and Thomas explained further that if school is serious about
increasing student achievement, that achievement must be closely monitored
via test results, grade reports, attendance records, and other methods and
changes must be made in school procedure and instructional programs to
meet identified needs and weaknesses. Such monitoring may include the
following activities or practices: (1) holding students accountable for their
work; (2) monitoring student learning via informal observation and contact;
(3) developing and using simple and efficient routines for collecting
summarizing and reporting achievement data related to learning objectives;
(4) establishing and periodically updating individual students’ records and

46. 46
group summaries, making sure that both individual data and scores for
classes and grades are reviewed over time to detect changing trends; using
assessment results to evaluate the effectiveness of teaching methods; and (5)
encouraging parents to monitor student’s progress (Ibid., p. 74).
In effective schools, Davis (1989) added, monitoring student’s
progress takes place at all levels. Effective teachers monitor minute –to-
minute comprehension, success and engagement rates along with the longer
term achievement records of every student. Effective principals monitor
achievement scores for individual student classes and grade levels.
Improvement-minded superintendents also monitor average achievement
scores, comparing them with schools in other districts and with national
averages. Whatever level or form monitoring student progress takes,
effective administrators and teachers use the achievement information as the
basis for modification of teaching (Ibid., p. 142).
A survey of characteristics of effective school system in Georgia was
conducted by Baylor (1985, p. 2491-A), using a survey of characteristics of
effective schools drawn from effective school literature. Effective systems
identified in this study exhibited in varying degrees all 12 characteristics of
effective schools measured by the survey. The systems surveyed rated three

47. 47
characteristics: assessment, curricular congruence and monitoring student’s
progress within the top five of the twelve characteristics.
Conversely, interesting initiatives of the government is the Adopt-a-
School Program (RA 8225) over which the Brigada Eskwela Plus project
taps the local business sectors and external funding bodies for assistance
such as building and facilities construction. Through this project,
corporations, business establishments, non-government organizations and
private individuals have become partners of the government in addressing
the perennial problems of the educational system such as lack of classrooms,
desks and textbooks.
Cognizant of the cogent role that linkages and collaboration play in
ensuring the survival and stability of any school or school system, the
department of education, through the years, has given much and equal
attention to close tie-up with community constituents for purpose of resource
sharing. As early as 1989, Presidential Proclamation No. 480 was issued
declaring 1990-2000 as the decade of Education for All (EFA). As a result,
subsequent policies, programs and projects were consciously formulated
against the backdrop ofEducation ForAll objectives.

48. 48
Related Studies
In the study of Joyce L. Epstein, entitled School/family/Community
Partnership: Caring for the Children we Share, he described in his paper that
a partnership approach gives families and community members greater
opportunities to determine options for school involvement, to participate in
the wide range of involvement activities, and to assume key roles and
responsibilities in school-improvement efforts, including participation in the
school’s decision-making process. If a partnership is to succeed, it must be
based on “mutual trust and respect, an ongoing exchange of information,
agreement on goals and strategies, and a sharing of rights and
responsibilities”. Schools must be willing to involve parents, families and
community at deeper levels and to supporttheir participation.
The study of Epstein is very much related to this study since his
study and the present study both focused on family and parents involvement
in school. Educators look ways in which they get involved in their children’s
education. In such a partnership, the school and the home share
responsibility for children’s learning; the relationship is based on mutual
respect and acknowledgement of the assets and expertise of each member.
As an extension of this partnership, schools can emphasize a broad sense of
community involvement. When schools develop and implement strategies

49. 49
for promoting effective school-family-community partnerships, the result is
improved learning for all students and strengthened schools, families, and
communities.
In another study, “Essential tasks, skills, and decisions for developing
sustainable community-based programs for children, youth, and families at
risk” Banach M., and Gregory, P.J. (2001) concluded that stakeholders offer
important insight into each phase of program planning, implementation and
evaluation. Stakeholders are most commonly involved at the beginning
stages of program planning. They are able to provide insight for the various
needs that a program or curriculum should meet. Experience shows that once
the goals have been set in the first part of program development,
stakeholders are sometimes not consulted in latter stages of program
implementation and evaluation.
The study of Banach and Gregory is related to this study, like the
latter, the investigation is on participation of the person or organization for
the betterment of the educational program.
The impact of teacher leadership on school effectiveness in selected
exemplary secondary schools has been studied by David Paul (2006).
This qualitative study used naturalistic inquiry methodology study the
impact that teacher leadership has on school effectiveness. Two suburban

50. 50
high schools were chosen for his study. Both of these schools had been rated
as exemplary in 2002 by the Texas education agency. Interviews,
observations, and survey were used to obtain data. Through these, seven
categories emerged that were used to create a written description of teacher
leadership on the campuses. Teacher leadership in the past, teacher
leadership roles, teacher leadership enablers, teacher leadership restraints,
products of teacher leadership, teacher leadership in the present, and the role
of the principal emerged when the data were analyzed.
Local Studies
One related study in terms of parents’ value towards child’s education
is the study of Jacer (1993) which revealed that among home and
background environment factors namely: the parents’ education, parents’
occupation, dependency burden, and parents’ value for child’s education
variable came out to have moderate correlation of .53 which is significant at
.05 level of significance. When the four index variables were taken in
combinations, only parents’ value for child’s education and parents’
education combined significantly came out as predictor variables on RO-DO
(Regional Office and Division Office) scores with parents’ value of childs
education having the highest impact on schoolperformance.

51. 51
Another related study in terms of parents’ involvement in school
related activities is the study of Firmo (2002) which concluded that parent-
respondents are seldom involved in school-related activities along school
plant and facilities development; sometimes involved along school-
community affairs; seldom involved along school-cultural affairs; seldom
involved in academic/classroom-related concerns; and sometimes involved
in home assistance and follow-up.
Firmo (2002) disclosed that generally, parents do not participate
regularly in school-related activities. It implies that these findings should be
addressed to via a proposal strategy for sustainable involvement of parents in
school-related activities that would help improve the academic achievement
level of the elementary schoolpupils in Tolosa District.
From the foregoing related studies, the researcher got insights on
instrumentation, research design, and the synergy operational plan. This
study happens to be limited. But somehow, they provided insights to the
researcher in the conceptualization of the study.

52. 52
CHAPTER 3
METHODOLOGY
This chapter states the research design, locale of the study, research
respondents, research instruments, and data gathering procedure, validation
of the research instruments, and statistical treatment of data gathered.
Research Design
This study utilized the descriptive survey method which identified
and described the profile of the school in terms of (a.) Performance
Indicators such as participation rate, achievement rate, drop-out rate, failure
rate, (b.) Facilities which included the library, health clinic, guidance office,
school canteen, pupil’s center or pupils government organization office,
computer laboratory, gymnasium/auditorium, learning centers, science
laboratory room, new building/structures, washing facilities and speech
laboratory (c.) Fund Resources which included Maintenance and Other
Operating Expenseses, donations, Special Education Fund, Parents and
Teachers Association and School-Based Repair and Maintenance Scheme
funds. It also determined the extent to which the activities were undertaken
by the school and community along continuing maintenance activities,

53. 53
improving pupils academic performance, reducing drop-out and failure rate
and raising pupils participation rate; and determined the extent to which the
following strategies were employed by the school and community in
creating a learning environment which are raising awareness of and gain
consensus for school improvements and higher achievement and
expectations, take an active role in school improvement strategies, create
motivational devices and reward systems that support an academic
orientation, monitor academic progress, use material and personal services
creatively, maintain a safe and orderly, and pleasant environment, monitor
teaching practices, observe teachers in the classroom and provide feedback
on teaching; and developed the school-community synergy operational plan
which is anchored on the following community-led efforts (a.) maintenance
activities, (b.) improvement of pupils participation rate, (c.) reduction of
drop-outrate and (d.) improvement on pupils academic performance.
Locale of the Study
This study was conducted in all secondary schools in Borongan City
Divsion, Eastern Samar during the schoolyear 2011-2012.
The schools involved in the study were the seven secondary schools
of Borongan City Division, Eastern Samar this school year 2011-2012.

54. 54
These schools were Benowangan National High School, Calingatngan
National High School, Eastern Samar National Comprehensive High
School, Superintendent Fidel Anacta, Sr. Memorial High School, Lalawigan
National High School, Maypangdan National High School and Sta. Fe
National High School in Borongan City Division, Eastern Samar this
schoolyear 2011-2012.
Figure 2 is the map of Borongan City showing the locale of the study.
Borongan is a component city and the provincial capital of the province of
Eastern Samar, Philippines. It is bounded on the north by the municipality
of San Julian, in the south by the municipality of Maydolong, in the west by
the Samar municipalities of Hinabangan, Calbiga, Pinabacdao and Basey,
and in the east by the Pacific Ocean. Its cityhood was settled by the Supreme
Court of the Philippines when it decided with finality on April 12, 2011 the
constitutionality of its city charter, Republic Act 9394, which conferred
upon and elevated the status of the municipality of Borongan into a
component city of the province of Eastern Samar.
The City of Borongan is located along the middle coastal part of the
province of Eastern Samar. The city proper itself is situated along the
northern banks of the Lo-om River and is set back a little distance away

55. 55
from the shoreline of Borongan Bay. The province itself comprises a part of
the Eastern Visayas Region (Region VIII) of the Republic of the Philippines.
According to the 2007 census conducted by the Community-Based
Monitoring System , Borongan has a total population of 59,354 people in
10,699 households. Their common language is Waray-Waray, and a huge
majority are also literate in both English and Filipino. Boronganons are
predominantly Roman Catholic, but it also has other small Christian, as well
as minority religious sects.
Borongan's main product is copra. It has lively commercial activity
throughout the year not only catering to the needs of the local city populace
but serving as well as the central business hub of the entire province of
Eastern Samar. Many families rely on coastal and deep-sea fishing as well as
lowland and upland farming as means of livelihood. Others have spouses,
children, parents or other relatives working in Manila or in other places
within the Philippines or abroad either as professionals, contract workers or
domestic helpers who regularly remit part of their earnings to their families
back home. The single biggest employer of its local populace is the
government.

56. 56
Figure 2: Map of Borongan City Showing the locale of the Study

57. 57
Respondents ofthe Study
The respondents of the study were the 194 school teachers and 7
instructional leaders taken from all secondary schools of Borongan City
Division, Eastern Samar.
From among the stakeholders, a total of 640 were involved in the
study, broken down as 70 general Parents-Teachers Association (PTA), 57
School Governing Council (SGC), 207 Homeroom Parents-Teachers
Association, and 112 other community stakeholders during the school year
2011-2012.
Table 1 gives the distribution of respondents of the study.
Table 1
DISTRIBUTION OF RESPONDENTS
Schools
Tea-
cher-
Respon
-dents
Instruc-
tional
Leaders
Stakeholders
Total
Gen.
PTA
Officer
s
SGC
Home
-room
PTA
Other
Com-
munity
Stake-
holders
Benowangan NHS 5 1 10 9 18 5 48
Calingatngan NHS 11 1 10 8 27 9 66
ESNCHS 100 1 10 8 48 35 202
ESNCHS - Supt.
Fidel Anacta, Sr.
MHS
8 1 10 9 20 10 58
Lalawigan NHS 28 1 10 8 39 20 106
Maypangadan
NHS
14 1 10 8 25 15 73
Sta. Fe NHS 21 1 10 7 30 18 87
TOTAL 187 7 70 57 207 112 640

58. 58
Research Instruments
The instruments used in this study were the survey questionnaires for
teachers, instructional leaders, and stakeholders.
The Survey Questionnaire for Teachers and Instructional Leaders.
The survey questionnaire is composed of four parts. Part I elicited the
profile of the school which included the performance indicators, facilities
and fund resources; Part II asked the extent to which the activities were
undertaken by the school and community. Part III solicited the extent to
which the strategies were employed by the school and the community in
creating a learning environment, and Part IV elicited the extent to which the
community-led effort were undertaken by the schooland community.
The Survey Questionnaire for Stakeholders.
The survey questionnaire for stakeholders is the same with that of the
teachers and instructional leaders. Only that the stakeholders did not answer
the Part I- of the survey questionnaire because it solicited the profile of the
school. Part II, III and IV were answered by the stakeholders.

59. 59
Validation of the Instruments
To ensure the validity of the instruments, the instruments were pilot-
tested in San Julian National High School, Eastern Samar Division because
said secondary school is near to the respondent-schools and accessible to
transportation. Also, the school has the same topographical and
demographical characteristics with the respondent schools. Hence, there
was an equivalence in characteristics of schools involved in the study. A set
of school teachers, instructional leaders and stakeholders of San Julian
National High School were involved in the validation of the instrument to
ascertain that the items included would gather the desired data needed for
this study.
After the field testing, the final draft of the questionnaire with no
revision was reproduced.
Data Gathering Procedure
Before the questionnaire was administered to the respondents, the
researcher requested permission from the Schools Division Superintendent
of Eastern Samar and School Heads of the respondent schools. Upon
approval of the request, the following have been done by the researcher.

60. 60
Foremost, the researcher met the Secondary School Principals where
the schools were covered and sought help in the administration of the
questionnaire and the selection of parents and stakeholders through the
school forms and records of the names of parents whose children were
enrolled within the current school year and the list of stakeholders indicated
in the attendance sheets during the PTA (Parents-Teachers Association)
meetings.
From the list of parents and stakeholders, the representative samples
were drawn through simple random sampling.
Before the administration of the survey questionnaire, an orientation
relative to the propose of the study was done. The copies of the
questionnaire were administered during scheduled homeroom Parents-
Teachers Association meetings. Other parents and stakeholders who were
not presnt during the meeting were visited by the researcher in their
respective homes. Their suggestions have been sought relative to the
preparation of the School-Community Synergy Operational Plan,
particularly on community-led effort activities critical to improved school
performance.

61. 61
Statistical Treatment of Data
All data gathered were tallied, analyzed and interpreted. To establish
the profile of the school as to the performance indicators, facilities, fund
resources, the frequency counts, percentage and weighted means were used.
The formula is as follows:
𝑃 = 𝑓 𝑥 100
N
Where:
P = percentage
f = frequency
N = number of cases
To get the weighted score, the response for each part were multiplied
by weights assigned and added to get the sum of the product of the
weighted scoredivided by the number of cases.
The formula is as follows:
∑WS
X= N
Where:
X = mean
∑WS = sum of weighted score
N = number of cases

62. 62
To describe the extent to which the activities were undertaken by the
school and community, the following mean values and qualitative
descriptions were used.
Mean Value Qualitative Description
4.20 – 5.00 Outstandingly undertaken
3.40 - 4.19 Very satisfactorily undertaken
2.60 – 3.39 Satisfactorily undertaken
1.80 – 2.59 Poorly undertaken
1.00 - 1.79 Never undertaken
To determine the extent to which the existing strategies were
employed by the school and community in creating a learning environment,
the following mean values and qualitative descriptions were used.
Mean Value Qualitative Description
4.20 – 5.00 Outstandingly Employed
3.40 - 4.19 Very Satisfactorily Employed
2.60 – 3.39 Satisfactorily Employed
1.80 – 2.59 Fairly Employed
1.00 - 1.79 Poorly Employed

63. 63
To describe the extent to which the community-led effort undertaken
by the school and community, the following mean values and qualitative
descriptions were used.
Mean Value Qualitative Description
4.20 – 5.00 Outstandingly undertaken
3.40 - 4.19 Very satisfactorily undertaken
2.60 – 3.39 Satisfactorily undertaken
1.80 – 2.59 Poorly undertaken
1.00 - 1.79 Never undertaken

64. 64
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discusses the data obtained from the survey
questionnaire. The focus of this study was to create a school-community
synergy operational plan for Borongan City Division, Eastern Samar. Hence,
this chapter discusses the profile of the school and the community in terms
of performance indicators, school facilities, fund resources; the extent to
which the activities were undertaken by the school and community, namely:
continuing and maintaining activities, improving academic performance,
reducing drop-out and failure rate, raising pupil’s participation rate; the
extent to which the existing strategies were employed by the school and
community in creating a learning environment; and the community-led effort
undertaken by the school and community. These are presented in the
succeeding tables.

65. 65
PROFILE OF THE SCHOOL
The profile of the school is composed of performance indicators,
facilities and fund resources.
Participation Rate
Table 2 presents the participation rate of the seven respondent schools
of Borongan City Division, Eastern Samar.
Table 2
PARTICIPATION RATE
School
Participation Rate for the last five years
School Year
2006-
2007
2007-
2007
2008-
2009
2009-
2010
2010-
2011
Average
Participa
tion Rate
Benowangan NHS 93.56 95.20 97.20 94.33 96.26 95.31
Calingatngan NHS 94.30 96.50 96.60 97.00 100.00 96.88
ESNCHS 95.50 94.00 90.00 95.00 96.00 94.10
ESNCHS - Supt. Fidel
Anacta, Sr. MHS
97.60 97.00 97.50 99.10 99.80 98.20
Lalawigan NHS 96.17 96.70 98.95 84.00 85.00 92.16
Maypangadan NHS 98.70 97.30 99.30
100.0
0
99.80 99.02
Sta. Fe NHS 91.00 90.00 90.20 94.40 94.00 91.92
Average 95.26 95.24 95.68 94.83 95.84 95.37
It could be gleaned from the foregoing table that the highest
participation rate was 99.02% obtained by Maypangdan National High
School. The second highest participation rate was obtained by
Superintendent Fidel Anacta, Sr. Memorial High School with 98.20%; and

66. 66
the lowest participation rate was 91.92% obtained by Sta Fe National High
School.
Other schools like Calingatngan National High School, Benowangan
National High School, Eastern Samar National Comprehensive High School,
and Lalawigan National High School, the obtained participation rates were
96.88%, 95.31%, 94.10%, and 92.16%, respectively.
Further analysis showed that the general participation rate obtained by
the respondent schools was 95.37%. This means that the respondent schools
need the school-community synergy operational plan for all secondary
schools in Borongan City Division, Eastern Samar.
It could be noted that the goal of the School-Based Management is to
achieve 100% participation rate. None from the respondent schools obtained
100% participation rate which signals for the development of the school-
community synergy operational plan for all secondary schools of Borongan
City Division, Eastern Samar.

67. 67
Achievement Rate
Table 3 presents the achievement rate of the seven respondent schools of
Borongan City Division, Easter Samar.
Table 3
ACHIEVEMENT RATE
School
Achievement Rate for the last five years
School Year
2006-
2007
2007-
2007
2008-
2009
2009-
2010
2010-
2011
Average
Participati
on Rate
Benowangan NHS 76.97 75.36 61.10 65.23 71.30 69.99
Calingatngan NHS 81.09 74.27 47.27 63.70 72.70 67.81
ESNCHS 86.15 71.77 53.31 49.94 56.60 63.55
ESNCHS - Supt. Fidel
Anacta, Sr. MHS
73.91 83.37 67.38 62.00 73.60 72.05
Lalawigan NHS 86.92 78.78 49.55 58.57 59.00 66.56
Maypangadan NHS 79.73 79.40 64.54 56.43 68.80 69.78
Sta. Fe NHS 76.00 72.93 59.47 66.02 69.50 68.78
Average MPS 80.11 76.55 57.52 60.27 67.36 68.36
Table 3 reveals that the achievement rate per school varies from one
school to another. It could be gleaned that the respondent schools do not
have a consistent achievement rating. Each year, the achievement rating per
school is declining except for the school year 2010-2011 where the schools
have improved their ratings from 60.27 in 2009-2010 to 67.36 in school year
2010 to 2011.

68. 68
When taken singly, the highest achievement rate achieved was 72.05
obtained by Superintendent Fidel Anacta, Sr. Memorial High School,
followed by the schools of Benowangan National High School and
Maypangdan National High School with an obtained achievement rate of
69.99% and 69.78%, respectively. It is very alarming that all respondent
schools were below target.
Further analysis revealed that in school year 2011-2012 the obtained
average achievement rate of the 7 schools was 68.36 percent which was far
below the target of 75 percent.
This implies that the schools need for the development of the school-
community synergy operational plan, so that collaborative efforts with the
community and other stakeholders would be developed and ultimately,
increase the achievement rate of the schools under study. It makes a
difference when there is a collaborative effort done between the school and
community in operationalizing the goals of the schools.
Dropout Rate
Table 4 presents the dropout rate of the seven respondent schools of
Borongan City Division, Eastern Samar.

69. 69
Table 4
DROPOUT RATE
School
Dropout Rate for the last five years
School Year
2006-
2007
2007-
2007
2008-
2009
2009-
2010
2010-
2011
Ave.
Partici
pation
Rate
Benowangan NHS 4.55% 6.12% 2.55% 1.30% 2.50% 3.40%
Calingatngan NHS 5.02% 5.37% 2.58% 2.10% 3.90% 3.79%
ESNCHS 1.90% 0.46% 2.04% 2.01% 3.00% 1.88%
ESNCHS - Supt. Fidel
Anacta Sr. MHS
1.89% 2.70% 2.20% 1.03% 1.20% 1.80%
Lalawigan NHS 2.53% 0.85% 1.96% 1.39% 7.80% 2.91%
Maypangadan NHS 3.91% 5.81% 2.15% 1.89% 1.20% 2.99%
Sta. Fe NHS 6.82% 1.65% 2.66% 2.09% 1.70% 2.98%
Average Mean 3.80% 3.28% 2.31% 1.69% 3.04% 2.82%
The table reveals the dropout rate of the seven respondent schools of
Borongan City Division, Eastern Samar. It could be gleaned that the lowest
dropout rate achieved was 1.80 percent obtained by Superintendent Fidel
Anacta, Sr. Memorial High School followed by the school of Eastern Samar
National Comprehensive High School with an obtained dropout rate of 1.88
percent. The school with highest dropout rate was Benowangan National
High Schoolwith an obtained dropoutrate of 3.40 percent.
Other respondent schools like Maypangdan National High School,
Sta. Fe National High School and Lalawigan National High School, the
obtained dropoutrates were 2.99%, 2.98% and 2.915, respectively.

70. 70
It is considered that the goal of Education For All is to zero out
dropout and failure rates. None from the respondent schools has obtained a
zero dropout rate. This indicates that there is a need to develop a school-
community synergy operational plan that would help decrease if not zero out
dropout rate of the school. It is strongly believed that through the
collaborative efforts of the school and the community, the participation rate
would increase and an assurance of a zero dropoutrate and failure rate.
Failure Rate
Table 5 presents the failure rate of the seven respondent schools of
Borongan City Division, Eastern Samar.
Table 5
FAILURE RATE
School
Failure Rate for the last five years
School Year
2006-
2007
2007-
2007
2008-
2009
2009-
2010
2010-
2011
Ave.
Particip
ation
Rate
Benowangan NHS 0.00% 3.40% 3.02% 2.79% 3.00% 2.44%
Calingatngan NHS 2.00% 6.31% 4.56% 3.40% 2.80% 3.81%
ESNCHS 2.80% 2.34% 2.09% 3.02% 2.79% 2.61%
ESNCHS - Supt.
Fidel Anacta Sr.
MHS
1.23% 9.80% 2.40% 3.27% 3.90% 4.12%
Lalawigan NHS 0.35% 5.93% 4.60% 3.90% 4.05% 3.77%
Maypangadan NHS 0.98% 0.83% 2.60% 1.03% 2.90% 1.67%

71. 71
Sta. Fe NHS 9.98% 6.58% 5.70% 4.67% 4.08% 6.20%
Average Mean 2.48% 5.03% 3.57% 3.15% 3.36% 3.52%
The table reveals the failure rate of the seven respondent schools. The
lowest failure rate achieved was 1.67 percent obtained by Maypangdan
National High School followed by the school of Benowangan National High
School with an obtained failure rate of 2.44 percent. The school with highest
failure rate was Sta. Fe National High School with an obtained dropout rate
of 6.20 percent. This is very alarming as in school-based management, it is
targeted and expected to have a zero dropoutrate and zero failure rate.
Other respondent schools like Eastern Samar National Comprehensive
High School, Lalawigan National High School, Calingatngan National High
School and Superintendent Fidel Anacta, Sr. MHS, the obtained failure rates
were 2.61%, 3.77%, 3.81% , and 4.12%, respectively.
Education For All has its goal of reducing or zeroing out failure rate
which is one of the targets of each school. None from the respondent schools
has zero failure rate. This requires for the development of a school-
community synergy operational plan that would help reduce if not zero-out
failure rate of the school by way of the collaborative efforts done by the
schooland the community.

72. 72
Facilities
Table 6 presents the school facilities of the seven respondent schools of
Borongan City Division, Eastern Samar.
Table 6
PROFILE OF SCHOOL IN TERMS OF FACILITIES
School
No. of Facilities Acquired
Remar
ksLib.
Hea
lth
Clin
ic
Guid
ance
Cente
r
Scho
ol
Cant
een
Stu
d.
Cen
t.
Gym/
Audit
orium
Learn
ing
Cente
r
Sc
i.
La
b
Co
mp
.
La
b
N
e
w
Bl
dg
.
Benowang
an NHS
/ / X / X X X X / X
Incom
plete
Calingatng
an NHS
/ / X X X X X / X
Incom
plete
ESNCHS / / / / / / / / / /
Compl
ete
ESNCHS -
Supt. Fidel
Anacta Sr.
MHS
/ / X X X X X / / X
Incom
plete
Lalawigan
NHS
/ / X X X X X / / /
Incom
plete
Maypanga
dan NHS
/ / X X X X X X / X
Incom
plete
Sta. Fe
NHS
/ / X X X X X / / X
Incom
plete
Legend:
/ - Acquired
X - Not acquired

73. 73
It is apparently shown in this table that only Eastern Samar National
Comprehensive High School has a complete facility, while other schools
have incomplete school facilities like Calingatngan National High School
and Maypangdan National High School which had only 3 facilities acquired
to date. However, all installed/acquired facilities are still available for use at
this time since the school has been established, the said facilities have
already been acquired.
The findings demand for the development of a school-community
synergy operational plan that would help out in acquiring other needed
facilities, services or amenities that would aid in increasing the students’
academic performance through the collaborative efforts done by the school
and the community.
Fund Resources
Table 7 presents the fund resources of the seven respondent schools of
Borongan City Division, Eastern Samar.

74. 74
Table 7
PROFILE OF THE SCHOOL IN TERMS OF FUND RESOURCES
School
NUMBER OF FUND RESOURCES AVAILABLE
MOO
E
Donati
on
SEF PTA
SBRM
S
Average
Benowangan NHS 5 3 5 2 0 3
Calingatngan NHS 5 3 5 1 0 2.8
ESNCHS 5 4 5 3 1 3.6
ESNCHS - Supt.
Fidel Anacta Sr.
MHS
5 4 5 1 1 3.2
Lalawigan NHS 5 4 5 2 1 3.4
Maypangadan NHS 5 3 5 3 0 3.2
Sta. Fe NHS 5 3 5 2 1 3.2
Average 5 3.4 5 2 0.6 3.2
Table 7 shows that the schools have diverse sources of fund for the
last five years. The only fund sources that regularly supports the needs of the
school was the Maintenance and Other Operating Expenses which is
downloaded every month to all secondary schools and the Special Education
Fund taken from the revenue taxes of the city which equally obtained 5.0
average. Other fund resources are said to be erratic or irregular like Parents-
Teachers Association funds and donations from private entities which had an
average of 3.4 and 2.0, respectively. School-Based Repair and Maintenance
Scheme fund with an average of 0.6 only become available if the school is a
recipient of it.

75. 75
With these findings, it is necessary to develop a school-community
synergy operational plan that would facilitate the school head identify and
link up with the external stakeholders in sourcing out funds for the school
that would certainly support to the realization of the school’s target of
raising the students’ academic performance.
Continuing Maintenance Activities
Table 8 presents the maintenance activities undertaken by the school
and the community.
Table 8
ACTIVITIES UNDERTAKEN BY THE SCHOOL AND
CUMMUNITY
Items
Tea-
chers
and
Instruc
tional
Lea-
ders
Stake-
holder
s
Com-
bined
Ave.
Mean
Interpretation
1. Continuing
Maintenance
Activities
a. Repaint
b. Repair
c. Rehabilitate
d. Restore
e. Remodel
f. Recycle
g. Refurbish
h. Renew
i. Redistribute
j. Reuse
3.27
3.7
2.4
3.0
3.3
2.2
1.9
2.9
2.7
4.0
4.1
5.0
3.0
2.0
1.0
3.0
2.0
2.0
3.0
2.0
3.67
4.35
2.7
2.5
2.15
2.6
1.95
2.45
2.85
3.0
Very Satisfactorily Undertaken
Outstandingly Undertaken
Satisfactorily Undertaken
Poorly Undertaken
Poorly Undertaken
Satisfactorily Undertaken
Poorly Undertaken
Poorly Undertaken
Satisfactorily Undertaken
Satisfactorily Undertaken

76. 76
Sub-averageMean 2.93 2.7 2.82 Satisfactorily Undertaken
2. Improving
Students’
Academic
Performance
a. Emphasis on
high
achievement
b. High
expectation of
students to
meet
instructional
goals
c. Emphasis that
learning is the
most
important
reason for
students to be
in school
d. Emphasis that
all children
can learn
e. Emphasis that
schoolmake
the difference
between
success and
failure
f. Development
of strong
sense of
community
that includes
shared values
and culture
g. Development
of high
expectation
4.5
4.3
4.0
3.5
4.0
3.5
3.6
3.2
2.6
2.6
3.0
3.2
2.1
2.0
3.85
3.45
3.3
3.25
3.6
2.8
2.8
Very Satisfactorily Undertaken
Very Satisfactorily Undertaken
Satisfactorily Undertaken
Satisfactorily Undertaken
Very Satisfactorily Undertaken
Satisfactorily Undertaken
Satisfactorily Undertaken

77. 77
for both
students’
achievement
and teachers’
performance
Sub-averageMean 3.91 2.67 3.29 Satisfactorily Undertaken
3. Reducing
Dropout Rate
a. Providing
interesting
lessons
b. Providing
classroom
games
c. Preparing
different and
varied
instructional
materials
3.5
3.6
4.0
2.0
3.0
2.7
2.75
3.3
3.35
Satisfactorily Undertaken
Satisfactorily Undertaken
Satisfactorily Undertaken
Sub-average Mean 3.7 2.56 3.13 Satisfactorily Undertaken
4. Raising Pupils
Participation Rate
a. Involving
students to
participate in
school
activities
b. Preparing
different and
varied
activities in
conducting
lessons
c. Recognizing
student’s
performance
by giving
rewards
3.6
3.3
4.0
2.0
3.2
2.4
2.8
3.25
3.2
Satisfactorily Undertaken
Satisfactorily Undertaken
Satisfactorily Undertaken
Sub-averageMean 3.63 2.53 3.08 Satisfactorily Undertaken
Overall Mean 3.54 2.62 3.08 Satisfactorily Undertaken

78. 78
Table 8 reveals that the items on repainting, recycling, rehabilitation,
repairing, restoring, remodeling, renewing, redistributing and reusing, the
obtained average means were 3.30, 3.17, 2.80, 3.34, 2.79, 2.97, 2.98 and
3.09, respectively, all interpreted as “satisfactorily undertaken”. Only the
item on refurbishing obtained a combined mean of 2.59 interpreted as
“poorly undertaken”.
Further analysis showed that the maintenance activities was
“satisfactorily undertaken” as indicated by the combined average mean of
3.0.
The data imply that the activities undertaken in school maintenance
need further planning to strongly encourage the school and community to
participate and excel in the maintenance activities of the school.
This further implies that to make a difference, a school- community
synergy operational plan is important and essential.
EXTENT TO WHICH THE STRATEGIES WERE EMPLOYED BY THE
SCHOOOL AND COMMUNNITY
Table 9 presents the extent to which strategies were employed by the
school and community of the seven respondent schools of Borongan City
Division, Eastern Samar.

79. 79
Table 9
EXTENT TO WHICH THE STRATEGIES WERE IMPLOYED BY
THE SCHOOOL AND COMMUNNITY
ITEMS Teachers
Mean
Instruct
ional
Leaders
Mean
Stake-
holders
Mean
Combined
Average
Mean
Interpretation
I. Strategies
Employed by the
Schoolin Creating
Learning
Environment
1.1 Raise
awareness of and
gain consensus
for school
improvement and
higher
achievement and
expectation
2.87 3.05 2.86 2.92 Satisfactorily
Employed
1.2 Take an
active role in
school
improvement
strategies
2.92 2.9 2.92 2.91 Satisfactorily
Employed
1.3 Create
motivational
devices and
reward system
that supports an
academic
orientation
3.05 3.2 2.97 3.07 Satisfactorily
Employed
1.4 Monitor
academic progress
2.98 2.7 3.03 2.90 Satisfactorily
Employed

80. 80
1.5 Use material
and personal
services creatively
2.98 2.9 3.05 2.97 Satisfactorily
Employed
1.6 Maintain a
safe, orderly and
pleasant
environment
3.30 3.45 3.23 3.32 Satisfactorily
Employed
1.7 Monitor
teaching practice
3.32 3.45 2.90 3.22 Satisfactorily
Employed
1.8 Observe
teachers in the
classroomand
provide feedback
on teaching
3.11 3.75 2.82 3.22 Satisfactorily
Employed
Average Mean 3.06 3.17 2.97 3.06 Satisfactorily
Employed
It could be glreaned in Table 9 that the highest obtained combined
average mean was 3.32 interpreted as “satisfactorily employed” for item on
maintain a safe, orderly, and pleasant environment. The second highest mean
obtained were 3.22 and 3.22 interpreted as “satisfactorily employed”,
respectively, on the items such as times monitoring teaching practice and
observe teachers in the classroom and provide feedback on teaching. The
lowest combined average mean obtained was 2.90 interpreted as
“satisfactorily employed” on item monitor academic progress.
Other items obtained a combined average means of 2.92, 2.91, 3.07,
and 2.97, all interpreted as “satisfactorily employed” on items like raise

81. 81
awareness of gain consensus for school improvement and higher
achievement and expectation, take an active role in school improvement
strategies, create motivational devices and reward system that supports an
academic orientation and use material and personal services creatively,
respectively.
Further analysis showed that the extent to which the strategies were
employed by the school was “satisfactorily employed” as indicated by the
obtained combined average mean of 3.06.
This implies that there is a need to design a school-community
synergy operational plan with focus on strategies that would develop
partnership collaborative efforts in creating a learning environment critical
to improved learning outcomes of students and improved participation rate,
and reduced failure rate and dropoutrate.
Community-Led Efforts
Table 10 presents the community-led efforts conducted by the school
and community of the respondent schools.

82. 82
Table 10
COMMUNITY – LED EFFORTS
ITEMS
Teachers
&
Instructi
onal
Leaders
Mean
Instruc-
tional
Leaders
Mean
Stake-
holders
Mean
Combined
Average
Mean
Interpretation
Community-led
effort
1.1Maintenance
activities
3.11 3.35 2.94 3.13 Satisfactorily
Undertaken
1.2 Improvement
of students
participation
3.38 3.2 3.01 3.19 Satisfactorily
Undertaken
1.3 Reduction of
dropoutrate
3.23 2.25 2.87 2.78 Satisfactorily
Undertaken
1.4 Improvement
of students’
academic
performance
3.15 3.0 2.96 3.03 Satisfactorily
Undertaken
Average Mean 3.21 2.95 2.94 3.03 Satisfactorily
Undertaken
It could be gleaned from the foregoing table that the items on
maintenance activities, improvement of pupils’ participation, reduction of
dropout rate and improvement of pupils’ academic performance, the
obtained combined average means were 3.13, 3.19, 2.78 and 3.03,
respectively, all interpreted as “satisfactorily undertaken”.

83. 83
Further analysis showed that the extent to which the school -
community-led effort was ‘satisfactorily undertaken’ as indicated by the
obtained combined average mean of 3.03.
This points for development of the school-community synergy
operational plan for all secondary schools of Borongan City Division,
Eastern Samar. It makes a difference when there is a community – led effort
in helping the schools improve their academic performance.
It should also be remembered that the Schools First Initiative (SFI)
empowers educational leaders and stakeholders to focus on school
improvement and total well-being of students. When schools regard their
relationship with families as a partnership in which school and home share
responsibility for students’ learning, the result is an increase in the levels and
types of parent involvement, as well as the support that family demonstrates
for the school. When this partnership is extended to include the larger
community, the benefits are greater yet. Most importantly, when
responsibility for students’ learning is shared by the school, home and
community, student have more opportunity for meaningful engaged
learning. Students are able to see the connection between the curriculum in
the schooland the skills that are required in the real world.

84. 84
CHAPTER 5
SCHOOL-COMMUNITY SYNERGY OPERATIONAL PLAN FOR
SECONDARY SCHOOLS OF BORONGAN CITY DIVISION,
EASTERN SAMAR
This chapter discusses the school-community synergy operational
plan for secondary schools in Borongan City Division, Eastern Samar as an
output of this study.
The school-community synergy operational plan for secondary
schools in Borongan City Division, contains the rationale of the need of the
said output, statement of the objectives, discussion of the school-community
synergy operational plan, the activities undertaken for community-led efforts
in relation to maintenance activities, improvement of students’ participation
rate, reduction of dropout rate and failure rate and improvement of students’
performance, as well as the concept behind educational planning and
development or school-community synergy operational plan.

85. 85
I Rationale
Conceptually, school-community operational synergy is achieved
through leader development with the support of a strong resilient
organizational structure. Beyond technical execution, school and community
leaders must be prepared to exercise sound leadership and judgment in the
performance of community led effort activities in raising participation rate,
reduce dropout and failure rate and improving students’ performance.
Hence, the need to accelerate the process of cohesion and collaboration
within the schooland community, as well as with the other stakeholders.
Findings of this study showed a high incidence of dropout rate and
failure rate and an average achievement rate. Likewise, the study pointed out
that the activities undertaken by the school and community along continuing
maintenance activities, improving students’ academic performance and
participation rate were satisfactorily undertaken.
Hence, there is a need to develop the school-community synergy
operational plan in order to improve the performance indicators, the
strategies employed and the community-led effort in the maintenance of
schoolactivities.

86. 86
II Objectives of the School-Community Synergy Operational Plan
Generally, the school-community synergy operational plans aims to
prepare programs for modification, diversification or integration to achieve
planned level of participation. Hence, there is a need for school-community
market planning, estimate of coverage, manpower planning, organizational
planning and financial planning.
Specifically, the school-community synergy operational plan aims to:
1. Strengthen the school support system through mobilization of
stakeholders.
2. Strengthen the stakeholders’ participation and understanding of
their role, functions and responsibilities to carry out educational
programs, projects, and services for better student outcomes.
3. Put in place a continuing systematic method of upgrading the
delivery of educational services at the schoollevel.
III Description of School-Community Synergy Operational Plan
The demand for a strong sense of school-community synergy
operational plan for secondary schools in Borongan City Division, Eastern
Samar calls for educational planning and development. The absence of
community participation in planning and in decision making to implement