Situating Social Capital Approach to School Development

References

[1] Abunyewah, M., Erdiaw-Kwasie, M. O., Okyere, S. A., Thayaparan, G., Byrne, M., Lassa, J., ... & Maund, K. (2023). Influence of personal and collective social capital on flood preparedness and community resilience: Evidence from Old Fadama, Ghana. International journal of disaster risk reduction, 94, 103790.

[2] Bianchi, M., & Vieta, M. (2020). Co- operatives, territories and social capital: reconsidering a theoretical framework. International Journal of Social Economics, 47(12), 1599-1617.

[3] Chaker, R., & Impedovo, M. A. (2021). The moderating effect of social capital on co- regulated learning for MOOC achievement. Education and Information Technologies, 26(1), 899-919.

[4] Edwards Jr, D. B. (2019). Shifting the perspective on community-based management of education: From systems theory to social capital and community empowerment. International journal of educational development, 64, 17-26.

[5] Ferguson, M. R. (2020). International colleges and the cultivation of social capital in a divided Thailand: A narrative study of leadership perspectives at a Bangkok-based campus. Education, Citizenship and Social Justice, 15(3), 227-242.

[6] Han, C. S. H., & Chai, D. S. (2024). The use and significance of social capital and informal learning in postsecondary STEM education. New Directions for Adult and Continuing Education, 2024(181), 63-73.

[7] McCallum, J., Orthia, L., & Hosking, D. (2023). Situating Social Developments within Intergenerational Reports. MORE THAN FISCAL, 133.

[8] Miković, R., Arsić, B., Gligorijević, Ð., Gačić, M., Petrović, D., & Filipović, N. (2019). The influence of social capital on knowledge management maturity of nonprofit organizations–predictive modelling based on a multilevel analysis. IEEE Access, 7, 47929- 47943.

[9] Musavengane, R., & Kloppers, R. (2020). Social capital: An investment towards community resilience in the collaborative natural resources management of community-based tourism schemes. Tourism Management Perspectives, 34, 100654.

[10] Simandan, D. (2021). Social capital, population health, and the gendered statistics of cardiovascular and all-cause mortality. SSM- Population Health, 16, 100971.

[11] Sones, M., Firth, C. L., Fuller, D., Holden, M., Kestens, Y., & Winters, M. (2022). Situating social connectedness in healthy cities: A conceptual primer for research and policy. Cities & health, 6(6), 1179-1192.

[12] Straub, A. M., Gray, B. J., Ritchie, L. A., & Gill, D. A. (2020). Cultivating disaster resilience in rural Oklahoma: Community disenfranchisement and relational aspects of social capital. Journal of rural studies, 73, 105-113.

[13] Torrejón, M. J., & Martin-Matthews, A. (2022). A qualitative approach to bridging and bonding social capital: Experiences of a cohort of Chilean older people. Social Science & Medicine, 296, 114710.

@article{1705772,
      author = {Jayce M. Andres, Rogelio D. Mercardo, DPA},
      title = {Situating Social Capital Approach to School Development},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {7},
      number = {11},
      pages = {84-91},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1705772.pdf},
      abstract = {This study employs a descriptive research design to examine the social capital approach to school development in Umingan District II with the use of questionnaires as the primary data collection tool, According to the report, parents in the district?mostly married men between the ages of 31 and 35 who have no job and engage in 1-6 school activities?and school employees?also mostly married men between the ages of 31 and 35 who have fewer than five years of experience as Teacher III?play important roles. Conversely, the majority of the barangay officials are married men between the ages of 46 and 50 who have completed high school and were recently elected to the Barangay Kagawad. They support the advancement of schools as well. The social capital method has proven to be very successful in creating a cooperative atmosphere that improves student welfare, academic achievement, and teacher professional growth. Obstacles are also noted, highlighting the necessity for development in these domains in order to maintain and strengthen the beneficial effects of the social capital strategy in Umingan District II. These obstacles include poor communication, ambiguous guidelines, and insufficient support.},
      keywords = {Barangay Officials, Social Capital Approach, School Development, School Employees, Teachers},
      month = {May},
  }