Current Volume 9
Level of Involvement of The Stakeholders in The Implementation of Educational Program In Barangay Fundado, Canaman, Camarines Sur
Abstract
This study explores the multifaceted involvement of key stakeholders—specifically teaching personnel and barangay officials—in the planning, implementation, and evaluation of educational programs within Barangay Fundado, Canaman, Camarines Sur, assessing how each group’s participation shapes the effectiveness, inclusivity, and sustainability of such initiatives. Utilizing a descriptive-survey design and grounded in contemporary educational theories such as the Community of Inquiry Framework, Collective Impact Theory, and Participatory Action Research, the study highlights that teachers consistently exhibit high levels of involvement across all stages of program development, yet still require enhanced focus on areas like assessment tool development, fidelity to program design, and deeper engagement in program reviews to ensure more comprehensive educational outcomes. In contrast, barangay officials were found to have sporadic and often minimal engagement, particularly during planning and evaluation phases, with their most prominent contribution being in maintaining security during program implementation, thereby indicating the need for capacity-building efforts, clearer role delineation, and stronger integration into educational governance processes. Statistical findings revealed a significant correlation between the involvement of teachers and barangay officials during program implementation and evaluation, but not during planning, thus underscoring the importance of synchronizing collaboration at all stages to ensure effective execution and impact, and leading to the proposal of two functional improvement plans: O-PLAN F.UN.DA.D.O. for teachers and PROJECT F.U.ND.-ADO. for barangay leaders, both of which aim to institutionalize participatory practices and elevate shared responsibility in educational initiatives. Overall, the research asserts that fostering meaningful, sustained, and role-specific stakeholder engagement—especially through structured plans and advocacy-focused training—is critical in transforming educational programs into dynamic, community-driven platforms that respond to local needs, empower all actors, and ultimately enhance student learning outcomes and educational equity in grassroots settings like Barangay Fundado.
Citations
IRE Journals:
Rafael S. Monponbanua , Rona Marie J. Hapita , Catherine G. Labaro , Marinel S. Bagasala , Regina F. Valencia
"Level of Involvement of The Stakeholders in The Implementation of Educational Program In Barangay Fundado, Canaman, Camarines Sur" Iconic Research And Engineering Journals Volume 8 Issue 12 2025 Page 1715-1734
IEEE:
Rafael S. Monponbanua , Rona Marie J. Hapita , Catherine G. Labaro , Marinel S. Bagasala , Regina F. Valencia
"Level of Involvement of The Stakeholders in The Implementation of Educational Program In Barangay Fundado, Canaman, Camarines Sur" Iconic Research And Engineering Journals, 8(12)
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