Authors : Rachel S. Awil

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/4zsvfbhs

DOI : https://doi.org/10.38124/ijisrt/26aug1466

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study determined the influence of Metrics-Focused Strategic Planning and Precise Implementation of Educational Policies on Elementary School Outcomes in Sta. Maria East District, Division of Davao Occidental. Specifically, it examined the extent of the independent and dependent variables, determined the significant relationships among them, and identified the predictive influence of the independent variables on elementary school outcomes. A quantitative descriptive-correlational research design was employed. Data were collected from 212 public elementary school teachers through simple random sampling using a validated researcher-made survey questionnaire. The data were analyzed using the mean to determine the extent of the variables, the Pearson Product-Moment Correlation to examine significant relationships, and multiple regression analysis to determine the predictive influence of the independent variables. The findings revealed that Metrics-Focused Strategic Planning, Precise Implementation of Educational Policies, and Elementary School Outcomes were all implemented to a Very Extensive extent. Moreover, Metrics-Focused Strategic Planning exhibited a strong, positive, and significant relationship with Elementary School Outcomes (r = 0.742, p = 0.000), while Precise Implementation of Educational Policies likewise showed a strong, positive, and significant relationship (r = 0.709, p = 0.000). Regression analysis further established that both independent variables significantly predicted elementary school outcomes. The study concludes that data-driven strategic planning and the consistent implementation of educational policies significantly enhance school outcomes. Guided by Systems Theory, Goal-Setting Theory, and the Theory of Change, the findings underscore the importance of evidence-based planning and policy fidelity in achieving sustainable school improvement. The study recommends institutionalizing data-informed decision-making and strengthening policy implementation across elementary schools.

Keywords : Metrics-Focused Strategic Planning; Precise Implementation of Educational Policies; Elementary School Outcomes; Data-Driven Decision-Making; School Effectiveness.

References :

1. Abakah, E., Widin, J., & Ameyaw, E. K. (2022). Continuing professional development (CPD) practices among basic school teachers in the central region of Ghana. Sage Open, 12(2), 21582440221094597.
2. Aburizaizah, S., Kim, Y., & Fuller, B. (2019). Principal leadership and student achievement: Decentralising school management in Saudi Arabia. Compare: A Journal of Comparative and International Education.
3. Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional development in education, 47(4), 684-698.https://www.tandfonline.com/doi/full/10.1080/19415257.2019.1665573
4. Ahmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A., & Farheen, Z. (2019). Qualitative v/s. quantitative research-a summarized review. population, 1(2), 2828-2832.
5. Alampay, L. P., & Garcia, A. S. (2019). Education and parenting in the Philippines. School systems, parent behavior, and academic achievement: An international perspective, 79-94.
6. Angrist, N., Evans, D. K., Filmer, D., Glennerster, R., Rogers, F. H., & Sabarwal, S. (2020). How to improve education outcomes most efficiently. A Comparison of, 150.
7. Ansyari, M. F., Groot, W., & De Witte, K. (2022). A systematic review and meta-analysis of data use professional development interventions. Journal of Professional Capital and Community, 7(3), 256-289. https://www.emerald.com/insight/content/doi/10.1108/JPCC-09-2021-0055/full/html
8. Aslam, M., Malik, R., Rawal, S., Rose, P., & Vignoles, A. (2019). Do government schools improve learning for poor students? Evidence from rural Pakistan. Oxford Review of Education, 45(6), 802-824.
9. Bast, L. S., Andersen, H. B., Andersen, A., Lauemøller, S. G., Bonnesen, C. T., & Krølner, R. F. (2021). School coordinators’ perceptions of organizational readiness is associated with implementation fidelity in a smoking           prevention program: findings from the X: IT II study. Prevention Science, 22, 312-323.
10. Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School effectiveness and             school improvement, 32(3), 387-412.
11. Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2020). Effective schools 10 years on: factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266-288.
12. Benavot, A., & Smith, W. C. (2020). Reshaping quality and equity: Global learning metrics as a ready-made solution to a manufactured crisis. In Grading Goal Four (pp. 238-261). Brill.
13. Böse, S., & Brauckmann-Sajkiewicz, S. (2021). (In) effective leadership?                 Exploring the interplay of challenges, goals and measures in the context of school improvement. Journal of Educational Administration, 59(4), 454-471.
14. Bradshaw, C. P., Debnam, K. J., Player, D., Bowden, B., & Lindstrom Johnson, S. (2023). A mixed-methods approach for embedding cost analysis within fidelity assessment in school-based programs. Behavioral Disorders, 48(3), 174-186.
15. Bullock, H. L., Lavis, J. N., Wilson, M. G., Mulvale, G., & Miatello, A. (2021). Understanding the implementation of evidence-informed policies and practices from a policy perspective: a critical interpretive synthesis. Implementation Science, 16, 1-24.
16. Cannata, M., Rubin, M., & Neel, M. (2021). From fidelity to integrity: Navigating flexibility in scaling up a statewide initiative. American Journal of Education, 127(2), 233-263.
17. Caron, E. B., Bernard, K., & Metz, A. (2021). Fidelity and properties of the situation: Challenges and recommendations. In The Scale-Up Effect in Early Childhood and Public Policy (pp. 160-183). Routledge.
18. Chukwuka-Eze, M. I. (2024). Scholarly Inquiry on Parents’ Mental Health in Predicting Parental Involvement: A Focus on United States of America Public Elementary Schools (Doctoral dissertation, Morgan State University). https://www.proquest.com/openview/0e228ff803da8985f57a506d08922c95/1?pq-origsite=gscholar&cbl=18750&diss=y
19. Combs, K. M., Buckley, P. R., Lain, M. A., Drewelow, K. M., Urano, G., & Kerns, S. E. (2022). Influence of classroom-level factors on implementation fidelity during scale-up of evidence-based interventions. Prevention Science, 23(6), 969-981.
20. Dahnke, C. C. (2019). Utilizing Strategic Planning and performance metrics to deliver on continuous improvement efforts in large urban school districts (Doctoral dissertation, Harvard University). https://www.proquest.com/openview/d026056c0b12724bfffd169ea1a71110/1?pq-origsite=gscholar&cbl=44156
21. Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66. https://www.tandfonline.com/doi/abs/10.1080/19345747.2019.1670884
22. DiIorio, D. (2022). See Me, Hear Me, Teach Me: Addressing Equity, Diversity, and Student Engagement through Culturally Responsive Teaching. https://digitalcommons.sacredheart.edu/edd/14/
23. Dogan, E., & Demirbolat, A. O. (2021). Data-Driven Decision-Making in Schools Scale: A Study of Validity and Reliability. International Journal of Curriculum and Instruction, 13(1), 507-523. https://eric.ed.gov/?id=EJ1285547
24. Faulkner, F., Kenny, J., Campbell, C., & Crisan, C. (2019). Teacher learning and    continuous professional development. Examining the Phenomenon of “Teaching Out-of-field” International Perspectives on Teaching as a Non-specialist, 269-308. https://link.springer.com/chapter/10.1007/978-981-13-3366-8_11
25. Garcia, O. F., & Serra, E. (2019). Raising children with poor school performance: Parenting styles and short-and long-term consequences for adolescent and adult development. International journal of environmental research and public health, 16(7), 1089.
26. Generalao, I. N., Ducanes, G., Yee, K. M., & David, C. C. (2022). Teacher education in the Philippines: Are we meeting the demand for quality. Retrieved May, 20, 2022.
27. Genie Dessie, H. (2024). The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia. Education 3-13, 1-14. https://www.tandfonline.com/doi/abs/10.1080/03004279.2024.2378872
28. Hiim, H. (2023). How can collaboration between schools and workplaces contribute to relevant vocational education? Results of an action research project in the school-based part of Norwegian vocational education and training. Vocations and Learning, 16(1), 1-21.
29. Howes, T. (2018). Effective strategic planning in Australian universities: How good are we and how do we know?. Journal of Higher Education Policy and Management, 40(5), 442-457.
30. Huaisheng, Z., Manu, B. D., Mensah, I. A., Mingyue, F., & Oduro, D. (2019). Exploring the effect of school management functions on student’s academic performance: A dilemma from public senior high schools in Ghana. Journal of arts and humanities, 8(6), 33-45.
31. Isao, V. A. P. (2021). A path analysis of teaching performance as estimated by self-efficacy, school-based management and school climate. International Journal of Science and Research(IJSR) doi10, 21275.
32. Karsten, I., & van Zyl, A. Create Context-Sensitive and Data-Informed Student Success Initiatives.
33. Katsigianni, E. A., & Ifanti, A. A. (2023). Investigating the triangle: The school principal’s role, term of office, and school improvement in Greece. Educational Management Administration & Leadership, 51(4), 912-931.
34. Kharroub, A. O., & Mansour, M. M. (2019). The impact of strategic planning in Palestinian municipalities on the quality of service provided to its citizens. International Business Research, 12(5), 69-85.
35. Kılınç, A. Ç., & Gümüş, S. (2021). What do we know about novice school principals? A systematic review of existing international literature. Educational Management Administration & Leadership, 49(1), 54-75.
36. Kim, S. W., Cho, H., & Kim, L. Y. (2019). Socioeconomic status and academic outcomes in developing countries: A meta-analysis. Review of Educational Research, 89(6), 875-916.
37. Kivistö, J., Pekkola, E., Berg, L. N., Hansen, H. F., Geschwind, L., & Lyytinen, A. (2019). Performance in higher education institutions and its variations in Nordic policy. Reforms, organizational change and performance in higher       education: A comparative account from the Nordic countries, 37-67.
38. Kumar, A., & Thakur, R. R. (2019). Objectivity in performance ranking of higher education institutions using dynamic data envelopment             analysis. International Journal of Productivity and Performance Management, 68(4), 774-796.
39. Lazaraton, A. (2005). Quantitative research methods. In Handbook of research in   second language teaching and learning (pp. 209-224). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781410612700-16/quantitative-research-methods-anne-lazaraton.
40. Loyola, A. S. (2024). Predictive Model on Leadership Skills of School Heads towards School Climate in Cluster 3, Davao City Division..
41. Luhangala, H. M., & Anyieni, A. (2019). Strategy implementation on organisation performance: A case of public secondary schools Nyamira County, Kenya. International Academic Journal of Human Resource and Business Administration, 3(5), 394-410.
42. Marsh, J. A., & Farrell, C. (2021). Supporting school improvement through data-driven decision-making. Educational Leadership, 78(5), 42-46.
43. Maxwell, M. (2023). School Improvement Through Deeper Learning: Using Targeted Professional Development on Blended Learning to Increase Student Engagement. https://ttu-ir.tdl.org/items/7521df76-37b7-4933-8d31-b423d858f9ad
44. McLoughlin, G. M., Allen, P., Walsh-Bailey, C., & Brownson, R. C. (2021). A systematic review of school health policy measurement tools: implementation determinants and outcomes. Implementation science communications, 2(1), 67.
45. Monzalve, M., & Horner, R. H. (2021). The impact of the contextual fit enhancement protocol on behavior support plan fidelity and student behavior. Behavioral Disorders, 46(4), 267-278.
46. Mora-Ruano, J. G., Heine, J. H., & Gebhardt, M. (2019, August). Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. In Frontiers in Education (Vol. 4, p. 85). Frontiers Media SA. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2019.00085/full
47. Neal, B. C. (2021). The Effect of Transformational School Leadership on Data-Informed Instruction and Student Achievement. The University of Alabama.
48. Nguyen, D., & Ng, D. (2022). Teacher collaboration for change: Sharing, improving, and spreading. In Leadership for Professional Learning (pp. 178-191). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003357384-12/teacher-collaboration-change-sharing-improving-spreading-dong-nguyen-david-ng
49. Noor, S., Tajik, O., & Golzar, J. (2022). Simple random sampling. International Journal of Education & Language Studies, 1(2), 78-82.
50. Nouri, J., Ebner, M., Ifenthaler, D., Sqr, M., Malmberg, J., Khalil, M., ... & Berthelsen, U. D. (2019). Efforts in Europe for Data-Driven Improvement of Education–A review of learning analytics research in six countries. https://bora.uib.no/bora-xmlui/handle/1956/23178
51. Osborne, A. (2021). Strategic spatial planning in Aotearoa New Zealand: an appraisal of lessons learned and what we should apply to future planning: A dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Planning at Lincoln University (Doctoral dissertation, Lincoln University).
52. Osei-Owusu, A. B. I. G. A. I. L. (2020). Assessment of continuous professional development needs among teachers of twi in the senior high schools. Unpublished manuscript), Cape Coast.
53. Owan, V. J., Asuquo, M. E., & Etudo-Eyor, E. (2022). Leadership styles, public relation skills and School-community collaboration: A quantitative analysis of the perception of stakeholders. International Journal of Leadership in     Education, 1-23.
54. Owens, A. (2020). Unequal opportunity: School and neighborhood segregation in   the USA. Race and Social Problems, 12(1), 29-41.
55. Polatcan, M. (2024). An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey. Professional Development in Education, 50(4), 789-803. https://www.tandfonline.com/doi/abs/10.1080/19415257.2021.1905050
56. Sanetti, L. M. H., & Luh, H. J. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly, 42(4), 204-216. https://journals.sagepub.com/doi/abs/10.1177/0731948719851514
57. Schildkamp, K., Heitink, M. C., & Van der Kleij, F. M. (2020). Data-based decision-making for school improvement: The importance of professional    development and continuous support. Studies in Educational Evaluation, 67, 100910
58. Schueler, B. E., Asher, C. A., Larned, K. E., Mehrotra, S., & Pollard, C. (2022). Improving low-performing schools: A meta-analysis of impact evaluation studies. American Educational Research Journal, 59(5), 975-1010.
59. Seeram, E. (2019). An overview of correlational research. Radiologic technology, 91(2), 176-179.
60. Seleznyov, S., Goei, S. L., & Ehren, M. (2024). International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional development in education, 50(1), 59-73.
61. Skipp, C. S., & Dommett, E. J. (2021). Understanding and addressing the deficiencies in UK mathematics education: Taking an international perspective. Education Sciences, 11(3), 141.
62. So, H. J., Shin, S., Xiong, Y., & Kim, H. (2022). Parental involvement in digital home-based learning during COVID-19: an exploratory study with Korean parents. Educational Psychology, 42(10), 1301-1321. https://www.tandfonline.com/doi/abs/10.1080/01443410.2022.2078479
63. Sun, M., Kennedy, A., & Anderson, E. M. (2020). The multidimensionality of school performance: Using multiple measures for school accountability and improvement. Education Policy Analysis Archives, 28, 89-89. https://epaa.asu.edu/index.php/epaa/article/view/4689
64. Swindle, T., Rutledge, J. M., Martin, J., & Curran, G. M. (2022). Implementation fidelity, attitudes, and influence: a novel approach to classifying implementer behavior. Implementation Science Communications, 3(1), 60.
65. Tambara-Leviste, K. (2022). Driving through the College Choice Process: A Multi-Methods Approach to Understanding Parental Involvement. Concordia University Irvine. https://www.proquest.com/openview/7e06c7c102be68a8158d958735797cfb/1?pq-origsite=gscholar&cbl=18750&diss=y
66. Thierry, K. L., Vincent, R. L., & Norris, K. (2022). Teacher-level predictors of the                 fidelity of implementation of a social-emotional learning curriculum. Early      Education and Development, 33(1), 92-106.
67. Tuttle, A. J. (2021). Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control. https://digitalcommons.liberty.edu/doctoral/3278.
68. Ugboro, I. O., Obeng, K., & Spann, O. (2019). Strategic planning as an effective tool of strategic management in public sector organizations: Evidence from public transit organizations. Administration & society, 43(1), 87-123. https://journals.sagepub.com/doi/abs/10.1177/0095399710386315
69. van Dun, C. (2022). Data-Driven Business Process Management: Advancing Process Data Quality and Process Improvement (Doctoral dissertation).           https://epub.uni-bayreuth.de/id/eprint/6418/
70. Viljoen, T. (2021). Social‐emotional competency: enhancing the achievement abilities of deaf and hard‐of‐hearing persons. UNISA Masters dissertation.
71. Yağcı, M. (2022). Educational data mining: prediction of students' academic performance using machine learning algorithms. Smart Learning        Environments, 9(1), 11.