Authors : Fatima O. Ugarinan

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/mr326fvy

Scribd : https://tinyurl.com/bpa6evbd

DOI : https://doi.org/10.5281/zenodo.14769394

Abstract : Stakeholders’ participation in school-initiated activities has been questionable when linked to its impact on local governance and educational outcomes. This study explored a dynamic landscape between stakeholders’ participation and school-initiated activities in the Division of Valencia City. Specifically, it examined the respondents’ profile, assessed the level of stakeholders’ participation in school-initiated activities with respect to curricular activities and extracurricular activities, and determined the relationship between the stakeholders’ participation in school-initiated activities and each of their profiles. The study involved three hundred twenty (320) elementary school stakeholders in the aforesaid division employing purposive sampling procedures during School Year 2023-2024. A modified questionnaire was employed, and the data were analyzed using descriptive correlation methods or research and descriptive statistics such as frequency, mean, standard deviation, Pearson Correlation Coefficient, and one-way ANOVA. Findings indicate that age does not exert a significant influence on stakeholders' participation in school activities, suggesting that engagement remains consistent across different age groups. Conversely, stakeholders' positions exhibit a strong correlation with their involvement in all listed activities, underscoring the impact of professional roles on participation. Moreover, while years of service demonstrate varying degrees of correlation with different activities, tenure notably affects engagement in certain domains such as Curricular Activities and Brigada Eskwela.These results provide valuable insights into the dynamics of stakeholder engagement within educational settings and emphasize the importance of tailored strategies to promote inclusive participation. By understanding the nuanced influences of age, position, and tenure on engagement, educators and policymakers can develop targeted initiatives that enhance collaboration and foster a supportive school environment conducive to educational excellence and community cohesion. It is recommended that stakeholders utilize the Annual Implementation Plan to support the school's initiated activities.

Keywords : Stakeholders’ Participation, School-Initiated Activities.

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