An Evaluation Of School - Community Relations Of Bayanan Elementary School: Basis For Intensifying Stakeholders’ Engagement In Education

Abstract

This study evaluated the school-community relations of Bayanan Elementary School as a foundation for intensifying stakeholder engagement in education. The primary objective was to assess the extent of community involvement and identify areas requiring intensified collaboration. Guided by the IPOO (Input-Process-Output-Outcome) Conceptual Framework, a sequential mixed-method design was employed, combining surveys of 356 respondents with interviews of 20 participants to capture both quantitative and qualitative perspectives. The study was reviewed and approved by the Institutional Ethics Review Committee, with informed consent obtained and confidentiality maintained throughout data collection. Results revealed strong community support in fostering a positive school climate, literacy, and instructional assistance; however, contributions in technology, inclusion, and financial aid were limited. Stakeholders actively participated in school functions and child-friendly initiatives, yet support for learners with disabilities, mental health programs, and digital education remained inconsistent. Collaborative practices were evident through documentation and feedback, though strategic planning ranked lowest among the identified areas. In response, the S³ CARE: School and Stakeholder Synergy with Community Actions for Responsive Education Program was proposed to provide a structured road map for inclusive partnerships, empowering initiatives, and recognition systems that promote innovation, educational equity, and sustainable educational transformation. The findings affirm that effective school-community relations, strengthened by meaningful partnerships and shared responsibility, are essential in achieving holistic educational outcomes and advancing stakeholder participation in education.