Abstract:
The purpose of the study was to determine whether there was a significant correlation between these two (2) variables and school improvement by evaluating the perceptions of the Parents-Teachers Association (PTA) and School Governing Council (SGC) officers on the school principals' competencies on parent involvement and community partnership and comparing these on the latter's self-evaluation. A total of 160 respondents, including the principals, PTA, and SGC officers of the eight (8) public elementary schools in Baliwag South District, Schools Division of Bulacan, participated in the study using the standard questionnaires based on the National Competency-Based Standards for School Heads (NCBS-SH) and the revised School-Based Management (SBM) Assessment Tools. The PTA officers thought that the school principals had extremely high levels of practice in their parent involvement and community partnership competencies, but the SGCs thought that they had only somewhat practiced those same competencies. The School Principals' self-evaluation of their abilities revealed that these latter's perceived competencies on parent involvement were greater than their external community partnerships' competencies when compared to the combined perceptions of the PTAs and SGCs. Although there was a large correlation between school success and school principals' parental participation and external community partnership competences, the Pearson r test of significance indicated that this link was not significant in terms of achieving school improvement. It is advised that additional emphasis be paid to competencies on parent involvement and external community collaborations in the implementation of the NCBS-SH based on SGCs' perceptions that these skills are modestly practiced by school administrators. The SGC needs to be revisited and reactivated because this study revealed that, between the PTA and SGC, the latter appears to be inactive or not functioning to its fullest as it should; Future research should use a larger population sampling and include the other domains of NCBS-SH in undergoing follow-up studies; School principals must focus on the one indicator of competency that they perceive as being moderately practiced by them; There is a need to further study if the Assessment Tool for School Principals under the NCBS-SH can be administered to PTA and SGC officers instead of the most common practice wherein it is the School Heads themselves who evaluate their own competencies; and The school principals should conduct and intensify the regular orientation about the roles of the PTA and SGC officers in relation to SBM-ACCESs.
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