Stakeholders' involvement, school-based and operations management: Bases for the development of a proposed management training module for school administrators

Abstract

This study attempted to find out whether the worldwide phenomenon of the increased stakeholders' involvement in school administration and in academic discourse was observable among secondary schools. Respondents of the study were the public secondary school administrators and stakeholders in the third congressional district of the school's division of Iloilo during the school year 2018-2019. Instruments used were the researcher-restructured and researcher-made questionnaire duly validated by a three member jury and pilot tested among the public secondary school administrators and stakeholders in the 2nd congressional district of the school's division of Iloilo during the school year 2018-2019. Data gathered during the pilot testing of the instrument were subjected to computer-processed statistics employing Statistical Packages for the Social Sciences (SPSS) software using Chronbach's alpha obtained positive reliability values of .978 alpha. Descriptive analysis was aided by the use of mean, standard deviation and cross tabulation count. For inferential analyses, Mann-Whitney U, Kruskal Wallis test, One-way ANOVA, Scheffe Test mean difference significance set at the 0.05 level and Spearman rank order correlation coefficient rho set at .05 alpha two-tailed were used. Results revealed that overall stakeholders' involvement in the public secondary schools were satisfactory, however, when categorized according to organization, PTA/Parent has a very satisfactory involvement. Likewise, majority of the public secondary school administrators' school-based management practices fell on Level II and very few fell on Level I and Level III, while the extent of school operations management competencies was very high. Further, there were no significant differences in the levels of school-based management practices and extent of school operations management competencies. Furthermore, there were positive but not significant relationships between stakeholders' involvement and school operations management competency and negative negligible not significant relationships between school-based management practices and school operations management competency, however, there were negative moderate significant relationships between school-based management practices and stakeholders involvement. Moreover, as an offshoot of the present study, the proposed management training module was crafted as a capacity building model to strengthen collaborative school culture, school-based management practices and school operations management competencies among school administrators. Lastly, it was recommended among other researchers to conduct investigations as to the effects and impacts of the proposed management training module as a capacity building model among school administrators.