ABSTRACT
This study determines the significant difference in the community perspective on the quality education in selected schools based on groupings. The fifty (50) randomly identified respondents from the groups mentioned who are residents from the Municipality of Albuera were involved in this study. To measure the demographic profile of the respondents, the researcher crafted a survey, while a survey questionnaire taken from the study of Shah et al., (2024) about the “Indicators of quality education including learning environment, content, process, and outcomes” was used to describe the extent of community perspective on the quality education. The findings revealed no significant difference in the community perspective on the quality education among respondent groups. This implies that the community shares a common understanding and evaluation regarding the quality of education in the selected schools. This consistency in perception may indicate that school programs, policies, and educational initiatives are experienced similarly by stakeholders regardless of their classification. The study therefore concludes that the selected schools in the Municipality of Albuera are generally effective in providing quality education as perceived by the community. However, despite the positive findings, continuous improvement remains necessary to sustain educational quality and address areas that may still require enhancement, particularly in adapting to modern educational demands and community expectations.
Keywords: Extent, Community Perspective, Quality Education, Selected Schools, Municipality of Albuera
INTRODUCTION
Education plays a vital role in shaping individuals and societies by developing knowledge, skills, and values necessary for social and economic progress. The pursuit of quality education has become a central goal of many education systems worldwide, as it contributes to the holistic development of learners and the overall advancement of communities. Quality education is commonly associated with effective teaching practices, conducive learning environments, adequate learning resources, and supportive school management that collectively enhance student learning outcomes. Schools, therefore, serve as critical institutions in ensuring that learners receive education that is meaningful, relevant, and responsive to societal needs.
In many countries, including developing nations, education is delivered through both public and private institutions. Public schools are typically funded and managed by the government and are intended to provide accessible education to all members of society. Private schools, on the other hand, operate through private funding sources and often offer alternative approaches to curriculum implementation, facilities, and educational services. Because of these structural differences, the quality of education provided by public and private schools has been widely debated in educational research and policy discussions. Studies have shown that perceptions of educational quality often influence the preferences of parents and community members in selecting schools for their children. Factors such as teaching effectiveness, school facilities, student safety, and academic performance frequently shape these perceptions of school quality (Septinawati & Usman, 2024).
Research comparing public and private schools indicates that differences may exist in areas such as teaching practices, school environment, and student engagement. For instance, studies have revealed that private schools often demonstrate advantages in aspects such as student–teacher relationships, sense of belonging, and academic press, while public schools may excel in teacher professionalism and accessibility of education (Hafeez et al., 2023). Such findings suggest that the concept of quality education cannot be viewed solely through institutional performance but must also consider the perspectives of stakeholders who interact with the educational system.
Community members, particularly parents and local stakeholders, play an essential role in evaluating and supporting educational institutions. Their perceptions of school quality significantly influence enrollment decisions, community engagement, and overall trust in educational institutions. Studies highlight that community perceptions are shaped by several factors, including the availability of school resources, infrastructure, safety, and the overall learning environment of students (Getie, 2020; Reeve & Cheon, 2021). When community members perceive a school as providing quality education, they are more likely to support school initiatives and actively participate in educational activities that contribute to student success.
Furthermore, recent research comparing public and private schools emphasizes that both sectors contribute significantly to the educational system and should be viewed as complementary rather than competing institutions. While private schools may offer certain advantages in terms of resources and instructional practices, public schools remain fundamental in ensuring equitable access to education and in serving diverse populations within communities (Gautam, 2023). Understanding the perceptions of the community regarding the quality of education in both sectors can therefore provide valuable insights into how schools can improve educational services and strengthen community relationships.
Despite the growing body of research examining educational quality, there remains a need to explore how communities perceive and evaluate the quality of education provided by different types of schools, particularly in local contexts. Community perspectives can reveal important information about the strengths and weaknesses of schools and help identify areas for improvement in educational practices and school management. Additionally, examining these perceptions may help policymakers and school administrators develop strategies that promote equitable and high-quality education for all learners.
The researcher, being a Teacher I applicant, is particularly interested in understanding how the community perceives the quality of education in both public and private schools. As a future educator, gaining insights into community expectations and perceptions can contribute to improving teaching practices, strengthening school-community partnerships, and enhancing educational outcomes for learners. The findings of this study may also serve as a basis for educators, school administrators, and policymakers in formulating programs and initiatives that promote quality education across different educational settings.
Thus, this study seeks to determine the extent of community perspectives on the quality of education between selected public and private schools, with the aim of providing empirical evidence that may contribute to improving educational practices, strengthening community engagement, and ensuring that schools effectively meet the needs of learners and society.
This study determines the significant difference in the community perspective on the quality education in selected schools based on groupings in the Municipality of Albuera, Leyte Division. The findings of the study were basis for the proposed educational awareness plan.
see PDF attachment for more information