ABSTRACT
This descriptive-qualitative research determined the implementation of newly converted integrated schools as bases for support program. The study utilized an in-depth interview to gather data from the seven participants composed of five (50 school heads and two district supervisors. Employing phenomenological approach, the study analyzes and interpreted the data gathered using thematic analysis. The results of the in-depth interview revealed that internal stakeholders viewed integrated schools as helpful, accessible, and advantageous. Moreover, the study revealed that internal stakeholders encountered challenges such as shortages of teachers, school physical facilities, and financial funds during the implementation of the newly converted integrated schools
Keywords: Implementation, Integrated Schools, Support Program
INTRODUCTION
Conversion of integrated schools in the Philippines aligns with the global movement towards inclusive education. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), inclusive education is fundamental to achieving the Sustainable Development Goals (SDGs), particularly SDG 4, which aims to ensure inclusive and equitable quality education for all (UNESCO, 2018). In response, the DepEd has committed to creating more integrated schools, especially in rural and underserved areas, to bridge the gap between elementary and secondary education (DepEd, 2021).
Integrated schools, which typically combine elementary and secondary education under one roof, aim to create a seamless educational journey for students. The concept of integrated schooling has gained traction as an effective approach to address educational disparities, particularly in marginalized communities (Garcia & Weiss, 2019). In the Philippines, the Department of Education (DepEd) has introduced integrated schools as part of its broader educational reform initiatives, which are grounded in the K-12 curriculum (DepEd, 2020).
The implementation of newly converted integrated schools may serves as a basis for developing a robust support system. The significance of integrated schools in enhancing educational outcomes has been emphasized globally, particularly in terms of providing equitable access to quality education (OECD, 2019). The study explored the experiences and challenges faced by the integrated schools during the implementation process, offering insights into the necessary support systems to ensure their success.
The implementation of these schools, however, is not without challenges. Research indicates that the success of integrated schools hinges on several factors, including effective leadership, adequate resources, and strong community engagement (Leith wood et al., 2019). Moreover, the transition from a traditional school structure to an integrated one requires a well-coordinated support system that addresses the unique needs of students, teachers, and administrators (Nguyen, 2020).
The legal foundation for the establishment of integrated schools in the Philippines is rooted in the Enhanced Basic Education Act of 2013 (Republic Act No. 10533). This law mandates the expansion of basic education from a 10-year program to a 12-year program, thereby creating the K-12 curriculum (Official Gazette, 2013). The law also emphasizes the need for a comprehensive support system to ensure the successful implementation of the K-12 program, including the creation of integrated schools as a strategy to improve educational outcomes (Congress of the Philippines, 2013). The integration of elementary and secondary education within a single institution is seen as a critical step towards achieving the goals set forth in this legislation (Salandanan & Feliciano, 2020).
At present, the implementation of newly converted integrated schools in the fifth district of Iloilo is given to the District Supervisor or Principal-In-Charge of the District implements the conversion through the efforts of the elementary and secondary school heads.
The researcher encouraged to conduct the study to determine the effectiveness of the implementation of newly converted integrated schools as bases for support program.
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