ABSTRACT
This study determined the level of school–community engagement practices in the conversion of elementary schools to public integrated schools in a city division in the province of Albay, Philippines, as basis for the preparation of a contextualized guidebook on strengthening socio-economic support through school–community partnership. Using the descriptive survey method, data were gathered from 133 respondents — eight (8) school heads, forty (40) teachers, forty (40) parents, forty (40) barangay officials, and five (5) jurors — from eight newly converted integrated public elementary schools, through a validated researcher-made questionnaire-checklist. Findings revealed that all six engagement domains were Always Practiced, with teacher qualifications obtaining the highest weighted mean (3.79) and socio-economic support the lowest (3.51). The F-test (ANOVA) yielded a computed value of 5.218, greater than the tabular value of 2.621 at 24 degrees of freedom and the 0.05 level of significance, indicating a significant difference in the level of engagement among the six variables. Staff qualifications emerged as the most influential factor shaping engagement, while curriculum-related factors were rated the least influential. Facilities and structural support were identified as key strengths, particularly the construction of additional classrooms, while notable gaps were found in livelihood support for parents, budget consultation, and the alignment of enrolment and curriculum decisions with community realities. These results informed the development of a Contextualized Guidebook on Strengthening Socio-economic Support through School–Community Partnership, which a panel of five jurors rated 4.88, Very Much Acceptable. The study recommends the institutionalization of livelihood and skills-training programs for parents, the strengthening of transparent and participatory budgeting, closer alignment of curriculum and enrolment planning with community needs, and the adoption of the guidebook by newly converted integrated schools to sustain and standardize school–community engagement practices.
Keywords: school–community engagement, school conversion, integrated schools, socio-economic support, contextualized guidebook
INTRODUCTION
School–community engagement is central to the successful conversion of elementary schools into public integrated schools, as it fosters collaboration, shared responsibility, and improved learner outcomes during periods of structural and instructional change (Epstein, 2011). Sustained participation from parents, local leaders, and stakeholders, supported by mechanisms such as Brigada Eskwela and School-Based Management (SBM), helps ensure that the transition to an integrated basic-education model is holistic and sustainable despite the resource constraints typically faced by rural and semi-urban public schools.
Philippine education policy provides a strong legal foundation for this transformation. DECS Order No. 91, s. 1999 laid down the foundational guidelines on the establishment and operation of integrated schools, facilitating structural adjustments in basic education. DepEd Order No. 21, s. 2019 strengthened school-based management and stakeholder participation by emphasizing shared governance and accountability, while DepEd Order No. 40, s. 2014 governs the establishment, merging, and conversion of public schools and underscores child protection and safe learning environments as expanded grade levels are introduced. Republic Act No. 7160, the Local Government Code, and Republic Act No. 9155, the Governance of Basic Education Act, together reinforce the role of local government units and communities in supporting education, while DepEd Order No. 007, s. 2024 and DepEd Memorandum No. 063, s. 2025 provide more recent operational guidance on the conversion process. Collectively, these issuances constitute the legal and administrative scaffolding for examining governance, safety, community engagement, and quality assurance in newly integrated schools.
Understanding how schools and communities interact during this transition is therefore essential. Research on school integration and reform indicates that conversion involves far more than a change in structure; it requires systemic redesign that connects academic, social, emotional, and community development (Domenech et al., 2021; Anderson-Butcher et al., 2022; Knox & Garnett, 2024). Community-based frameworks such as the Community Collaboration Model emphasize shared decision-making, inclusive practice, and the alignment of school goals with community needs, while context-sensitive partnerships have been shown to be crucial for sustaining both academic and socio-emotional support throughout the transition (Hands, 2023).
A second body of literature underscores that successful integration depends on formal engagement structures, strong leadership, and effective governance. Institutional mechanisms such as memoranda of agreement, SBM processes, and structured community dialogue are needed to sustain complex conversion efforts (Sepanik & Brown, 2021; Redondo-Sama et al., 2025; Lauta, 2025). Studies on Philippine school conversions further show that while national policy provides the framework, success ultimately depends on data-driven strategies, resource mobilization, and leadership that builds trust among stakeholders (See, 2024, 2025; Roque, 2023; Bucud, 2024; Rosete et al., 2024; Dagrosa, 2025).
At the same time, research also documents that engagement is uneven across settings because of limited transparency, unequal participation, and socio-economic barriers (Ericson, 2025; Freking, 2024; Berhanu & Naidoo, 2024; Truwit, 2025). Rural school conversions in particular face distinct challenges that call for localized strategies to sustain community involvement (Lambrecht, 2025; Limbert, 2025), and outcomes depend heavily on whether infrastructure and long-term family needs are addressed alongside access and overcrowding concerns (Garcia, 2020; See, 2025). Although these studies collectively illuminate school–community engagement, collaborative leadership, and community-school models, no study has specifically examined engagement practices in the conversion of public elementary schools to integrated schools within the present setting. This gap motivated the present study, which sought to generate contextualized, evidence-based insights to guide the Department of Education and local stakeholders in strengthening the conversion process.
This study was anchored on three complementary theories. Epstein's (1995) Theory of School–Family–Community Partnership frames engagement as a structured, shared responsibility built through communication, volunteering, decision-making, and collaboration. Homans' (1958) Social Exchange Theory explains why stakeholders sustain participation when they perceive mutual benefit, trust, and reciprocity. Lareau's (2010) Community Schools Transformation Theory positions schools as hubs of community life that integrate academic, social, and health services to meet learners' holistic needs. Taken together, these theories suggest that the conversion of an integrated public elementary school can transform its surrounding community into a dynamic, enabling environment for quality learning outcomes — a proposition this study empirically examined.
Specifically, this study aimed to determine the level of school–community engagement practices in the conversion of elementary schools to public integrated schools along: (a) socio-economic support, (b) teacher qualifications, (c) resource allocation, (d) community engagement, (e) promoting inclusivity, and (f) challenge resolution; to test whether a significant difference existed in the level of practice among these variables; to determine the factors that influence engagement along structural factors, staff qualifications, enrolment, curriculum, facilities, and budget and financial resources; to identify practices that could be recommended to strengthen and sustain engagement along these influencing factors; and to develop and evaluate the acceptability of a contextualized guidebook for strengthening socio-economic support through school–community partnership.
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