Abstract
This study examined the level of stakeholders’ involvement in school programs and projects among selected education stakeholders in a small-sized public school division in the Central Philippines during the School Year 2024–2025. A descriptive research design was employed, involving 82 education stakeholders who were selected as respondents. Data were collected using a validated 32-item survey questionnaire and analyzed using descriptive statistics, including frequency count, percentage, mean, and inferential statistics to determine differences across demographic groups. Results showed that most respondents were senior female stakeholders with higher financial backgrounds. Overall, stakeholders demonstrated a high level of involvement in all areas, including planning and decision-making, information dissemination, monitoring and evaluation, and partnership and collaboration. When grouped by age, sex, and Family Income, involvement across all areas remained consistently high. However, significant differences were observed in certain areas: age influenced involvement in planning and decision-making as well as monitoring and evaluation; sex showed a significant difference in involvement across all areas; and Family Income was associated with differences in monitoring and evaluation. Based on the findings, it is recommended that partnership plans be retooled and stakeholders’ specific roles and functions revisited to strengthen their participation in decision-making processes and improve communication lines. This contextualized approach aims to enhance overall stakeholder engagement in school programs and projects.
Keywords: Stakeholder involvement, school programs, school projects, partnership, education engagement