Intensifying PTA Involvement for Optimal School Performance
DOI:
https://doi.org/10.5281/zenodo.21905893Keywords:
Collaborative Engagement Plan, Division of Bohol, Parent-Teacher Association (PTA), PTA Involvement, School PerformanceAbstract
This research examined the level of Parent-Teacher Association (PTA) involvement and its relationship with school performance at San Miguel Central Elementary School in the San Miguel District, Division of Bohol, during School Year 2025–2026. The study employed a descriptive-correlational research design involving teachers and parents as respondents and utilized an adapted and modified questionnaire to gather the necessary data. PTA involvement was assessed in terms of objectives, commitment, school affairs, facilities, equipment and ground improvement, and pupils’ development. In contrast, school performance was evaluated based on projects, awards and recognition, and safety and security. Descriptive statistics and Pearson Product-Moment Correlation were used to analyze the data. The findings revealed that both teachers and parents generally perceived PTA involvement positively, with teachers consistently reporting higher levels of agreement across all dimensions. Likewise, school performance was positively evaluated in terms of projects, awards and recognition, and safety and security. Correlation analysis further revealed a significant relationship between PTA involvement and school performance. Despite these positive findings, the study identified several concerns affecting PTA participation, including low meeting attendance, time constraints, differing perspectives in decision-making, inconsistent cooperation, and issues related to accountability and project implementation. Based on these findings, the study recommends implementing a PTA Collaborative Engagement Plan to strengthen stakeholder participation through enhanced school-home communication, inclusive decision-making, increased parental involvement, and sustained collaboration among teachers, parents, and school administrators to support continuous school improvement through stronger partnerships among school stakeholders.
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