STAKEHOLDERS’ COLLABORATIVE EXPERIENCE IN SCHOOL-COMMUNITY PARTNERSHIP: A PHENOMENOLOGICAL STUDY

Rea B. Dacanay

Abstract


This study explored the collaborative experiences of stakeholders in school–community partnerships in the Second Congressional District of Samar and developed a contextualized collaboration model for school heads. Anchored in Bronfenbrenner’s Ecological Systems Theory and supported by Systems Theory, Stakeholder Theory, School-Based Management, the Theory of Collaborative Advantage, and the Community of Practice Theory, the research employed a qualitative phenomenological design. Data were gathered through semi-structured interviews with fifty-six (56) participants, including school heads, teachers, Supreme Secondary Learner Government (SSLG) presidents, School Parent-Teacher Association (SPTA) presidents, parents, alumni, and barangay officials. Findings revealed three essential themes that characterize stakeholder collaboration: (1) collaboration as shared responsibility, where stakeholders assume distinct yet complementary roles in supporting school programs and learner welfare; (2) collaboration sustained through active engagement, manifested through participation in meetings, communication, and inclusive decision-making processes; and (3) collaboration strengthened by accountability practices, emphasizing transparency, trust, responsiveness, and commitment to collective goals. These findings highlight that meaningful collaboration is not merely participation-based, but is deeply rooted in role clarity, relational involvement, and ethical responsibility among stakeholders. Based on these insights, the study developed the Proposed REA Collaboration Model, which integrates Responsibility, Engagement, and Accountability as interconnected dimensions that strengthen school–community partnerships and promote learner-centered outcomes. The study concludes that sustainable collaboration requires a shared sense of duty, continuous stakeholder involvement, and strong accountability mechanisms. It is recommended that school leaders institutionalize structured engagement practices, clarify stakeholder roles, and reinforce accountability systems to enhance partnership effectiveness and support holistic educational development.

Keywords


stakeholder collaboration, school–community partnership, phenomenology, educational leadership, REA collaboration model

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i9.7033

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