Exploring the Links of Contextual Factors and Stakeholder Engagement to Educational Outcomes in Integrated School Setting

The adoption of Integrated Schools in the Philippine basic education system aims to improve educational outcomes by promoting continuity, resource optimization, and localized governance. This study, utilizing descriptive and correlational research designs, probed how stakeholder engagement and contextual factors relate to educational outcomes in DepEd Integrated Schools across the SOCCSKSARGEN region, through validated researcher-made questionnaires administered to teachers and school heads. Descriptive statistics summarized variable levels, while correlational analysis examined their relationships. The schools under survey were largely located in rural areas and showed variability in human, financial, and material resources. Despite these contextual differences, they revealed very high levels of stakeholder engagement. Educational outcomes expressed in graduation, retention, and transition rates were consistently very high, indicative of the schools’ capacity to support student progression and efficiency. Correlational analysis disclosed no statistically significant relationships between stakeholder engagement and educational outcomes, as indicated by the overall coefficient and significance level for access (ρ=-0.124, p= 0.674) and efficiency (ρ=-0.017, p= 0.955). However, subtle trends pointed to the potential influence of stakeholder participation in budget planning and resource allocation and documentation management. Remarkably, stakeholder engagement was significantly affected by contextual factors (F(4,11)=8.45, p=0.002), demonstrating strong explanatory power (R2=0.7545). In particular, financial and material resources exhibited a positive and significant coefficient, although a negative link with human resource allocation, specified probable inefficiencies in personnel deployment. These findings unveil the intricacy of promoting educational outcomes in integrated settings. The study concludes that strategic resource utilization, effective leadership, and sustained stakeholder collaboration are essential for expanding educational access and efficiency. A more holistic and context-sensitive approach is recommended for policy and practice to capitalize on the proceeds of the integrated school model.