Progressive Partnership in Relation to Academic Accountability Routines of Community Alternative Learning System Influences

This study aimed to examine the significant relationship between progressive partnership and academic accountability routines in Community Alternative Learning System (ALS) settings. A descriptive-correlational research design was employed, involving 139 individuals engaged in community ALS programs in the Panabo Manay District, Panabo City Division. Data were gathered through a validated and pilot-tested questionnaire administered via face-to-face surveys. Statistical tools such as mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data. The results revealed that the level of progressive partnership and academic accountability routines among respondents was rated very high. Correlation analysis indicated a significant positive relationship between progressive partnership and academic accountability routines. Moreover, multiple regression analysis showed that several domains, such as collaborative teaching and professional learning communities, as well as shared leadership and decision-making, significantly influenced academic accountability routines in the community ALS context. In contrast, parental and community involvement and student-centered learning approaches did not show a significant influence in this study. These findings highlight the pivotal role of internal professional collaboration and leadership in strengthening accountability practices within community ALS settings, suggesting the need for focused investment in these areas to enhance educational outcomes.