WE – DREAM MODEL: INPUT TO ENHANCED SCHOOL AND COMMUNITY PARTNERSHIP IN ESTABLISHING STAKEHOLDER'S PARTICIPATION AND ENGAGEMENT IN SCHOOL PROGRAMS, PROJECTS, AND ACTIVITIES IN BUENAVISTA NATIONAL HIGH SCHOOL, BUENAVISTA TINAMBAC CAMARINES SUR 4426

The researchers employed a mixed-methods approach, combining quantitative and qualitative inquiry designs, to study 127 stakeholder respondents comprised of alumni, students, parents, teachers, and administrators and Barangay – LGU. Descriptive means were used to describe the data collected through validated five-point Likert questionnaires, results showed that the overall mean of stakeholder’s level of participation in school activities across aspects of school-based management was 3.93, highly collaborative. Similarly, the overall extent of engagement in programs and projects was 3.72, also highly collaborative. Overall - all participation and engagement are almost nearly engaging and empowering the highest level and degree of stakeholder engagement and participation in school programs, projects, and activities. The highest overall aspect participated by stakeholders was curriculum - instruction, with a mean score of 4.05, interpreted as high or collaborative. The lowest aspect participated in was resource management; 3.84, still reflecting a high level of collaboration. Among the respondents, teachers and administrators had the highest participation, scoring 4.26, while the barangay local government unit was the lowest, scoring 3.70, both indicating a high level of collaboration. The highest aspect engaged in by stakeholders was initiation, scoring 3.76, indicating a high level of collaboration. The lowest aspect engaged in was in planning, 3.70, reflecting a high level of collaboration. Among the respondents, teachers and administrators were the most actively engaged stakeholders, scoring 3.97, while parents were the least engaged, scoring 3.51, both indicating a high level of collaboration. The results showed no significant difference in participation levels across aspects of school activities (F = 1.72, p = 0.22) and no significant difference in the extent of engagement in aspects of the program and project management (F = 0.98, p = 0.43). The study revealed a significant difference in respondents' participation levels in school activities (F = 6.64, p = 0.004663). Teachers were the most involved due to their direct role in education, while the barangay Local Government Unit (LGU) showed lower participation, reflecting their lesser involvement in school activities. This variation stems from the diverse roles and interests of different stakeholders. Engagement levels among respondents also exhibited a highly significant difference (F = 30.30, p = .000003). eachers and administrators were the most engaged, while parents were the least. Stakeholders with well-defined roles, such as teachers, were more involved, whereas those with undefined roles had lower engagement. Interviews indicated that unclear responsibilities led to reduced involvement. Engagement levels varied widely based on the importance of roles, interests, and available resources within the school and community. A p-value of 0.000187, which is lower than the critical value of 0.001, indicates a significant relationship between stakeholder participation and engagement in school programs and projects. Increased stakeholder involvement leads to significantly higher engagement in school initiatives. Active participation in school activities greatly enhances their involvement in various programs and projects. The study recommends the adoption of the Dream Model. The study's interventions were highly beneficial, helping researchers solve community problems and contributing to knowledge.