Post Hoc Analysis of School Library Functionally Based on Current Situation, Desired Condition, and Essential Requirement

This study assessed the extent of school library functionality based on stakeholders' perspectives in the San Isidro District, Davao del Norte, using three contextual dimensions: current situation, desired condition, and essential requirements. Specifically, it sought to determine the frequency distribution of respondents' perceptions of library status, the extent of library resources, and the extent of library functionality in terms of accessibility, resource quality, and user satisfaction. It also examined whether significant differences existed in perceived functionality across the three status categories, and which of these categories had a significant impact. Employing a quantitative-descriptive and inferential design, data were gathered from 170 respondents through a structured survey. Descriptive statistics revealed that most respondents viewed the library in terms of its desired condition, and perceived the extent of resources and functionality across all domains as extensive. ANOVA results indicated no statistically significant differences in user satisfaction across the status groups (F = 0.694, p = 0.501), and post hoc comparisons confirmed the absence of significant pairwise differences. Consequently, the null hypotheses were retained. The findings affirm the consistent perception of school library functionality across varying status contexts, with strong user satisfaction and alignment with baseline and aspirational benchmarks. Recommendations emphasize sustained resource development, strategic planning, and institutionalizing user feedback and library profiling practices. performance. This study examines the relationship between school library resources, services, and pupil academic performance. It investigates the impact of library interventions, such as literacy programs and collaborative teaching, on students outcomes. This findings suggest that the school libraries play crucial role and provide targeted instructional support.