ENHANCING STAKEHOLDER TRUST THROUGH TRANSPARENT AND ACCOUNTABLE SCHOOL GOVERNANCE

This study examined how transparency and accountability in school governance relate to stakeholder trust and confidence in public elementary schools in the Third Congressional District of the Schools Division Office of Bataan during School Year 2026–2027. A quantitative descriptive-correlational design was used. Data were obtained from 204 purposively selected respondents composed of 68 teachers, 68 parent representatives, and 68 community leaders from 68 public elementary schools. A researcher-developed, expert-validated questionnaire measured transparency in decision-making, financial management, and communication; accountability in school performance, policy compliance, and responsibility to stakeholders; and trust and confidence in integrity, competence, reliability, and openness. Descriptive statistics, Spearman's rho, and multiple linear regression were used. Transparency was evident (M = 3.05, SD = 0.21), accountability was evident (M = 3.13, SD = 0.18), and respondents agreed that school leaders inspired trust and confidence (M = 3.04, SD = 0.22). Transparency (r_s = .193, p = .006) and accountability (r_s = .176, p = .012) each had a significant weak positive relationship with trust and confidence. The combined regression model was significant, F = 3.73, p = .026, but explained only 3.6% of the variance. Neither transparency nor accountability made a significant unique contribution at the .05 level. The findings support a governance enhancement framework emphasizing participatory decision-making, accessible financial disclosure, consistent service delivery, documented accountability, and structured stakeholder feedback.