• MIRA FLOR DAET

This study assessed the school partnership practices and teachers’ strategies which served as basis for teachers’ development program in enhancing school operations and implementations of the teachers in Tinambac North District, Division of Camarines Sur, School Year 2023-2024. It answered the following concerns: 1) level of school partnership practices; 2) level of teachers’ strategies; 3) significant relationship between the level of school partnership practices and teachers’ strategies; 4) extent of influence on the level of school partnership practices on teachers’ strategies; and 5) the proposed development program based on the result of the study. The study used a descriptive-correlational method. It involved 62 teachers from the 4 clustered schools. Data gathering tools used were teacher-made questionnaire checklist as main instrument in data gathering. Statistical tools utilized were Weighted mean, Pearson Product-Moment Coefficient of Correlation, and Coefficient of Determination. The following findings were noted: 1) The level of school partnership and practices revealed a weighted mean of 3.39 in learning environment, 3.44 in parent’s involvement, 3.37 in diversity of learners, 3.44 in school policies and procedures and an overall weighted mean of 3.41. 2) The level of teachers’ strategies registered as follows: governance had a weighted mean of 4.58, collaboration with 4.52, and performance with 4.33 and an overall weighted mean average of 4.48. 3) The correlation between the school partnership and the teachers' strategies revealed that Learning Environment correlated with collaboration has r value of 0.84 and p-value of 0.072; Performance has r-value of 0.96 and p-value of 0.008, and Governance with r value of 0.96 and p-value of 0.008. Parents’ Involvement when correlated with collaboration has r value of 0.73 and p-value of 0.16; Performance has r-value of 0.86 and p-value of 0.060, and Governance with r value of 0.98 and p-value of 0.003.Diversity of Learners correlated with Collaboration has r value of 0.59 and p-value of 0.295; Performance has r-value of 0.78 and p-value of 0.120, and Governance with r value of 0.73 and p-value of 0.161; 4) the extent of influence of school partnership practices on teachers’ strategies along collaboration, performance and governance yielded 𝑟2- values ranging from 0.35 to 0.99. Learning environment has registered r2 value of 0.71, 0.93 and 0.73, Parents’ Involvement revealed r2 value of 0.53, 0.74 and 0.96, Diversity of learners revealed r2 value of 0.35, 0.61, and 0.53 and lastly, School Policies and Procedures revealed r2 value of 0.95, 0.99 and 0.47 ; 5) A training proposal and a training matrix were designed to assist Tinambac North District teachers in improving their level of school partnership practices and techniques to be responsive to engage successfully with partners in the delivery of education. Conclusions drawn were: 1) The level of school partnership practices in the learning environment, parents’ involvement, diversity of learners, and school policies and procedures were all highly noted. 2) The level of strategies used by teachers along governance, collaboration, and performance were very satisfactory. Similarly, the overall impression regarded as very satisfactory; 3) School partnership practices on teachers’ strategies was significantly correlated with performance; parents’ involvement was significantly correlated with governance; school policies and procedures were significantly correlated with collaboration and performance; 4) The study’s alternative hypothesis was accepted hence, the level of school partnership practices influenced the teachers’ strategies. 5) A training proposal and a training matrix were designed to assist Tinambac North District teachers to improve their level of school partnership and practices.

School Partnership Practices, Teachers’ Strategies, Development Program

"SCHOOL PARTNERSHIP PRACTICES AND TEACHERS' STRATEGIES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 2, page no.f468-f485, February-2025, Available :http://www.jetir.org/papers/JETIR2502566.pdf

"SCHOOL PARTNERSHIP PRACTICES AND TEACHERS' STRATEGIES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 2, page no. ppf468-f485, February-2025, Available at : http://www.jetir.org/papers/JETIR2502566.pdf