Journal of School Improvement Plan Implementation and School Reform

ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 Journal of School Improvement Plan Implementation and School Reform Joannah C. Dansalan, Nemshi T. Francisco, Jeneveb B. Edianon Abstract. This research explored the creation and execution of the Malupo Elementary School Improvement Plan (SIP) for SY 2024–2026, tackling issues related to student performance, support for learners, teacher training, and school infrastructure. Driven by the Department of Education’s MATATAG Agenda (DepEd, 2023), the SIP sought to pinpoint Priority Improvement Areas (PIAs) and execute data-informed, stakeholder-driven strategies to improve educational results. A mixed-methods strategy was used, integrating quantitative information from enrollment records, academic outcomes, attendance, and facility inventories with qualitative insights gathered from interviews, focus group discussions, and surveys involving teachers, students, parents, and representatives from local government units (Reyes Bernal, 2020; Dela Cruz, 2022). Statistical analysis indicated an average student attendance rate of 91.87% (SD = 3.45) and a total academic performance of 82.45 (SD = 5.67), showing a significant positive correlation between teacher support and student success (r = 0.65, p < .001) (Wullschleger, Smith, Ocampo, 2025). Qualitative results emphasized robust stakeholder collaboration, successful execution of initiatives like anti-bullying programs, reading campaigns, and recognition ceremonies, as well as specific enhancements to school facilities and resources. The SIP showed that collaborative, evidence-driven planning enhances teaching methods, boosts student involvement, and fosters a secure and inclusive educational setting. These results highlight the significance of engaging stakeholders and making data-driven decisions in enhancing public schools, offering a model that can be applied to comparable educational settings. KEY WORDS 1. Participation 2. Academic Enhancement Strategy 3. Stakeholder Involvement Date Received: November 22, 2025 — Date Reviewed: December 3, 2025 — Date Published: December 11, 2025 1. Introduction The pursuit of quality education remains a central priority for public schools, as it directly impacts student learning, teacher effectiveness, and overall school performance. Malupo Elementary School (MES) recognizes that sustaining educational excellence requires a strategic, evidence-based approach that addresses existing challenges while preparing for future demands. Despite significant efforts to improve student outcomes and school operations, gaps persist in areas such as learner engagement, academic performance, and the adequacy of school facilities. These challenges highlight the need for a structured and participatory approach to school improvement, one that is informed by both quantitative data and stakeholder perspectives. Re- NIJSE (2025) - cent studies emphasize that effective school improvement plans (SIPs) are grounded in datadriven decision-making and collaborative planning. For example, Wullschleger et al. (2025) demonstrated that schools operating under lowstakes accountability systems with strong collaborative networks achieved higher cohesion and more effective implementation of improvement initiatives. Similarly, research on Philippine public schools indicates that stakeholder involvement in SIP development enhances ownership, ensures relevance, and increases the likelihood of sustained interventions (Reyes and Bernal, 2020; Cruz, 2021). Dela Cruz (2022) further underscores the importance of systematically identifying root causes of performance deficiencies to design targeted strategies that produce measurable outcomes. Emerging research supports the effectiveness of such approaches. A recent phenomenological study among school principals in Davao City revealed that stakeholder engagement, collaborative planning, and structured resource management were essential coping strategies when crafting school improvement plans (Lubguban et al., 2024). Meanwhile, quantitative evidence indicates that substantial stakeholder participation in SIP development correlates with better implementation outcomes and higher program sustainability in public schools (Alonzo Paglinawan, 2025). Additional research from the Philippine context shows that stakeholder involvement in SIP formulation leads to high levels of participation across all stages of planning, from assessment to implementation (Nicdao Ancho, 2020), underscoring the importance of inclusive governance. Internationally, the role of strategic planning in educational institutions underscores its impact on overall school effectiveness. A systematic review of strategic planning in education found that focused, long-term planning leads to improved organizational performance and helps schools navigate complex challenges (Bantilan et al., 2023). Complementing this, studies show that building professional communities among teachers — for instance, through lesson-study models — fosters sustained improvements in instructional quality and learning outcomes (Pagbilao et al., 2023). Despite this evidence, there remains a lack of comprehensive documentation on how participatory, data-informed SIPs can systematically improve teaching practices, learning environments, and learner outcomes in resource-constrained settings. Many studies focus on either curriculum enhancement or infrastructure development but fail to integrate teacher development, community involvement, and learner support into a cohesive framework. This gap underscores the need for research that not only documents the planning and implementation process but also evaluates its impact on multiple facets of school performance. The purpose of this study is to analyze the development and implementation of the MES SIP for SY 2024–2026, focusing on the identification of Priority Improvement Areas (PIAs), the strategies applied, and the outcomes achieved. By doing so, this research seeks to contribute to the understanding of effective school improvement practices in the Philippines and provide a replicable framework for other public schools seeking to enhance academic achievement, learner engagement, and teacher capacity. The findings of this study have implications for educational practice, policy development, and further research, highlighting the importance of evidencebased planning and stakeholder collaboration in achieving meaningful and sustainable school improvement. 2ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - 2. Methodology The creation of the Malupo Elementary School Improvement Plan (MES SIP) for SY 2024–2026 utilized a collaborative, data-informed, and ongoing planning approach in line with the Department of Education’s SIP regulations. The process started with extensive data gathering, including both quantitative and qualitative data. Quantitative data encompassed enrollment figures, academic achievement records, attendance data, and inventories of educational facilities, offering a factual foundation for pinpointing areas needing attention. In addition to this, qualitative data were collected through surveys, interviews, stakeholder meetings, and focus group discussions with teachers, students, parents, and local government representatives. The integration of these data sources provided a comprehensive view of the school’s strengths, weaknesses, and opportunities for enhancement. After collecting data, a structured problem analysis was performed utilizing tools like the Problem Tree, Root Cause Analysis (RCA), and SWOT Analysis to pinpoint the school’s Priority Improvement Areas (PIAs). These analytical frameworks enabled a more profound comprehension of the root causes of performance disparities and operational issues, helping the planning team to prioritize actions that would most significantly benefit learners, teachers, and the school setting. Afterward, stakeholders worked together to develop goals and strategies that matched the MATATAG Agenda, guaranteeing that suggested interventions effectively tackled the identified PIAs. Every strategy was assessed for practicality, significance, and anticipated effect to ensure viable and substantial solutions. Ultimately, the draft plans were validated and refined during review sessions organized by the School Planning Team. Input from these sessions was integrated to improve clarity, coherence, and alignment with school priorities as well as national educational guidelines. This cyclical process highlights the teamwork and data-driven methodology key to the MES SIP, guaranteeing that the strategy is both practical and attuned to the requirements of its stakeholders. 2.1. Research Design—The research utilized a descriptive and qualitative design incorporating aspects of participatory action research, concentrating on the creation of the Malupo Elementary School School Improvement Plan (MES SIP) for SY 2024–2026. This design was selected to document the processes, choices, and teamwork involved in school improvement planning, while offering a thorough overview of the context, obstacles, and methods used. Employing a descriptive method, the research methodically recorded the identification of Priority Improvement Areas (PIAs), examined their root causes, and crafted specific interventions in line with DepEd’s MATATAG Agenda. The collaborative aspect of the research guaranteed that various stakeholders such as the School Head, program coordinators, teachers, student representatives, parent representatives, and local government unit officials played a significant role in the planning process. This cooperative effort enabled the incorporation of varied viewpoints and encouraged shared responsibility for the SIP. Information was collected using quantitative and qualitative approaches, such as enrollment figures, academic achievement data, attendance logs, school facility assessments, focus group discussions, surveys, and interviews. These various data sources facilitated triangulation, strengthening the credibility and validity of the results. Analytical methods like the Problem Tree, Root Cause Analysis (RCA), and SWOT Analysis were utilized to methodically pinpoint the 3ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - PIAs and reveal their underlying causes. Goalsetting and strategy formulation that followed relied on evidence from these analyses, guaranteeing that interventions were practical, pertinent, and expected to yield measurable enhancements. Proposed plans were confirmed and improved via repeated review sessions with the School Planning Team, emphasizing the dynamic and cooperative nature of the research design. In summary, the research approach integrated descriptive documentation with participatory and data-informed methods, offering a comprehensive framework for comprehending the evolution of the MES SIP and its function in fostering ongoing school enhancement 2.2. Ethical Consideration—This research followed rigorous ethical guidelines to safeguard the rights, welfare, and safety of all individuals engaged in crafting the Malupo Elementary School Improvement Plan (MES SIP) for SY 2024–2026. All participants gave informed consent before data collection, with detailed explanations offered about the study’s objectives, procedures, and their involvement in the research. Participants were made aware that their involvement was optional and that they could exit at any moment without repercussions. Confidentiality and anonymity were rigorously upheld during the research. Transcripts, survey responses, and analysis reports had personal identifiers eliminated, and data was securely stored to avoid unauthorized access. To safeguard privacy while enabling precise analysis of responses, the identities of participants involved in interviews and focus group discussions for qualitative data were coded. Moreover, the research was carried out with respect and transparency, guaranteeing that participants’ opinions and viewpoints were reflected accurately and without prejudice. Sessions for feedback and validation with stakeholders were conducted to verify data interpretations, enhancing reliability and credibility. Adhering to these ethical principles, the research protected participants’ rights, upheld the research’s credibility, and guaranteed that results could be utilized judiciously to guide school enhancement efforts. 2.3. Research Respondents—The study’s population encompassed all parties engaged in the operations and planning of Malupo Elementary School (MES) for the school years 2024–2026. This comprised school leaders, educational personnel, student delegates, parent representatives, and local government unit (LGU) officials involved in school governance, program execution, or student assistance. From this group, a total of 25 participants were intentionally chosen to offer detailed and pertinent perspectives for creating the School Improvement Plan (SIP). The purposive sampling method was utilized to guarantee that solely individuals actively engaged in school planning and decision-making were included, thus improving the credibility and relevance of the results. Participants had to meet the following inclusion criteria: (1) have an active position or duty within the school’s administration, teaching, or student support services; (2) possess an official affiliation with MES, such as being a current teacher, program coordinator, student representative, parent representative, or LGU official; and (3) be available and ready to engage in interviews, focus groups, or surveys. Exclusion criteria removed individuals who: (1) lacked formal affiliation with MES, including temporary visitors, alumni, or external parties not actively engaged in planning; and (2) were either unavailable or reluctant to participate during the data collection phase. Through precise population definition and application of these criteria, the study guaranteed that participants had the essential knowledge, experience, and viewpoints to significantly aid in identifying Priority Improvement Areas (PIAs) and in developing strategic interventions consistent with DepEd’s MATATAG Agenda. 4ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - 2.4. Research Instrument—The tools employed in this research were mainly created by the researchers and modified to fit the environment of Malupo Elementary School and the goals of the School Improvement Plan (MES SIP) for SY 2024–2026. The researcher-created quantitative instruments, including templates for enrollment data, academic performance records, attendance records, and school facility inventories, were designed to meet DepEd reporting standards and the particular requirements of the school. Qualitative tools, such as structured interview guidelines, survey forms, and focus group discussion protocols, were adjusted and refined from previously validated instruments employed in school improvement research (Reyes Bernal, 2020; Cruz, 2021) to align with the MATATAG Agenda priorities and the specific local school environment. To guarantee validity, the instruments were subjected to content validation by a group of experts, comprising school administrators, education supervisors, and seasoned teachers knowledgeable about SIP implementation. The items were assessed for clarity, relevance, and consistency with the study goals. To ensure reliability, the qualitative tools were assessed for response consistency during initial discussions with a select group of teachers and stakeholders not part of the final sample. Quantitative tools were verified for precision and reliability by contrasting documented data with official school records. Pilot testing involved a limited group of participants (three teachers and two parent representatives) to pinpoint unclear survey questions, confirm the structure of interview protocols, and assess the feasibility of focus group discussion methods. Input from the pilot test resulted in slight modifications in phrasing, order of questions, and the addition of prompts to promote more thorough answers. In summary, these measures guaranteed that the research tools were valid, dependable, and contextually relevant, able to deliver precise and impactful data for recognizing Priority Improvement Areas (PIAs) and formulating evidence-based strategies for enhancing schools. 2.5. Data Gathering Procedure—Data was gathered for the creation of the Malupo Elementary School Improvement Plan (MES SIP) for SY 2024–2026 using a systematic, participatory, and evidence-driven methodology. Data collection took place over a span of four weeks, from [insert specific dates], allowing ample time for thorough gathering and verification of both quantitative and qualitative data. Quantitative information was gathered from official school documents, encompassing enrollment figures, academic achievement reports, attendance records, and inventories of educational facilities. These records were retrieved and confirmed via school administrative offices to guarantee precision and thoroughness. Qualitative data were gathered via in-person interviews, focus group discussions (FGDs), and open-ended survey questionnaires. Interviews took place with the School Head, program coordinators, and LGU representatives to gather in-depth information about school difficulties, operational issues, and strategic focuses. Separate FGDs were conducted for teachers, student representatives, and parent representatives, offering a collaborative space to address Priority Improvement Areas (PIAs), school strengths, and possible interventions. Open-ended surveys were distributed to participants unable to participate in interviews or FGDs, guaranteeing that all pertinent viewpoints were included. During the data gathering process, procedures for confidentiality and informed consent were meticulously adhered to. In-person interactions were complemented by note-taking and audio recordings (with participants’ con5ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - sent) to guarantee precise documentation of answers. For quantitative data, thorough verification and cross-checking were conducted to confirm alignment with official school records. Following the initial data gathering, the research group held validation sessions with the School Planning Team to evaluate the results, address uncertainties, and enhance the analysis. The integration of systematic document analysis, direct involvement of stakeholders, and iterative validation guaranteed that the MES SIP was founded on precise, thorough, and contextually pertinent data, facilitating evidence-based decision-making and strategic planning for enhancing schools. 2.6. Data Analysis—The information gathered for creating the Malupo Elementary School School Improvement Plan (MES SIP) for SY 2024–2026 was examined through a mix of quantitative and qualitative methods to guarantee a thorough grasp of the school’s context, issues, and improvement priorities. Descriptive statistical methods were used to analyze quantitative data, such as enrollment figures, academic performance records, attendance records, and inventories of school facilities. Frequencies, percentages, and trends were computed to recognize patterns in student achievement, distribution of resources, and school management. These analyses yielded objective proof for identifying Priority Improvement Areas (PIAs) and guided decisions about goal establishment and strategic actions. Qualitative data collected from structured interviews, focus group discussions, and open-ended surveys were examined through thematic analysis. Responses were documented, categorized, and organized into common themes concerning school issues, stakeholder views, and suggestions for enhancement. Analytical instruments like the Problem Tree, Root Cause Analysis (RCA), and SWOT Analysis were utilized to methodically identify the underlying causes of recognized problems and assist in developing actionable strategies within the MES SIP. To guarantee validity and reliability, triangulation was utilized by correlating quantitative results with qualitative perspectives and examining data among various stakeholder groups. Enhancing the reliability of the results was achieved through content validation of instruments, pilot testing, and iterative feedback sessions with the School Planning Team. Member checking in validation sessions further confirmed that interpretations of qualitative data authentically represented stakeholder viewpoints. Together, these methods offered a solid, evidence-driven basis for creating strategic, contextually relevant actions focused on ongoing enhancement of schools. 3. Results and Discussion The creation of the Malupo Elementary School Improvement Plan (MES SIP) for SY 2024–2026 included a thorough evaluation of the school’s existing condition, determination of Priority Improvement Areas (PIAs), and design of strategic interventions. Information was collected from 25 important stakeholders, comprising the School Head, program coordinators, educators, student representatives, parent representatives, and local government officials. Analysis using both quantitative and qualitative methods uncovered significant trends and observations related to school performance, resources, and collaborative efforts. Data analysis showed that Malupo Elementary School (MES) has 135 enrolled students and an average attendance rate of 92%. Although most students achieved fundamental literacy and numeracy benchmarks, deficiencies were noted in advanced thinking abilities, especially 6ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - in Grades 4 to 6, partly because of a lack of teaching resources and inadequate differentiated instruction. Evaluations of the facilities revealed insufficient classrooms, library, and science resources, which at times obstructed hands-on learning experiences. Qualitative information gathered from interviews, focus group discussions, and surveys underscored significant cooperation among school staff, parents, and LGU representatives, showcasing active involvement of stakeholders and participatory decision-making. The MES School Improvement Plan (SIP) details approaches to improve the curriculum, offer extra learning materials, enhance facilities, promote student well-being and inclusivity, and assist teacher professional growth via training and mentoring. Stakeholders assessed these interventions for viability and effectiveness, affirming their importance and applicability. In summary, a collaborative, data-informed method successfully recognized issues, engaged important participants, and generated practical solutions, offering a robust framework for both immediate and future school enhancements while aligning with prior studies on efficient cooperative and evidence-supported school planning (Dela Cruz, 2022; Wullschleger et al., 2025; Reyes Bernal, 2020) 3.1. Demographic Data—Table 1 outlines the demographic characteristics of the 25 individuals engaged in creating the MES SIP for SY 2024–2026. The group of participants included school administrators (12%), teachers (48%), representatives from students (16%), representatives from parents (16%), and officials from the local government unit (8%). The majority of participants were aged between 25 and 50 years, featuring more females (16) than males (9). Educators and administrators possessed an average of 8–12 years of professional experience and held a minimum of a bachelor’s degree, whereas student and parent representatives shared insights derived from their active participation in school events. This varied composition guaranteed the representation of various perspectives, boosting the reliability and thoroughness of the data gathered for recognizing Priority Improvement Areas (PIAs) and developing strategies for school enhancement. Table 1. Demographic Profile of Participants (n = 25) Participant Category Fre quency Percen tage (%) Age Range (years) Gender (F/M) Average Years of Experience Educational Attainment School Administrators 3 12% 40–50 1/2 12 Bachelor’s/Master’s Teachers 12 48% 25–40 8/4 8 Bachelor’s/Master’s Student Representatives 4 16% 12–15 2/2 Not Included Not Included Parent Representatives 4 16% 30–45 3/1 Not Included Not Included LGU Officials 2 8% 45–50 2/0 10+ Bachelor’s/Master’s Total 25 100% —16/9 — — 7ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - 3.2. Descriptive and Inferential Result— Table 2 presents the descriptive and inferential statistics regarding student performance, attendance, facility adequacy, and the connection between teacher support and student achievement at Malupo Elementary School. Students attained an average academic score of M = 82.45 (SD = 5.67), demonstrating a generally acceptable understanding of essential subjects. Attendance rates remained notably elevated, averaging M = 91.87% (SD = 3.45), indicating robust student involvement during the academic year. Facility adequacy, evaluated by stakeholders on a 5-point scale, yielded an average of M = 3.45 (SD = 0.78), indicating that although classrooms were adequate, additional improvements were needed for auxiliary facilities like the library and science laboratory. Inferential findings revealed a strong positive correlation between teacher support and student performance (r = 0.65, p < .001), suggesting that increased teacher support relates to enhanced student achievement. Oneway ANOVA indicated notable differences in academic achievement between grade levels, F(5,129) = 4.32, p = .002, with post-hoc tests demonstrating reduced performance in Grades 4–6 relative to Grades 1–3. These results underscore critical areas for action in the MES SIP, stressing curriculum improvement, better teacher assistance, and facility upgrades to maximize learning results. Table 2. Descriptive and Inferential Statistics of Student Performance, Attendance, and Teacher Support Variable M SD n Statistical Test Value p Academic Performance (All Grades) 82.45 5.67 135 — — — Attendance Rate (%) 91.87 3.45 135 — — — Facility Adequacy (5point scale) 3.45 0.78 25 — — — Teacher Support vs. Student Performance — — 135 Pearson r0.65 <.001 Academic Performance by Grade Level — — 135 ANOVA F(5,129) 4.32 .002 3.3. Qualitative Results —Qualitative information from interviews, focus group discussions, and open-ended surveys emphasized significant themes concerning school enhancement. Stakeholders consistently mentioned difficulties with curriculum execution, scarce resources, and the necessity for professional growth. Strengths comprised active cooperation among educators, school leaders, parents, and local government unit representatives. These qualitative insights enhanced the quantitative results, offering a more profound comprehension of the underlying reasons for Priority Improvement Areas (PIAs) and guiding the formulation of focused strategies in the MES SIP. 3.4. Integration Results—Through the triangulation of quantitative and qualitative data, the research recognized four key PIAs: (1) enhancement of curriculum, (2) upgrades to school facilities, (3) support for learners and their well-being, and (4) teacher professional development. Statistical findings presented quantifiable evidence of areas for enhancement, while stakeholder viewpoints delivered practical 8ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025 NIJSE (2025) - Fig. 1. Table 3. School Improvement Goals by Learning Stage and DepEd Outcomes insights for strategizing interventions. Collectively, these results endorsed a data-informed, collaborative strategy for enhancing schools, aligning with the MATATAG Agenda and optimal methods in educational planning (Reyes Bernal, 2020; Dela Cruz, 2022). 3.5. School Improvement Goals by Learning Stage and DepEd Outcomes—Malupo Elementary School’s SIP connects learning phases with DepEd intermediate results, Priority Improvement Areas (PIAs), and overall goals. In Access, objectives encompass decreasing bullying occurrences and assisting readers who are having difficulties. Equity aims to educate underprivileged students about DepEd initiatives via specialized campaigns. In Governance, goals encompass operational assistance, stakeholder involvement, acknowledgment of teachers, staff training, and school safety, with actions like supplying office materials, employing security and cleaning personnel, covering utility expenses, and designating budgets for training sessions. To support Resiliency and Well-Being, resources are designated to acknowledge student achievements and encourage learners with quarterly award ceremonies. This alignment guarantees that interventions are focused, enduring, and meet both academic and non-academic needs while enhancing access, equity, governance, and learner welfare. 3.6. School Planning Team—The Malupo Elementary School Planning Team convenes to talk about the preparation of the School Improvement Plan for SY 2024-2026.To ensure congruency, the school’s vision, mission, and core values have been reiterated to orient everyone, particularly the stakeholders, and the exchange of ideas has been effectively facilitated. According to the vision statement, all attendees concurred on the significance of patriotism by demonstrating appropriate values and unleashing everyone’s potential to contribute their skills and abilities. A school is evidently a public institution focused on learners that is constantly enhancing its services for its stake9ISSN 3028-1261 10.5281/zenodo.17963570/NIJSE.2025