Interplay of School-Based Management, Parent–Teachers’ Association Involvement, and School Climate in Public Elementary Schools

AUTHOR(S)

AMELIA C. BALUCAN REMCIL B. NERI

ABSTRACT

—— School-Based Management (SBM), Parent–Teachers’ Association (PTA) involvement, and school climate are critical components of effective school governance and collaborative educational practices. In the Philippines, strengthening school–community partnerships remain an essential strategy in enhancing learner outcomes and shared accountability. Despite existing mechanisms institutionalizing PTA roles, inconsistencies in participation, leadership capacity, and collaboration persist across public elementary schools. This study examined the interplay among SBM practices, PTA involvement, and school climate in public elementary schools in Ubay, Bohol during the School Year 2025–2026. The study employed a descriptive–correlational–comparative design involving 184 teachers selected through stratified random sampling and 100 parents chosen via purposive sampling. A validated researcher-developed questionnaire measured respondents’ demographics, degree of SBM manifestation, extent of PTA involvement, and school climate. Descriptive statistics, Pearson r, Spearman rho, and independent samples t-test were used. Normality testing determined the appropriate inferential tools. Findings revealed a high degree of SBM manifestation across leadership, stakeholder engagement, resource management, and accountability domains. PTA involvement was rated moderate, with stronger participation in school-based programs and weaker engagement in governance and decision-making. School climate was perceived as generally positive, particularly in peer cohesion and physical safety. Significant relationships were found between selected teacher and parent profile variables and their perceptions of SBM, PTA involvement, and school climate. A significant interplay also existed among SBM manifestation, PTA participation, and school climate. Moreover, teachers and parents differed significantly in their perceptions of PTA involvement. The study concludes that strengthening PTA capacities, enhancing collaborative mechanisms, and improving participatory governance can positively influence SBM implementation and school climate. The results informed the development of a Strategic Program for Enabling PTA Potentials and Strengthening School–Community Partnerships. Keywords — School-Based Management, PTA involvement, school climate, school–community partnership, participatory governance