Engagement of Secondary Teachers in School Improvement Planning: Basis for Professional Adjustment

AUTHOR(S)

JAYSON F. ESTEBAN MARA G. PELAEZ, PhD

ABSTRACT

——This study examined the level of teachers’ engagement in School-Based Management (SBM) in relation to School Improvement Planning (SIP) in public secondary schools in the Schools Division of Pangasinan II during School Year 2025–2026. Anchored on Fullan’s Theory of Educational Change and Participatory Decision-Making Theory, it emphasized the importance of collaboration and shared governance in school improvement. Using a descriptive research design, data were collected from 369 teachers through a structured questionnaire covering key SIP dimensions, including planning, implementation, evaluation, and professional development. Findings revealed that teachers demonstrated a generally high level of engagement, particularly in implementation and professional development activities. However, lower engagement was observed in strategic planning and external partnerships. Significant differences were found when grouped according to teaching position, educational attainment, years of service, and SBM-related training. The study concluded that targeted capacity-building programs are necessary to further strengthen teacher participation and enhance effective and collaborative school improvement planning processes. Keywords: School-Based Management, School Improvement Planning, teacher engagement, participatory governance, professional development, descriptive–comparative research