Connecting People Around the School: Principal Leadership in Building School-Community Partnership

This research aims to investigate the relationship of principal leadership in building school-community partnership. The quantitative research design will be used in this study to determine the level of quality of principal leadership, importance of building school-community partnership and the relationship of principal leadership in building school-community partnership. Teachers, parents, and barangay officials of a school whose principal has worked there for five years or more make up the study’s respondents. Three (3) schools in the sub-office of Santa Maria are respondents of the study. It is evidently discovered that school that the quality of principal leadership affects in building school-community leadership. School head must need to have a good communication skill, organizational skill, decision-making skill, interpersonal skill and problem-solving skill in building school-community partnership in establishing students’ achievement, teachers’ engagement and school development. Through strategic planning and encouraging involvement in school-related issues, school administrators can cultivate genuine parent ties. Leaders are driven to learn why and how parent participation fails because it is a problem in many schools. Participation is important, for instance, but schools hardly ever get the required level of family involvement. By removing obstacles to family involvement, principals can have a significant impact on student achievement and parent relationships. To solve the problems in building school-community partnership, it is important that the school head must need to have a good quality of leadership. This study was limited in sub-office of Santa Maria. Future research should examine schools outside of this sample in different sub-offices and schools. This study surveyed elementary teachers. Future research could include teachers in secondary. The school heads may provide opportunities to improve their practices on engaging stakeholders’ participation and school environment by sending them to various seminars and trainings. The school heads may revitalize the involvement of the stakeholders by providing them programs that will capture and nurture their support. The mechanisms employed by the school heads in sustaining school-community partnerships be maintained and reviewed to further improve the school-community relations.