Development of Edu-Engagement Framework: Outcome-Based Family-School Partnership Program

Maria Rizza Mae  Mabaquiao,

Development of Edu-Engagement Framework: Outcome-Based Family-School Partnership Program

Discipline: Education

Abstract:

Family-school partnerships play a critical role in fostering student success by enhancing academic performance and socio-emotional development. This study focuses on developing the Edu-Engagement Framework, an outcome-based family-school partnership program, to strengthen collaboration among parents, teachers, and the broader community. Utilizing a developmental research design, the study gathered data from 70 public elementary school teachers and 70 parents/guardians in the DepEd Division of Cadiz City through surveys and evaluations. The framework underwent validation by Learning Resource Management System (LRMS) evaluators to assess its process design, instructional quality, and technical aspects. Findings revealed that 92% of schools lacked functional School Governing Councils, highlighting the need for stronger family-school collaboration. Teachers and parents identified communication, shared decision-making, and parental involvement as key factors in effective partnerships. The results indicated that while communication and participation were rated highly, there were challenges in recognizing the role of families and fostering collaborative decision-making. Additionally, teachers and parents expressed the need for more structured engagement programs to adapt to the MATATAG curriculum reforms and ensure equitable learning opportunities. The study concludes that strengthening family-school partnerships requires clear communication, inclusive decisionmaking, and sustainable engagement strategies. The proposed Edu-Engagement Framework provides a structured approach to fostering stakeholder collaboration and enhancing the overall effectiveness of school initiatives. Future research should explore the long-term impact of the framework on student outcomes and its adaptability across different educational settings.

References:

Alaoui, A., Barão, L., Ferreira, C. S. S., & Hessel, R. (2022). An overview of sustainability assessment frameworks in agriculture. Land, 11(4), 1–26. https://doi.org/10.3390/land11040537
Bolivar, J. M., & Chrispeels, J. H. (2020). Enhancing parent leadership through building social and intellectual capital. American Educational Research Journal, 48(1), 4–38.
Boutte, G., & Van Scoy, I. (Eds.). (2021). Family involvement in early multicultural learning. ERIC Digest.
Bhujbal, L. K. (2021). Corporate social responsibility communication: Stakeholder information, response, and involvement strategies. Business Ethics: A European Review, 15(4), 323-338.
Caspe, M., & Chu, A. (Eds.). (2021). Teaching the teachers: Preparing educators to engage families for student achievement [Issue Brief]. Harvard Family Research Project & National PTA.
Cox, M., Gurney, G. G., Anderies, J. M., Coleman, E., Darling, E., Epstein, G., & Frey, U. J. (2021). Lessons learned from synthetic research projects based on the Ostrom workshop frameworks. Ecology and Society, 26(1).
Giannini, S., & Lewis, S. G. (2020, March 25). Three ways to plan for equity during the coronavirus school closures. Global Education Monitoring Report – UNESCO. https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-for-equity-during-the-coronavirus-school-closures/
Hasan, S. (2020, March 13). Schools close, children free—Parents face a new conundrum. Dawn News. https://www.dawn.com/news/1540682/schools-close-children-free-parentsface-new-conundrum
Hughes, P. (Ed.). (2023). Communication: Definitions and concepts. In W. Donsbach (Ed.), The Blackwell international encyclopedia of communication. Blackwell.
Jinshan, H. (2020, February 24). Parents grapple with e-learning as Chinese schools stay shut. The Star. https://www.thestar.com.my/tech/tech-news/2020/02/24/parents-grapplewith-e-learning-as-chinese-schools-stay-shut
Kressley, K. (2022, August). Breaking new ground: Seeding proven practices into proven programs. Proceedings of the 2008 National PIRC Conference, Baltimore, MD.
Lara, L., & Saracostti, M. (2020). Effect of parental involvement on children’s academic achievement in Chile. Frontiers in Psychology, 11, 1464.
Louder, E., Wyborn, C., Cvitanovic, C., & Bednarek, A. T. (2021). A synthesis of the frameworks available to guide evaluations at the interface of environmental science on policy and practice. Environmental Science & Policy, 116, 1–27. https://doi.org/10.1016/j.envsci.2020.12.006
Pacansky, B. M. (2020, June 26). What is the value of social presence in online learning?
Partelow, S. (2023, April 14). What is a framework? Understanding their purpose, value, development, and use. Journal of Environmental Studies and Sciences, 13, 510–519. https://doi.org/10.1007/s13412-023-00833-w
Patricio, H. S. (2023). Learning preference wheel for the mainstreaming competence of special needs education teachers. Best Practices in Disability-Inclusive Education, 2, 53-62. https://doi.org/10.1007/s13412-023-00833-w
Pfortmuller, F., Luchsinger, N., & Mombart, S. (2020, June 16). The Community Canvas.
Welch, R. E., & Sheridan, S. (2020). Stakeholder theory: The state of the art. Cambridge University Press.
Xia, J. (2020). Practical exploration of school-family cooperative education during the COVID-19 epidemic: A case study of Zhenjian experimental school in Jiangsu Province, China. Best Evidence of Chinese Education, 4(2), 521-528.