Interaction Among Stakeholders in a School Setting

: The study gives a new outlook and an insight in the performance of their school task which the teachers are expected to improve both the academic and the physical aspects of the child’s education. It is hoped that the results of this study can lead them to discover these needs and suggest ways with which these needs could be met without waiting for government aid to come. Theory Gathering-Inductive Method was employed by the researcher using an in-depth interview technique. The technique was used to gather valid and factual data from which to draw conclusions. Interviews with the Barangay officials were undertaken to verify the answers to the instrument.


INTRODUCTION METHODOLOGY
In Abadiano (2014), the Grounded theory Glasserian approach (1978), using a qualitative research method, was utilized to generate the theory on schoolcommunity relationship. To achieve the purpose of the study, the normative survey method was employed by the researcher using the questionnaire and unstructured interview techniques. The questionnaire was used to gather valid and factual data from which to draw conclusions. Interviews with the barangay officials were undertaken to verify the answers to the instrument.
The study was conducted in Calubian National High School, Calubian South District Division of Leyte. Calubian South District is located in the Northern part of Leyte and is one of the 4 th class municipalities in the Province of Leyte, Region VIII.
The respondents were the school principal, teachers and parents of Calubian National High School, Calubian South District, Division of Leyte in school year 2018-2019.The participants of the study were seven (7) classroom teachers actually handling classes in the school, ten (10) randomly selected parents who are PTA members in the school and one (1) school principal.The research utilized in-depth interview schedule.
The researcher conducted a semi-structured interview with eighteen (18) classroom teachers, school principal and selected parents of Calubian National High School, Calubian South District, Division of Leyte. Some participants were contacted through snowball sampling.

Results and Discussion of Preliminary Study for Theory Development
Three (3) major themes were extracted after a thorough analysis of the data. These were categorized and labeled accordingly for further discussion.

Theme 2: Significance of the Information
Some participants felt encouraged by supporting school-community relationship through PTA, others are so happy that they contributed something to the improvement of the school, some of whose responses can be found below.
"It is us teachers to guide the parents in their responsibilities in school, in the community and their children." (P9)

Theme 3: Motivational Information
Most of the participants felt motivated and inspired emotionally, physically and mentally to share their support to the school and community as well. Intrinsically and extrinsically they are motivated to achieve a good rapport relationship: "Kung tanang ginikanan kanunay gasuporta sa tanang kalihokan nato ari sa eskwelahan, paspas pud ang improvement ug mas mapadali pud pag implement sa atoang projects and programs."(P3) "Sa pagkatinuod lang maam para nako nindot nga pamalakad sa eskwelahan nga paapilon me permi kung unsay mga kalihokan. Dakoug tabang ang mga magtutudlo sa among mga bata. " (P10)

Hypotheses Derived from the Results:
Generation of hypothesis 1: The study participants were asked to share their experiences about how they correlate, how they feel and behave in supporting the school. There were extracted from the following three themes:

Generation of hypothesis 2:
Theoretical categories on the status of schoolcommunity relationship used in national concerns and are recognized internationally such as those which emerged from the interviews. Interview findings were diverse.

Theme 2: Significance of the Information
"It depends upon the leadership of the school head or school principal maam because if dili siya maningkamot makakuha sa attention sa mga ginikanan and kumonidad, maglisod sad me mga maestra pagtukod ug maayo nga relasyon ngadto kanila." (P13) "It is us teachers to guide the parents in their responsibilities in school, in the community and their children." (P9) Hypothesis 2: If there is a strong partnership, then all school projects and programs will be realized. Proposition 2: Building partnerships perceived by the leadership of the school administrator.

Generation of Hypothesis 3:
Theoretical Theme 2 is motivational information which entails the positive drive in the school implementation projects and programs.

Generated Grounded Theory:
The Status of School-Community Relationship is captured by the following features: It is encouraged that schools and parents shall work hand in hand in creating networks towards supporting each other in order to achieve a good foundation for the youth. With this, through involvement a positive effect will then be achieved between parents and communities. (Theme 1); To develop long lasting and meaningful impact in the educational arena, ways to achieve engagement between parents and families shall be strongly part and parcel in the mission and vision of the system. (Theme 2); It is during the time when both works as one, that's the time where both can create a conducive and welcoming atmosphere for students. Alongside, will have an impact on the ability of the school to provide quality services to its clientele by involving themselves in the decision-making and rather makingsolutions of the schools to attain a better and brighter education. (Theme 3); The theory generated can be summarized as follows: "Community provides key support to schools in achieving quality education." It is believed that involvement in the community is a great indicator of students' improvement in their academic achievement. Developing community involvement partnership is indeed a great challenge.
In delivering quality education, family has been considered as one of the important factors that provides quality positive feedback which in one way or another be given value in the process of decision-makings. Thus, can provide collaboratively to intended outcomes of the school system.
In order to arrive into certain accountability, exchange of opinions between different stakeholders should always be taken into account. These aspect is very relevant to the point that stakeholders share common responsibilities in meeting the needs of the school system.
Sadly, this aspect were not taken into account. The challenge among community groups remain until recognize by the people involve among the system. It should always be a reminder that the different stakeholders should meet half way in order to attain the inteded outcome.
The performance of the learners, depend on the stakeholders' demonstration of support in so many ways that they can. This support brings change to the part of the learners, they become motivated and encouraged to continue and pursue their studies successfully. Both an opportunity tot he school and the community. This is also in the same with the parents who personally present their selves in school varied activities. May it be assisting the teachers in organizing activities for their children. Numerous ways may be enumerated to establish relationship among the two. This shall be encourage and should be the top priority of both parties.

Figure 1: Conceptual Model of Cataraja's School-Community Relationship
The dynamics of school-community relationship will be successful if it is taken seriously and religiously by the community, parents and school teachers. The above figure depicts the vitality of how school-community relationship can have an important, positive impact on the school's ability to deliver quality education.