A QUANTITATIVE ANALYSIS OF GOVERNANCE EFFICIENCY ON SATISFACTION OF TEACHERS AND STAKEHOLDERS’ PARTICIPATION

Educational Administration

The main purpose of this study is to find out the relationship of governance efficiency, teacher satisfaction and stakeholder participation in the selected public elementary and secondary schools in Montevista District. The study used quantitative descriptive-correlational design. Data were gathered from 120 respondents (teachers and stakeholders) using purposive sampling. The efficiency of governance was rated in four areas, namely, planning and organization, decision-making and policy execution, resource allocation and management, and monitoring and evaluation. The findings show that the school administrators are positive in the governance methods. Teachers are satisfied with leadership support, professional growth opportunities, and involvement in decision-making. Stakeholders are actively involved in the school’s programs, planning and communication. Overall, the Pearson correlation analysis did not uncover any significant link between governance efficiency and teacher satisfaction and stakeholder participation. These data imply that governance procedures are beneficial but that satisfaction and involvement are susceptible to other personal, organizational or contextual factors. The report advocates open policies, participative styles of leadership and constant evaluation of governance processes to improve institutional performance and educational outcomes.

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