LGU-to-School Support toward Teaching-Learning Progress in Public Secondary Schools

Abstract

The impact of Local Government Unit (LGU) support to schools on teaching-learning progress in public secondary schools in the Division of San Pablo City was investigated in this study. Through a comprehensive analysis of data collected from various indicators, including reaching out to learners, reporting and feedbacking, decreasing rates of drop-outs, and adapting to diverse challenges, the study revealed a significant positive relationship between LGU support and teaching-learning progress. The average scores obtained from several factors consistently showed that LGU support is moderately to strongly effective. The results highlighted the importance of parents, children, teachers, school administrators, and government agencies working together to provide a supportive learning environment and improve student outcomes. Recommendations were provided to enhance collaboration, capacity building, community engagement, tailored interventions, and continuous monitoring and evaluation to maximize the impact of LGU-to-school support initiatives in the Philippine educational context. This study utilized a descriptive and correlational type of research where a survey questionnaire was distributed and retrieved through random sampling from 175 public secondary teachers in Deped-San Pablo.