Stakeholders’ engagement and school performance: Basis for a school’s sustainable development plan

Stakeholder engagement has become an essential component of school governance and continuous improvement in basic education. This study examined the relationship between stakeholders’ engagement and school performance as the basis for developing a School Sustainable Development Program in the public elementary schools of the Bustos District, Schools Division of Bulacan, during the School Year 2025–2026. A quantitative descriptive-correlational research design was employed. The participants consisted of 201 school stakeholders, including school heads, teachers, Parents and Teachers Association (SPTA) officers, and local government officials. Data were gathered using a adopted questionnaire, SBM tool and analyzed using frequency, percentage, weighted mean, and the Pearson Product-Moment Correlation Coefficient. The findings revealed that stakeholders demonstrated a very high extent of engagement, with the implementation of school programs and activities obtaining the highest composite mean (4.19). School performance was rated very satisfactory, with teachers’ performance receiving the highest composite mean (4.19). The correlation analysis revealed a significant positive relationship between stakeholders’ engagement and school performance, indicating that increased stakeholder participation was associated with improved school performance. Based on these findings, a School Sustainable Development Program, entitled Stakeholders for Sustainable School Excellence (S3E) Program, was developed to strengthen stakeholder participation, enhance school-community partnerships, and support continuous school improvement. The study emphasizes the value of collaborative governance in promoting sustainable educational development.