Abstract

This study explored stakeholders' roles, responsibilities, challenges, and insights in implementing school-based programs at Mapula National High School, Cluster XIII, Division of Davao City. This study employed a qualitative case study approach. The research delved into the participation of parents, teachers, administrators, and community members in various initiatives aimed at educational improvement. As Creswell (2012) noted, the qualitative case study is a research methodology that concentrates on a distinct phenomenon, situation, or context, defined by specific boundaries or parameters. This investigation utilized semi-structured interviews to explore stakeholders' engagement with school-based programs. The following major findings revealed that active collaboration, effective communication, resource allocation, and adaptability were instrumental in sustaining projects focused on students’ development. However, issues such as communication barriers, competing priorities, and limited resources hindered progress, necessitating adaptive strategies. Parents played a pivotal role in bridging community-school relations, while teachers facilitated program delivery amidst resource constraints. The findings underscored the need for stronger partnerships among all stakeholders, fostering a collective commitment to advancing educational opportunities and enriching the school community. It can be concluded that the value of inclusive stakeholder engagement as a means of enhancing school-based programs. By prioritizing collaboration, clear communication, and strategic resource allocation, educational institutions were able to address challenges more effectively and achieve lasting improvements.