The holistic development of learners in public schools is a collaborative process that
involves the synergy of teachers, leadership, school culture, and the wider community.
This study was conducted to highlight the exemplary practices observed at Banban
National High School in Siquijor—a school that, despite limited resources, has managed
to cultivate a nurturing and productive learning environment. Through effective
leadership, strong teacher commitment, and deep community involvement, the school
serves as a model of how public education can thrive in rural settings.
This observation underscores the vital role that teachers play not only within the
confines of the classroom but also in broader community development. Additionally, it
illustrates how inclusive leadership and value-oriented school culture contribute
significantly to the academic success and holistic growth of learners. The study aims to
contribute to the growing discourse on how these elements—teacher engagement,
organizational leadership, and school culture—can be harmonized to foster resilient and
effective educational institutions.
II. Theoretical Background
The study draws from several educational theories and frameworks that emphasize the
interconnectedness of school leadership, community involvement, and learner
outcomes:
1. Vygotsky’s Sociocultural Theory: Lev Vygotsky asserts that learning is
inherently social and contextual. Teachers at Banban National High School
embody this theory by integrating community engagement and cultural values
into education, enabling learners to acquire knowledge within meaningful and
familiar contexts.
2. Bronfenbrenner’s Ecological Systems Theory: This theory illustrates that a
child’s development is influenced by various systems, including the school and
community. Banban National High School reflects this model, where the school’s
interaction with parents, local government, and civic organizations enhances the
learning environment.
3. Transformational Leadership Theory: As observed, the school head practices
a form of leadership that inspires, motivates, and fosters collaboration among
teachers, students, and stakeholders. This leadership style builds trust,
distributes leadership responsibilities, and empowers teachers to lead
community-based initiatives.
4. Sustainable Development Goal 4 (SDG 4): This global framework emphasizes
inclusive, equitable, and quality education. Banban’s community programs,
technical-vocational education, and environmental initiatives align with the
mission to deliver holistic and lifelong learning opportunities.
III. Recommendations
Based on the findings and analysis of Banban National High School, the following
recommendations are proposed to further strengthen its impact and serve as a model
for similar institutions:
1. Infrastructure and Technological Improvement
o Allocate funds to improve internet access and classroom ventilation. The
implementation of the Piso WiFi system is commendable and can be
further supported through LGU or NGO partnerships.
o Provide updated learning materials and multimedia tools to enhance
student engagement and support differentiated instruction.
2. Strengthen Teacher Professional Development
o Facilitate regular in-service training focusing on inclusive education, digital
literacy, and culturally responsive pedagogy.
o Encourage peer mentoring and collaborative lesson planning to leverage
the diverse expertise of technical-vocational and academic teachers.
3. Enhance Community Involvement and Stakeholder Engagement
o Institutionalize regular forums where parents, barangay officials, and
school staff co-plan initiatives.
o Expand parent leadership roles beyond GPTA to include program-specific
committees (e.g., nutrition, infrastructure, livelihood training).
4. Replicate Best Practices Across Other Rural Schools
o Document and share Banban’s successful models (e.g., integration of TVL
skills in school development, ORVT, Gulayan sa Paaralan) through
regional DepEd conferences or community education summits.
o Facilitate inter-school visits to foster a culture of collaboration and
innovation among rural educators.
5. Promote Values-Based Education through Cultural Integration
o Strengthen the use of local traditions, languages, and heritage events as
platforms for character education.
o Expand partnerships with cultural organizations to preserve indigenous
knowledge and promote student identity.
