Journal of School Improvement Plan Implementation and School Reform

This research explored the creation and execution of the Malupo Elementary School Improvement Plan (SIP) for SY 2024–2026, tackling issues related to student performance, support for learners, teacher training, and school infrastructure. Driven by the Department of Education’s MATATAG Agenda (DepEd, 2023), the SIP sought to pinpoint Priority Improvement Areas (PIAs) and execute data-informed, stakeholder-driven strategies to improve educational results. A mixed-methods strategy was used, integrating quantitative information from enrollment records, academic outcomes, attendance, and facility inventories with qualitative insights gathered from interviews, focus group discussions, and surveys involving teachers, students, parents, and representatives from local government units (Reyes Bernal, 2020; Dela Cruz, 2022). Statistical analysis indicated an average student attendance rate of 91.87% (SD = 3.45) and a total academic performance of 82.45 (SD = 5.67), showing a significant positive correlation between teacher support and student success (r = 0.65, p <.001) (Wullschleger, Smith, Ocampo, 2025). Qualitative results emphasized robust stakeholder collaboration, successful execution of initiatives like anti-bullying programs, reading campaigns, and recognition ceremonies, as well as specific enhancements to school facilities and resources. The SIP showed that collaborative, evidence-driven planning enhances teaching methods, boosts student involvement, and fosters a secure and inclusive educational setting. These results highlight the significance of engaging stakeholders and making data-driven decisions in enhancing public schools, offering a model that can be applied to comparable educational settings.