ASSESSING THE INFLUENCE OF COMMUNITY PARTICIPATION ON PERCEIVED SCHOOL QUALITY VIA A MIXED-METHODS APPROACH

Abstract

This study aimed to assess the influence of community participation on perceived school quality through a mixed-methods approach. The research examined the role of parents, teachers, school administrators, and community members in supporting educational development and improving school effectiveness. A mixed-methods research design was employed to collect both quantitative and qualitative data. The quantitative phase involved a structured Likert-scale questionnaire administered to 250 respondents, including teachers, parents, school administrators, and community members. The qualitative phase included open-ended responses to gain deeper insights into stakeholder perceptions regarding school-community collaboration. The quantitative findings revealed that respondents generally agreed that community participation positively contributes to school quality. The results indicated favorable perceptions regarding parental involvement, community support for school activities, effective communication between schools and communities, and collaborative decision-making processes. Respondents also perceived that active community participation enhances student academic performance, improves school discipline, strengthens school management, and promotes supportive learning environments. Qualitative findings further supported these results by emphasizing the importance of cooperation, trust, and shared responsibility in achieving educational improvement. However, some barriers to effective participation, including limited awareness and communication challenges, were also identified. The study concludes that community participation plays a significant role in enhancing perceived school quality and fostering positive educational outcomes. The findings suggest that stronger school-community partnerships can contribute to improved institutional effectiveness, student development, and public trust in educational systems. Therefore, educational policymakers and school administrators are encouraged to promote inclusive participation and collaborative engagement strategies to support sustainable school improvement