Transparency and Governance in Self- Implementing Secondary Schools

Abstract

 This study investigated the relationship between transparency and governance in self-implementing secondary schools in Digos City, Davao del Sur, with 137 respondents. Employing a non-experimental quantitative-correlational design, the research focused on teachers’ perceptions as primary data sources. The study examined levels of transparency in budgeting, accounting, procurement, and asset management, as well as governance dimensions including transparency and accountability, effectiveness and efficiency, and equity and inclusiveness. The findings indicated that respondents perceived transparency and governance in the selected schools to be consistently strong, with most areas earning high marks for quality and effectiveness. A strong, positive correlation was found between transparency and governance, indicating that enhanced transparency significantly contributes to more effective governance structures and practices. Interestingly, no significant differences in perception were observed based on teachers’ demographic profiles—such as sex, age, or years of experience—implying consistent governance practices regardless of background. The study also highlighted areas for improvement, particularly in asset management and stakeholder communication. Recommendations include implementing enhanced tracking and reporting systems, as well as establishing regular performance assessments and feedback mechanisms, to strengthen school governance. This research provides valuable insights for school leaders, policymakers, and educators seeking to promote accountability and operational effectiveness in decentralized education systems. Emphasizing transparency not only builds trust among stakeholders but also ensures more equitable and inclusive governance practices. Ultimately, the study underscores the vital role of transparency in fostering effective school leadership and improving educational outcomes in self-governing school environments.