Corporate Social Responsibility Implementation of Private Lending Institutions and Its Correlation with the Academic Performance of Public Elementary Schools
DOI:
https://doi.org/10.69569/jip.2025.384Keywords:
Academic performance, Corporate social responsibility, Corporate social responsibility implementation, Corporate social responsibility responsiveness, Private lending institutionsAbstract
Private lending institutions (PLIs) are often associated with corporate social responsibility (CSR); however, data on the social, economic, and environmental returns to schools have been minimal. This study assessed the CSR implementation of the PLIs and its correlations with the academic performance of the public elementary schools in the first district of Northern Samar. The study involved 166 school heads identified through a simple random sampling technique. A self-structured survey questionnaire was used to gather data, which was analyzed using frequency counts, percentages, average means, and Pearson’s r correlation. Results revealed that 125 (75.30%) are regular schools, 98 (59.03%) with 290-841 student populations, 73 (43.97%) had nine or below teaching staff, 74 (44.57%) had nine or below instructional rooms; 61 (36.74) had nine and below classroom furniture; 86 (51.80%) had less than five physical facilities; 92 (55.42%) maintained a 1:1 student-to-learning resource ratio; and, 149 (89.75%) were affiliated with three or more PLIs. The implementation of CSR initiatives is “implemented” (x̅ = 2.55), with the Adopt-a-School Program (x̅ = 2.99) garnering the highest score, while the Scholarship Program obtained the lowest score of x̅ =2.10. Overall, PLIs showed moderate responsiveness on social (x̅ = 2.52) and environmental (x̅ = 2.54) aspects, but were less responsive on economic (x̅ = 2.46) aspects. The overall academic performance is x̅ = 4.78 (moving towards mastery). There is a weak, yet significant, positive correlation between CSR and performance in Mathematics (r = 0.158, p = 0.042); thus, schools that received CSR-related programs, such as the Adopt a School Program, could be a contributory factor to improved performance in Mathematics. In contrast, a negative correlation was observed between CSR and Filipino (r = -0.178, p = 0.022), indicating a possible misalignment between CSR activities and language instruction needs. The Department of Education (DepEd) should formalize collaborations to align PLI programs with school goals, thereby helping to maximize CSR across STEM and non-STEM areas.
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