Implementation of the Basic Education Development Plan and Instructional Governance in Non-Sectarian Schools in Dasmariñas City: Basis for Enrichment Intervention Program
DOI:
https://doi.org/10.5281/zenodo.21502937Keywords:
Basic Education Development Plan, instructional governance, non-sectarian schools, stributed leadership, school improvement, enrichment intervention programAbstract
This study assessed the implementation of the Basic Education Development Plan (BEDP) and instructional governance in non-sectarian schools in Dasmariñas City as a basis for an enrichment intervention program. A quantitative descriptive-correlational design was used involving 112 respondents composed of 12 school heads, seven subject coordinators, two grade-level coordinators, and 91 teachers from 12 schools. Data were gathered through a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, analysis of variance, and Pearson product-moment correlation. The results showed that BEDP implementation was Highly Evident (M = 4.41). Learning environment and well-being obtained the highest domain mean (M = 4.49), followed by governance and accountability (M = 4.47), equity and inclusion (M = 4.44), curriculum and learning outcomes (M = 4.39), digitalization and innovation (M = 4.34), and teacher quality and development (M = 4.33). Significant differences were found among the four respondent groups across all BEDP domains (p < .05). Instructional governance was also Highly Evident (M = 4.53), with policy and standards alignment receiving the highest mean (M = 4.55). BEDP implementation and instructional governance had a strong positive and statistically significant relationship (r = .88, p < .001). Implementation concerns were Moderately Challenging (M = 2.70), particularly in lesson alignment, instructional resources, sustained professional development, differentiated planning, and policy communication. The proposed enrichment intervention program was Highly Acceptable (M = 4.21). The findings indicate that strong instructional governance supports effective BEDP implementation, while targeted improvements in mentoring, digital capability, resource provision, differentiated instruction, monitoring, and stakeholder collaboration are necessary to sustain school improvement.
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