Empowering School Development: Exploring the Lived Experiences of Stakeholders on School Monitoring Evaluation and Plan Adjustment (SMEPA)

This study aimed to describe stakeholders' understanding of the presence of School Monitoring, Evaluation, and Plan Adjustment (SMEPA) and its impact at Spring Integrated School. A qualitative-phenomenological approach was used, and purposive sampling was used to select ten (10) participants for in-depth interviews. These included two (2) teachers, one (1) parent, two (2) Supreme Student Government (SSG) members, two (2) government officials, two (2) PTA officials, and one (1) school head. Findings revealed five themes describing the stakeholders' views on SMEPA: barriers in effective SMEPA implementation, positive experiences in SMEPA Implementation, Stakeholders’ view of SMEPA challenges, changes in perception towards SMEPA, and perceived effectiveness of SMEPA in school improvement. Stakeholders expressed varied emotions, categorized into five themes: mixed emotions, heartfelt dedication to school and learners, emotional burden amid SMEPA responsibilities, fulfillment and achievement, and joyful school involvement. Five impact-related themes also emerged: professional and leadership growth, positive changes in school development, student performance and academic outcomes, stakeholder and community engagement, and career motivation and satisfaction. Collectively, the study highlighted both positive contributions and challenges of SMEPA, emphasizing its role in enhancing school performance through collaborative stakeholder engagement.