Managing Diversity of Secondary Schools in Legazpi City Division

This study investigated the null hypothesis that there is no significant difference in the extent of diversity management across three areas of concern—teachers, students, and parents and community—within selected public secondary schools in the Division. Employing a descriptive survey design, data were gathered from 267 respondents composed of school heads and teachers from 12 schools. A structured questionnaire using a Likert scale was utilized to measure perceptions and practices of diversity management. The study also explored challenges encountered in implementing diversity initiatives and proposed a management plan to address barriers. Findings revealed that diversity management practices were consistently observed across the three areas, with respondents reporting high levels of engagement in fostering inclusivity and collaboration. The results underscore the importance of systematic approaches to diversity management, highlighting the shared commitment of school stakeholders in promoting equitable learning environments.

Further analysis determined whether differences existed between the two respondent groups in their ratings of diversity management. Using ANOVA, the computed F values for teachers (0.611), students (2.714), and parents and community (2.480) were all significantly lower than the tabular F value of 5.318 at the 0.05 level of significance. These results confirm that there is no statistically significant difference between the perceptions of school heads and teachers regarding diversity management practices. Both groups consistently rated diversity management as being implemented at a high and uniform level across the three dimensions. This finding suggests a shared understanding and alignment among school leaders and teachers in addressing diversity concerns, reinforcing the notion that diversity management is embedded in the organizational culture of schools in the Division. The study concludes that while diversity management is effectively practiced, continuous improvement through targeted management plans remains essential to overcome challenges and sustain inclusive educational practices.