The main objective of this study was to determine the extent of local community collaborative networks and examine their influence on school climate and school improvement in the school year 2025-2026. The research employed a quantitative-descriptive research design. It was conducted in the public elementary and secondary schools in Ubay II district. The participants were seventeen (17) public elementary school heads, one hundred one (101) public elementary and high school teachers, sixty (60) barangay officials, eighty-five (85) parents, one hundred two (102) public elementary and high school learners with a total of three hundred sixty-five (365) participants. Using a stratified random sampling technique in choosing the respondents. The results revealed that most schools were medium-sized, primarily complete elementary, with compliant governance councils and varied MOOE allocations. Local community collaborative networks significantly predicted school improvement. Additionally, there was a very high positive correlation between school climate and improvement. Strong community connections foster a healthy and encouraging learning environment, as evidenced by the study’s conclusion that local community collaborative networks are a positive predictor on school climate and improvement. These networks play a crucial role in fostering communication, trust, participation, and shared responsibility among stakeholders such as parents, local officials, and civic organizations. Furthermore, the effectiveness of school improvement projects is directly correlated with increased community involvement, as demonstrated by the considerable prediction of school improvement made by local communities’ collaboration. Strong, positive relationships between school progress and important factors like academics, community involvement, safety, and institutional environment were found in the study. Overall, the results show that a positive school climate, supported by active community collaboration, is essential for meaningful and sustained school improvement. This study recommends that Department of Education must strengthen policies and initiatives that promote and support local community collaborative networks to enhance school climate and improvement. The school administrators in collaboration with the Department of Education (DepEd), should prioritize the development and maintenance of strong relationships with local community organizations to foster a positive school climate and drive school improvement efforts. Local communities must strengthen collaborations with schools by offering resources, expertise, and support to foster a vibrant educational environment. Lastly, future researchers should investigate the specific mechanisms by which local community collaborative networks influence school climate and improvement in order to inform targeted interventions and policies.
Marita B. Aclon (Thu,) studied this question.