ABSTRACT
This descriptive correlational study aimed to discuss the assessment of the conversion of Calaca into a city and its impact on education. A total of two hundred forty-six (246) elementary and secondary teachers and thirty-nine (39) school heads were the respondents of the study. They were chosen through simple random and purposive sampling, respectively.
Results revealed that teachers and school heads highly understood the cityhood of Calaca relative to educational improvement and budget allocation. The groups of respondents strongly agreed in the development of cityhood in terms of special education funds and education programs. Using Pearson r, it was learned that there is a significant relationship between the level of understanding and the assessment of teachers and school heads in the development of cityhood of Calaca. The findings implied that the cityhood conversion had high impact on the education programs. It was recommended that the proposed programs, projects, and activities plan should be implemented to strengthen the education programs under the cityhood conversion of Calaca.
Key Words: conversion, budget allocation, cityhood, education programs, educational improvement, impact, programs, projects, activities, understanding