Stakeholders’ participation and challenges in school activities

Abstract

Stakeholders provide relevant inputs that advance the interests of the majority. However, many studies have been conceptualized and conducted mostly in and about business and management institutions. Limited is focused on educational institutions regarding their participation and challenges. With this, there is a clear need to determine the stakeholders’ level of participation and the challenges of the school on stakeholders’ involvement in school-initiated activities in the context of private basic education in the Philippines. Stakeholders comprise high school learners, educators, parents, alumni/alumnae, school administrators, and partner government agencies and non-governmental organizations in this study. A 49-item questionnaire with two main factors and three sub-factors for the first was validated by three experts, resulting in S-CVI/UA = 0.85, which showed high content validity for the overall scale. Sub-factors were named “school management and governance”, “program and project implementation”, and “learner success”. The Cronbach Alpha value of the scale is 0.91. Stakeholders “often” participate in school management and governance, program and project implementation, and learner success. However, they see “much” challenges of the school in their participation. Their level of participation correlates with the school’s challenges in their participation. Inconsistent participation in partnership programs and curriculum development limits its impact. So, private educational institutions should create structured frameworks and communication channels to foster regular, collaborative engagement and address challenges effectively. Administrators and policymakers should engage stakeholders more in all aspects of the development of both the learners and the school, as challenges persist. Further studies anchored in a qualitative approach are encouraged.