Stakeholders and

Community Involvement
in Education

RUSSEL M. PAGANAO
 Who are the stakeholders?

A stakeholder is an individual or group with an

interest in the success of an organization in fulfilling
its mission—delivering intended results and
maintaining the viability of its products, services
and outcomes over time.
 The Existing Stakeholders and their Role
in Education
1. Parents- provide financial, moral and spiritual
support for the students.
2. Educators and Teachers- to educate the
students
3. Federal State and Local Government- finance
the schools enact effective policy.
4. School Administrators- implement effective policy
and aide teachers in their efforts to better educate the
students.
5. Future Employees and the Public at large- contribute to
the other needs of the school to better assist the
school and the students.
6. The Students- learn valuable skills that can be used in
business, or in administrative roles.
 Why Involve Stakeholders in
Education?
1. Involvement of internal stakeholders
have greater capacity to produce
positive changes in school.
What Purpose do the Stakeholders in Education Serve?

• By working with other stakeholders and sharing ideas

and plans, they often achieve common educational
objectives.
• Using instruction to prepare students for life after
school helps them become productive members of
society. This strengthens the community as a whole.
The two Types of Stakeholders in
Education

1. Internal Stakeholders
2. External Stakeholders
 Internal Stakeholders

An internal stakeholder is someone who works

or studies in an educational institution. This
includes those who receive remuneration for
their contribution. Internal stakeholders focus
more on the organization’s success because
their income or education depends on it.
Students
• They are the primary stakeholders because they
are the reason for a school’s existence.
• They rely on the system to provide them with
good education and the skills to succeed in life
as adults.
• Many educators believe that students deserve
input regarding what they learn and how they’re
taught.
Parents
• They are key stakeholders because they
pay for their children’s education.
• Parents ensure they attend classes and
comply with the school’s policies.
• Parents expect the school to keep their
children safe and reinforce the values taught
at home.
Teachers
• Teachers are directly responsible for student education.
• Teachers prepare lessons according to the curriculum and
prepare students to progress to the next year.
• They also help children accept and adapt to a class of
students with different abilities, diverse cultures and various
backgrounds.
• They engage with parents and other stakeholders to formulate
the best way to deal with each child.
Support Staff
• Support staff includes cleaners, kitchen staff, transport,
security and office staff.
• They ensure the premises are clean and hygienic, the meals
students receive are nutritious, transportation to
extracurricular or off-campus activities is safe and the
building is secure at all times.
• Other support staff professionals, such as social workers and
psychologists and school nurses. They help schools to
support children with special needs and help them progress.
School Administrators
• Administrators include school principals, assistant
principals and other senior staff members.
• They are responsible for ensuring that the school runs
efficiently and effectively.
• They collaborate with other stakeholders to help them
make strategic decisions and implement
improvements.
The School Board
• School boards mostly consist of community members that
the community elects to oversee the facilities in their local
area and ensure that they provide a quality education that
meets educational standards.
• Board members are responsible for ensuring that their
schools help students succeed. They may request that
administrators develop and implement programmes to meet
educational goals.
 External Stakeholders
External stakeholders are those who do not
directly participate in the school system daily.
They are not employees of the institution and do
not realize any financial gain from it. They have a
personal interest in the institutions’ success or
failure, as it could impact them.
Local Businesses
• The business community’s stake in education
revolves around ensuring that students leave school
with the knowledge and skills to enter the workforce.
• They provide various resources to the schools in their
area, including financial aid, books and other supplies.
Many businesses offer internships and training
opportunities to students and graduates.
Government and Local Authorities
• Government officials determine the protocols and
objectives of the education system. Different ministers
regulate educational strategies, including health and
nutrition.
• Local authorities and officials want to ensure that the
future workforce learns essential knowledge and skills.
They want to ensure that students are ready to become
productive members of their communities.
Education Policymakers
• They determine the laws and regulations governing
schools and other educational institutions.
• They also allocate funds to enable schools to remain
effective in preparing students for life after school.
• Policymakers often collaborate with other stakeholders
to ensure that schools accommodate the requirements of
students, their parents, local businesses and the
community.
Community
• Local communities are stakeholders because
they are the ones who benefit from an
educated community. Well-educated students
are likely to become civic-minded, self-
confident leaders. They may participate in
community programmes and local campaigns.
State Universities and Colleges
• Universities and other tertiary learning institutions are
stakeholders in high school education. They want to
ensure that students leave with the knowledge and skills
to succeed in furthering their education.
• Suitably qualified high school graduates enable
universities to maintain their academic benchmarks
without spending money on remedial education for
students not ready for more in-depth learning endeavors.
 Parental Involvement in Education

Parental involvement refers to parents’ participation in

their children’s education at home and school. This can
take many forms, such as helping with homework,
attending school events and parent-teacher conferences,
participating in decision-making processes, or regularly
communicating with the child’s teacher.
Involve­ment
• It includes par­tic­i­pa­tion in school events or activ­i­ties, with
teach­ers pro­vid­ing learn­ing resources and infor­ma­tion
about their student’s grades.
• While teach­ers can offer advice, fam­i­lies and care­givers
have impor­tant infor­ma­tion about their chil­dren that teach­
ers may not know. So a student’s learn­ing expe­ri­ence is
enriched when both bring their per­spec­tives to the table.
Engage­ment
• Home and school come togeth­er as a team. Schools
empow­er par­ents and care­givers by pro­vid­ing them
with ways to active­ly par­tic­i­pate, pro­mot­ing them as
impor­tant voic­es in the school and remov­ing bar­ri­ers to
engage­ment.
• Exam­ples include encour­ag­ing fam­i­lies to join the fam­i­
ly-teacher asso­ci­a­tion or arrang­ing vir­tu­al fam­i­ly-
teacher meet­ings for fam­i­lies with trans­porta­tion
issues.
Types of Behaviors
that Nurture
Collaboration.
Harmful Behaviors Helpful Behaviors
Avoidance Involvement
Blaming Problem-Solving
Rumor Honesty
Collusion Trust
Pessimism Optimism
Judgement Mutual Respect
Apathy Empathy
Defensiveness Active Listening
Opposition Collaboration
5 Categories of Parents’
Behavior within a school
Community
Traditional Parent Volunteer
• Volunteering at school- helping in the
classroom, fundraising, chaperoning, etc.
• The traditional parent volunteer contributes
highly to the success of the school
community but does not necessarily
contribute to student success.
Reactive Parent
• The “provoker” parent, instead of employing
helpful behaviors to influence change, uses
techniques such as blaming, rumor, collusion,
and gossip to achieve results.
• The Reactive parent is a low contributor to the
success of the school community and a low
contributor to student success.
Uninvolved Parent
• The “outsider” parent is generally
invisible in the school community and
is isolated from other parents.
• The Uninvolved parent is a low
contributor to school success and a
low contributor to student success.
Mindful Parents
• “Mentor” parent approaches parenting with
conscious intention but does not
necessarily get involved at their children in
school.
• The Mindful parent is a high contributor to
student success but a low contributor to the
success of the school community.
Fully-Engaged Parent
• “Collaborator”, acts in ways that facilitate its development,
and recognizes that effective parenting cannot occur in
isolation from other parents and the school.
• Emphatic listeners, communicators and problem solvers.
• The fully-engaged parent is a high contributor to the
effectiveness of the school community and a high
contributor to student success.
Ways that parents can
get involved in their
children’s education
1. Helping with homework
Parents can help their children with
homework by providing guidance,
support, and encouragement.
2. Attending school events
Parents can show their support for their
children’s education by attending school
events such as open houses, parent-
teacher conferences, and school plays.
3. Participating in decision-making processes
Parents can have a voice in their
children’s education by participating in school
decision-making processes, such as serving
on a school committee or joining a parent-
teacher organization.
4. Communicating with the school
Parents can stay informed about their
children’s education by communicating with the
school regularly. This can be done through
Facebook, email, phone calls, or in-person
meetings.
5. Volunteering in the classroom
Parents can contribute to their children’s education by
volunteering in the classroom or on a school committee.
6. Supporting the school
Parents can show their support by participating in
fundraisers, attending school events, or becoming a
member of the school’s Parent-Teacher Organization.
Parental Involvement
Outside the Classroom
Researchers have not­ed that par­ent involve­ment in school gov­
er­nance, for instance,
• Helps par­ents under­stand edu­ca­tors’ and oth­er par­ents’ moti­
va­tions, atti­tudes and abil­i­ties.
• Gives them a greater oppor­tu­ni­ty to serve as resources for
their chil­dren, often increas­ing their own skills and con­fi­
dence.
• While pro­vid­ing improved role mod­els for their chil­dren, these
par­ents also ensure that the larg­er com­mu­ni­ty views the
school pos­i­tive­ly and sup­ports it.
 READ­ING AND HOMEWORK
Very ear­ly in their school career — by fourth grade — chil­
dren are expect­ed to be able to read to learn oth­er sub­
jects. But recent research shows that about two-thirds of the
nation’s pub­lic school fourth graders aren’t pro­fi­cient read­ers.
To make chil­dren suc­cess­ful in read­ing, and in school more
gen­er­al­ly, the sin­gle most impor­tant thing you can do is to
read aloud with them.
 YOUTH SPORTS AND OTH­ER EXTRACUR­RIC­U­LAR
ACTIVITIES
Par­ents can make or break their child’s rela­tion­ship with sports and oth­er extracur­ric­u­
lar activ­i­ties, so they should think deeply about how to show chil­dren the fun of mas­ter­
ing a new skill, work­ing toward a group or indi­vid­ual goal, weath­er­ing adver­si­ty, being
a good sport and win­ning or los­ing gracefully.
Beyond this, par­ents with coach­ing skills should con­sid­er vol­un­teer­ing to get involved.
The Nation­al Alliance for Youth Sports notes that only about 5% to 10% of youth sport
coaches have received any rel­e­vant train­ing before coach­ing, with most coach­es step­
ping up because their child is on the team and no one else volunteered.
 PARENTAL INVOLVE­MENT IN JUVE­NILE
JUSTICE
• Par­ents find­ing them­selves involved in the juvenile justice
system on behalf of their kids face a sys­tem that offers many
chal­lenges and few resources.
• Par­ents whose chil­dren face the judi­cial sys­tem can make a dif­
fer­ence. The importance of parental involve­ment in juvenile
justice system, includ­ing recep­tiv­i­ty to receiv­ing help, a belief in
pos­i­tive change, and a good work­ing rela­tion­ship between the
par­ent and the jus­tice system.
 WHAT SUC­CESS­FUL PARENTAL INVOLVE­MENT
LOOKS LIKE?

As not­ed in the Annie E. Casey Foun­da­tion ​“Parental Involve­ment

in Edu­ca­tion Pol­i­cy” brief, the Nation­al PTA lists six key stan­dards
for good parent/​family involve­ment programs:
1. Schools engage in reg­u­lar, two-way, mean­ing­ful com­mu­ni­ca­
tion with parents.
2. Par­ent­ing skills are pro­mot­ed and supported.
3. Par­ents play an inte­gral role in assist­ing stu­dent learning.
4. Par­ents are wel­come in the school as vol­un­teers,
and their sup­port and assis­tance are sought.
5. Par­ents are full part­ners in the deci­sions that
affect chil­dren and families.
6. Com­mu­ni­ty resources are used to strength­en
schools, fam­i­lies and stu­dent learning.
HOW TO AVOID NEG­AT­ IVE
PARENTAL INVOLVEMENT?
Teach­ers may, on occa­sion, com­plain with the following
reason:
• “heli­copter par­ents” whose involve­ment — some­
times called ​“hov­er­ing” — does more harm than
good.
• grow­ing influ­ence of ​“a group of usu­al­ly well-inten­
tioned, but over-involved, over­pro­tec­tive and con­trol­
ling par­ents who bub­ble-wrap their children.”
 The teacher’s plea:
“​ Please part­ner with us rather than
per­se­cute us. That will always be in
your children’s best interests.”
What are the Benefits of
Parental Involvement?
There are several reasons why parental
involvement leads to positive outcomes for
students:

1. When parents are involved in their child’s

education, the child is more likely to have positive
attitudes towards school and learning.
2. Parental involvement provides support for
the child both at home and at school. Studies
have shown that children whose parents are
involved in their education have higher
grades and test scores and are more likely to
complete their education.
[Link] involvement can lead to
increased communication and
collaboration between families and
schools.
Community Partnership in
Education
School Goals or Objectives Community
practices/norms/traditions that
can held reach the objective
To raise the academic Honor graduates are looked up to
achievement of the learners in the community

To prepare school for the opening Bayanihan or Brigada Eskwela

of classes
To maintain school cleanliness Clean and Green Movement
throughout the school year

To provide security and safety of Barangay Officials or Tanod on

the learners duty.
 Community resources that surround the school.

 Human Resources- refers to the skills, talents, qualities and

attitudes of the people living in the community.
 Social Assets- the relationships, rules, established course of
action, and practices that can serve as instruments in attaining
specific school goals in given situation.
 Financial Assets- monetary, income or cash resources.
 Natural Resources- refers to the physical environment of the
community.
 Tapping Community Resources

Learners learn through discussion, simulation, reading,

writing, field trips, listening speakers, and more. These are
common activities inside the classroom when a teacher is
teaching a lesson. There are also lessons that can be effectively
taught and learned by going to the community and observing,
asking experts and actively participating in, or even initiating,
community activities (Lardizabal, 1988).
Lessons Learning Method Utilizing
Community Resources
Justice Simulation of a court
proceeding
Health (Alternative Medicines) Interviewing local healers about
their herbal medicines
Peace and Order Visiting barangay headquarters
or police precinct
Entrepreneurship Interviewing local businessman
Environmental Protection Joining the clean and green
Descriptive Writing Writing descriptions of the
scenic spots in the community.
 Tapping community members in teaching the learners

a. Organizing field trips so students can learn from

community members in their institutional setting.
b. Inviting community members to come to school to serve as
resource persons/lecturers/speakers/demonstrators.
c. Involving parents directly or indirectly in the learning
process.
 Community expectations of the teachers

a. Agents of change (making people understand and observe

policies, programs, and DepEd and government programs.)
b. Legal counsel (informing/advising community of actions/decisions
to make based on the country’s laws and that of DepEd.)
c. Person in authority (knowing and exercising authority with regard
to student’s discipline and working relationships with others based
on existing laws and DepEd orders.)
d. Source of knowledge (knowing current events/issues; ability to
share information with others)
 The School Partners and Key Stakeholders

The teachers have social partners and fellow

stakeholders who work with them in attaining their
goal of developing and improving the education
process. These partners are: the parents, GO’s,
NGO’s and civic organizations.
How can the school foster effective and sustainable
partnership with the community?
1. Develop intelligent public understanding of the school on all
aspects of its operations
2. Help citizens feel more responsibly for the quality of education
that the school provides;
3. Earn the goodwill, respect and confidence of the public in the
professional and personal services of the school
4. Involve the community in the work of the school and in solving
educational problems.
5. Promote a genuine spirit of cooperation between the and
community for the improvement of the community.
6. Secure community support for the school and its
program
7. Keep the community informed of developments and
educational trends
8. Secure an unofficial but honest evaluation of the school
program in terms of educational needs as the community
sees them.
How can schools/teachers effectively coordinate with the
community on the use of its resources?

1. Cultural sensitivity
2. Sincerity/gratitude
3. Integrity/honesty/humility
4. Follow up
5. Good public relations
6. Two-way communications
7. Proper channeling
 Ways by which schools/teachers can use to
effectively enlist the support of PTA

[Link] visits
- get to know them well. This is the rule of thumb
in starting and nurturing relations with parents.
Provide time to find out more about learner’s
home conditions.
2. Parenthood seminars- invite parents to attend seminars on
parenting, responsible parenthood, child development and
proper guidance and connecting.
- Seminars on helping parents help better their children in
developing good study habits may also be conducted.
- Organize PLAC to help parents develop the skill of guiding
their children at home in developing study habits.
3. Parent conferences- should focus on problems related to the
child.
- Know the parents very well
- Tips on conducting parents conference
a. Know the parents personally even before the problem arise
b. Have all the relevant information about their child before the
conference
c. Inform the parents the purpose of the conference
d. Conduct your reference with the parents in face-to-face, give and
take, no hold barred manner. Create an atmosphere of an informal
chat rather than that of a formal meeting.
4. School-home projects- if parents are too
busy/occupied to come to attend meetings and
conferences, an alternative is to send home printed
materials about school/class programs.
- Information should include a brief description of its
learning areas and the materials the child needs that
should be presented in a clear and understandable
language.
5. Establish a “Two-way communication” with
parents/community
• occurs when teachers and parents dialogue together.
• effective dialogue “develops out of growing trust, a
mutuality concern, and an appreciation of contrasting
perspectives” (Lawrence-lightfoot, 2004).
• the contact is to share a concern about the child, which
can be a source of significant tension for both teachers
and parents.
 Tips in dealing with parents
[Link] conversational tone
[Link] an atmosphere of an informal chat rather than
that of a confrontation
[Link] more positive than negative comments and
suggestions
[Link] parents in school programs and activities
It takes a village to
educate a child!