Awareness Level of Internal and External Stakeholders’ Participation in the Implementation of Sustainable School Programs and Projects: Input to Effective Stakeholders Management Plan
DOI:
https://doi.org/10.11594/ijmaber.05.02.23Keywords:
Participation, Programs, Projects, Stakeholders, SustainableAbstract
Stakeholders were an important element in any institution, especially in the educational arena. It was composed of teachers, guardians, students, and local government units who play meaningful roles in achievinga quality education, affordable education, school performance as well as resources. This study aimed to assess the awareness level of internal and external stakeholders’ participation in the implementation of sustainable school programs and projects, input to effective stakeholders’ management. This paper used descriptive-correlational research designed. There were 1,198 respondents, were female, high school level, age 11-15 years old, and occupation belong to stay at home parent, unemployed, students, retired. Stakeholders perceived the level of awareness was “moderate” while they “agreed” with stakeholders’ management plan and “much effective” on the implementation of sustainable school programs and projects. This study revealed that there is a significant relationship between the awareness level of both internal and external stakeholders’ participation as well as the stakeholders’ management plan to the sustainability of school programs and projects. There is a significant difference between the awareness level of internal and external stakeholders’ participation and their perceived level of implementation to sustain the school programs and projects. The stakeholders’ management plan also predict that it has a significant effect on the awareness of stakeholders’ participation and the sustainability of school programs and projects.
Downloads
References
Abidin, M. (2019). Higher Education Quality: Perception Differences among Internal and External Stakeholders: International Education Studies; Vol. 8, No. 12; 2019 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education
Bond, M. (2020). Facilitating student engage-ment through the flipped learning ap-proach in K-12: a systematic re-view. Comput. Educ. 151:103819. doi: 10.1016/j.compedu.2020.103819
Freeman, R. E., Harrison, J. S., Wicks, A. C., Parmar, B. L., & Colle, S. D. (2010). Stake-holder theory: The state of the art. Cam-bridge University Press.
Gyang, T., Gusen, J. (2021). Community Partic-ipation in the Development of Secondary Schools in Plateau State Nigeria: Interna-tional Journal of Secondary Education 2021; 9(3): 86-90 doi: 10.11648/j.ijsedu.20210903.12 ISSN: 2376-7464 (Print); ISSN: 2376-7472
Pile, Julia and Gilchrist, Laura. (2020). Getting Clearer: Stakeholders At The Heart of Education. https://www.gettingsmart.com/2020/09/16/getting-clearer-stakeholders-at-the-heart-of-education/
Roudy, Lisa. (2022). What Is a Stakeholder in Education? https://study.com/academy/lesson/what-is-a-stakeholder-in-education-definition-examples.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
