Professional Documents
Culture Documents
Stakeholder Analysis
Azucena Garcia
Abstract
The three significant stakeholders in the topic of parental involvement aside from parents are
students, teachers, and the community. They are each affected by parental involvement in
various but coinciding ways. Students are affected by parental involvement as they have the
highest achievement when parents have goals in mind for them. In difference, teachers can
benefit from collaborating with parents as a form of allowing parents to be involved with their
students’ success. The community plays a role, as well in parent involvement as parents can join
Stakeholder Analysis
Students
Students are the main stakeholders in the topic of parental involvement as they must
succeed in their education and want to thrive. In a recent study they found:
“For the study feature of Parental Involvement Dimension, parental home Supervision has very
Students obtain the highest achievement when their parents have a sort of aspiration and
expectation from them. It is important that students develop a healthy relationship with their
parents because their opinions matter when it comes to their education. They achieve and have a
higher goal in their education when their parents are aware of their potential in their education.
Parental involvement can be looked at in various ways, and one of them is by parents showing
their vocal support to their children by encouraging them to strive for more through their
Teachers
Teachers are one of the main stakeholders when it comes to the discussion of parent
involvement. It is stated, “A growing body of research suggests that when parents and school
personnel collaborate effectively, students are likely to behave and perform better in school,”
(Izzo 818). This is important as teachers are taught about collaboration as they work together in
meetings with groups in their content areas. They allow for collaboration in the classroom, as
well for their students as collaboration is a skill they need to learn for the real world.
Furthermore, as they work to improve their students’ success in the classroom, teachers obtaining
STAKEHOLDER ANALYSIS 4
parent involvement can allow for the parents to “work at home to enhance their children’s
education,” (Izzo 820). It is stated that teachers not only teach their students, but they can also
teach the parents how to support their children and allow for the students to acquire success with
their education. As parents find time to work from home due to teachers’ further collaboration
and help with them, the student is getting more support in their education.
Community
The local community is another one of the main stakeholders when it comes to parental
effort to challenge existing power structures of schools and to demand more power and voice in
school decision making,” (Gordon 8). As the community varies from community leaders and
even parents, it is important for schools to acknowledge the group that they form and what they
advocate for in schools. They demand to be heard when it comes to decisions involving schools,
which may consist of changes that can affect students. This is important as parents who are
involved can join bigger communities to better speak up for their children to have a bigger
that teachers and principals can play a role in increasing student learning by creating a
culture of shared leadership and responsibility, not just among school staff but also with
It is important that a culture that is safe is established when it comes to the community coming
together to establish a role in the lives of students. The culture that the community forms can affect
how parents play a role with their involvement in schools, which can also reach teachers and
STAKEHOLDER ANALYSIS 5
principals. The ultimate goal for them should be for students to become the best version they can
References
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-
Gordon, Molly F., and Karen Seashore Louis. "Linking parent and community involvement with
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment