Stakeholders and Community Involvement

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COLLEGE OF TEACHER EDUCATION
Graduate Studies
MR. RUSSEL M. PAGANAO DR. FATIMA F. ROCAMORA
Presenter Professor
EDAD 3O1- EDUCATIONAL LEADERSHIP AND MANAGEMENT IN
EDUCATIONAL INSTITUTIONS
TOPIC: STAKEHOLDERS AND COMMUNITY INVOLVEMENT IN EDUCATION
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.
- In education, stakeholders are people and groups who have a vested interest in the
success and welfare of the school or education system. This includes all parties that
are directly affected by the success or failure of an educational system, as well as
those indirectly affected.
The Existing Stakeholders and Their Role in Education
1. Parents
2. Educators and teachers
3. Federal state and local government
4. School Administrators
5. Future Employees and the Public at large
6. The students
Each stakeholder shares a role. While unique in their own regard, each role supports one
another. The local and state governments finance the schools and enact effective policy.
Administrators implement effective policy and aid teachers in their efforts to better
educate students. The Teachers educate the students while the parents provide financial,
moral, and spiritual support for the students. Lastly, students learn valuable skills that can
be used in business, or in administrative roles where former students become the creators
of new and more effective educational policy.
Why Involve Stakeholders in Education?
The distinction between internal and external education stakeholders is important. With
respect to a school improvement effort, such as a schoolwide reading model, internal
stakeholders clearly have greater capacity to produce positive change in schools, but they
don’t have all of the power needed to sustain it.

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Because of factors that can affect organizational performance over time (such as staff
attrition, shifting priorities and “mission drift”), improved outcomes achieved one year can
easily fade the next. For this reason, external stakeholders also have a critical role to play
in sustaining improved outcomes. If they are informed of the school’s effort to improve
reading outcomes, they can help sustain the district’s focus over time on “mission-
oriented change”—improvement that lies squarely at the heart of the district’s mission or
purpose— thereby moderating the effects of staff turnover, maintaining reading as the
top priority, and eliminating mission drift.
When the long-term success of a school system is deemed important, we must ask: “To
whom do the schools belong?” and “Who has a long-term vested interest in the success of
our schools and students?” In answering these questions, we quickly find ourselves at the
doorstep of our constituents: the families who send their children to our schools, the
taxpayers who support the schools, and the businesses who hire our graduates. In this
light, external stakeholders can be highly motivated and can become powerful drivers to
help achieve and sustain positive change in our schools.
What Purpose do the Stakeholders in Education serve?
Every stakeholder in education has a purpose. Individuals might not seem very impactful on
their own. By working with other stakeholders and sharing ideas and plans, they often
achieve common educational objectives. This team effort improves the chances of realizing
those goals and creating positive student outcomes.
Stakeholders aim to ensure that students receive a quality education. 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
There are two main types of stakeholders in education, including the following:
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. Internal stakeholders include:
1. Students- As students are the reason for a school’s existence, they are the primary
stakeholders. Any changes to the system directly affect them. They rely on the
system to provide them with good education and the skills to succeed in life as
adults. In return, they attend classes, complete their homework and study for exams.
Many educators believe that students deserve input regarding what they learn and
how they’re taught.

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2. Parents- Parents are key stakeholders because they pay for their children’s
education. In return, they want their offspring to receive a great education that
prepares them for leaving home and embarking on a career. Parents ensure they
attend classes and comply with the school’s policies. They complement their
children’s formal education by ensuring they complete their homework, study for
exams and follow healthy diets and sensible sleep patterns. Parents expect the
school to keep their children safe and reinforce the values taught at home.
3. Teachers- Teachers are directly responsible for student education. They have a
degree of control over what they teach and how they instruct their classes. 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.
Teachers are instrumental in the success of a school because they create
environments and plan lessons for improving student performance and maintaining
school attendance levels. To do this, they engage with parents and other
stakeholders to formulate the best way to deal with each child. The school’s success
is crucial for teachers and support staff because their jobs and income depend on it.
4. Support staff- Support staff includes cleaners, kitchen staff, transport, security and
office staff. These employees contribute to the daily running of the school. 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. Support staff also includes other professionals, such as
social workers and psychologists. They help schools to support children with special
needs and help them progress.
5. School administrators- Administrators include school principals, assistant principals
and other senior staff members. They’re responsible for ensuring that the school
runs efficiently and effectively. They collaborate with other stakeholders to help
them make strategic decisions and implement improvements.
6. 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. They have a financial
responsibility regarding using taxpayer money and other resources sensibly. 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’re not employees of the institution and don’t realize any
financial gain from it. They have a personal interest in the institutions’ success or failure, as
it could impact them. External stakeholders include:
1. Local businesses- The business community’s stake in education revolves around
ensuring that students leave school with the knowledge and skills to enter the

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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.
2. 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. Well-educated students are more employable and able to earn decent
wages. This reduces the number of people relying on the benefits system and other
government and council assistance packages.
3. Education policymakers- Policymakers 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.
4. Community- Local communities are stakeholders because they’re 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.
5. Universities- 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
What is Parental Involvement in Education and Why Is it Important?
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.
While both parental involvement and parental engagement in school support student suc-
cess, they have important differences.
Involvement is the first step towards engagement. It includes participation in school events or
activities, with teachers providing learning resources and information about their student’s
grades. With involvement, teachers hold the primary responsibility to set educational goals.

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But while teachers can offer advice, families and caregivers have important information about
their children that teachers may not know. So a student’s learning experience is enriched
when both bring their perspectives to the table.
With 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 family-teacher association or arranging virtual family-teacher meetings for
families with transportation issues.
On the other hand, the term “parent involvement” is perhaps the most misunderstood term in
today’s educational arena. To understood the relationship between parents and school, it is
important to recognize the 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 Parent Behaviors within a School Community
1. 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.
2. 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.
3. 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.
4. Mindful Parents

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▪ “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.
5. 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.
Parental involvement is a critical factor in the success of children’s education. When parents
are involved in their children’s education, children are more likely to do well in school and
have better social and emotional development.
Parental involvement improves student achievement, self-esteem, and behavior. It also
helps to build strong relationships between parents and their child’s school.
There are many ways that parents can get involved in their children’s education. Some of
the most common include:
• Helping with homework: Parents can help their children with homework by
providing guidance, support, and encouragement.
• 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.
• 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.
• 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.
• Volunteering in the classroom: Parents can contribute to their children’s
education by volunteering in the classroom or on a school committee.
• 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.
The best way for parents to get involved in their children’s education is to find an activity
that they are interested in that fits their schedule. There is no one-size-fits-all approach to
parental involvement; what works for one family may not work for another. The most
important thing is that parents find an activity they are comfortable with and feel benefits
their child.

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By taking these steps, parents can ensure that their child gets the most out of their
education and has the best chance for success in life.
Parental Involvement Outside the Classroom
Outside of the classroom, engaged parents more often see themselves as advocates for their
child’s school — and are more likely to volunteer or take an active role in governance.
Researchers have noted that parent involvement in school governance, for instance, helps
parents understand educators’ and other parents’ motivations, attitudes and abilities. It gives
them a greater opportunity to serve as resources for their children, often increasing their own
skills and confidence. In a few cases, these parents actually further their own education and
upgrade their job.
While providing improved role models for their children, these parents also ensure that the
larger community views the school positively and supports it. They also provide role models
for future parent leaders.
READING AND HOMEWORK
Very early in their school career — by fourth grade — children are expected to be able to
read to learn other subjects. 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 impor-
tant 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 extracurricular
activities, so they should think deeply about how to show children the fun of mastering 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 sports coach-
es have received any relevant training before coaching, with most coaches stepping 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.
One well-respected framework outlines the importance of five “dimensions” that measure
parental involvement, including receptivity to receiving help, a belief in positive change,

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investment in planning and obtaining services and a good working relationship between the
parent and the justice system.
What successful parental involvement looks like?
Experts urge parents to be present at school as much as possible and to show interest in
children’s schoolwork.
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 communication 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 negative parental involvement?
Teachers may, on occasion, complain of “helicopter parents” whose involvement —
sometimes called “hovering” — does more harm than good. One veteran educator recently
told the story of an award-winning colleague who quit the profession because of the growing
influence of “a group of usually well-intentioned, but over-involved, overprotective and con-
trolling parents who bubble-wrap their children.”
What these parents fail to understand, he said, is that their good intentions “often backfire,”
impeding their children’s coping skills and capacity to problem-solve. Such over-involvement
can actually increase children’s anxiety and reduce self-esteem.
The colleague’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 in Education?
Parental involvement in education benefits students, families, and schools. Researchers
have found that when parents are involved in their children’s education, students are more
likely to succeed academically and socially.
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.

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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.
3. Parental involvement can lead to increased communication and collaboration
between families and schools.
When parents and teachers work together, it can create a positive learning environment for
all students.
The benefits of parental involvement in education are clear. By taking an active role in their
child’s education, parents can help their child succeed academically and socially.
Community Partnership in Education
What are school-community partnership?
School-community partnerships are respectful and collaborative partnerships
between schools and outside organizations and agencies that can help school districts meet
the needs of all students, especially those most marginalized by our current political and
social systems. Partner organizations and agencies can provide additional academic
enrichment activities during and outside of normal school hours, tutoring and behavior
support for students, a variety of services and referrals to additional social and health
services for students and their families who need them, and additional opportunities to
engage families and community members.
School-community partnerships come in different forms. Some schools have one
partnership with one agency to bring specific services to a subgroup of students. At the
other end of the spectrum, community school partner with several agencies and
organizations to offer a variety of services and enrichment activities for the entire
community while also working to ensure students, families, and community members can
participate in school decisions (see Box 1).

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Below are community norms/traditions/practices that contribute to the attainment of
specific goals of a school. Identify additional practices that you are also practicing or
implementing in your own school.
School Goals or Objectives Community practices/norms/traditions that
can held reach the objective
To raise the academic achievement of the
learners
Honor graduates are looked up to in the
community
To prepare school for the opening of classes Bayanihan or Brigada Eskwela
To maintain school cleanliness throughout
the school year
Clean and Green Movement
To provide security and safety of the learners Barangay Officials or Tanod on duty.
Every community has resources that surround the school. These can be human, social,
material, financial, and natural resources.
• 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.
Teachers who are skillful in tapping these resources have the power to break the cycle of
financial difficulties of the school.
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).
These table shows how lessons can involve the community and what resource can be
tapped to help you teach a lesson that you believe is best learned in a community and how
it will be done.

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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
Community members may be tapped in the education of our learners. Lessons in history,
geography, social studies, and values maybe learned from community members. Below are
the suggested ways by which we can tap community members in teaching our 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
Teachers play various roles beyond the boundaries of the school. Local communities from
the school turn to teachers for a lot of their needs. They expect teachers to perform other
functions other than teaching. They act as:
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
Quality education is the responsibility of the school and the community; hence it is
important that the school and the community must build a partnership in bringing about
quality education to all children.

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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?
PRODED has enumerated the following areas that teachers must nurture in order to develop
an 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
Harnessing school support from PTA
The PTA is a vital force in linking the school to its service area, the community. The PTA is
founded on the spirit of volunteerism and serves as a means by which funds maybe
generated and community support to the school maybe mobilized. If properly organized and
directed, the PTA can be a strong partner in improving the welfare of the learners.
Ways by which schools/teachers can use to effectively enlist the support of PTA
1. Home 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.

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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). A teacher may contact parents to celebrate a child’s
successful school experience.
- However, more frequently, the contact is to share a concern about the child, which
can be a source of significant tension for both teachers and parents alike. Teachers
should strive to make these interactions as productive as possible.
Tips in dealing with parents
1. Use conversational tone
2. Create an atmosphere of an informal chat rather than that of a confrontation
3. Make more positive than negative comments and suggestions
4. Involve parents in school programs and activities
Creating a community of learning partners in school recognizes that many public and
private community institutions share responsibility for helping:
• Children develop socially, emotionally, physically, and academically
• Students become motivated and engaged in learning
• Families and schools work effectively together
• Communities become safer and more economically vibrant

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How can my school create community partnerships that work?
• Learn about your community. Who is part of your community? Who are your
community’s leaders? How does the community define itself? How does your community
currently engage with your school? What is the history of the school and the community,
and how does that history inform current relationships between your school and
community? What shared values and goals do your school and community share?
Action: Set aside a regular time to reach out and meet with community members and
leaders in their own spaces. Learn their stories and their goals for improving the community
and the school.
• Learn your needs and strengths. How can you use assessments such as the School Health
Index to evaluate the needs and strengths of your school? What can you do to combine the
results of these assessments with your community’s concerns and goals to set priorities and
create a strong strategic plan?
Action: Collaborate with community stakeholders to develop a prioritized list of the school’s
needs and action items.
• Determine specific strategic actions with community partners. What are some specific
activities that your school and community can do together? Who are the logical partners for
meeting some of the school’s needs?
Action: Invite community leaders to be members of your school health team. Determine
specific priority needs on which your school and community can work together to develop
an action plan.
• Involve diverse stakeholders. Is your school health team reflecting the diverse voices of
the school and community? Are the school and community practicing cultural humility,
including self-reflection on how individual backgrounds affect situations? Do the school
needs you identified as part of your action plan equitably address the success of the
students?
Action: Use data to assess the diverse needs of students, staff, and community members.
Include voices from your school health team that represent the diversity of your student
body and staff. Practice cultural humility by listening to your community members and
encouraging Photovoice and other expressive communication methods—especially among
students.
What can schools and communities do together? Many schools have limited resources,
making it a challenge to meet the diverse needs of students and their families. Community
partners can help:

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• Arrange for schools to serve as hubs to organize and deliver a range of services beyond
their traditional core offerings;
• Build individual and institutional networks, assets, and resources—like facilities, materials,
skills, and economic power—to promote school and community health; • Provide
wraparound services that students need to be successful, such as health care and social
services;
• Offer learning and enrichment activities to strengthen student outcomes and skills
How do schools and communities benefit from partnering?
Schools and communities know that engagement works best when both schools and
communities are benefiting from the partnership. When schools and communities work
together, you can:
• Recognize shared values and interests.
• Use inclusive decision-making processes.
• Help community members engage with schools and youth in a meaningful way
Who should your school partner with to better support students?
• Community leaders, such as local pastors, community elders, community health workers,
and council members
• Local organizations, such as chambers of commerce, local nonprofits, and civic
organizations
• Local businesses, such as small stores, local restaurants, and beauty salons and
barbershops
• Health or social service organizations, such as hospitals, clinics, private practices, and
insurers
• Churches, faith-based organizations, and the clubs connected with them
• Youth-serving organizations, such as afterschool programs and recreation centers
• Technical and community colleges, universities, and trade schools
• Agricultural extension services and master gardener programs

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References
https://uk.indeed.com/career-advice/career-development/who-are-stakeholders-in-
education
https://www2.ed.gov/programs/readingfirst/support/stakeholderlores.pdf
https://prezi.com/qhui1qqbulve/stakeholders-in-education/
Llego, M. A. (2022, September 4). The Importance of Parental Involvement
in Education. TeacherPH. Retrieved September 4, 2022 from,
https://www.teacherph.com/parental-involvement-education/
https://www.slideshare.net/ellenfrancisco16/parent-involvement-in-building-
communities-3
https://www.aecf.org/blog/parental-involvement-is-key-to-student-success-research-
shows#:~:text=Students%20whose%20parents%20stay%20involved,key%20to%20long
%2Dterm%20success.
https://www.slideshare.net/ubdmath2010/school-community-partnership
Creating-School-and-Community-Partnerships.pdf

17. 17 | P a g e
COLLEGE OF TEACHER EDUCATION
Graduate Studies