Authors :
Keth Arcilla Villanueva
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3cym6si
DOI :
https://doi.org/10.5281/zenodo.6910525
Abstract :
- This study's primary purpose was to identify
how an English school coordinator works with its
stakeholders, such as teachers, parents, students, and
principals. The study used a descriptive and qualitative
research design to identify the diversity management of
English school coordinators toward stakeholders. The
qualitative process used thematic analysis of the
participant's experiences managing diversity among
stakeholders. The results revealed that understanding the
teacher's personal and professional qualities is vital for
English school coordinators to manage diversity better.
Further, being an English school coordinator in managing
diversity requires relationships with parents to allow the
latter to be motivated and cooperative in knowing the
progress and development of their children in the school.
Additionally, English school coordinators are responsible
for the needs of the students in the school and the subject,
thereby pushing teachers and school leaders to manage
lessons for the diverse students through student-centered
approaches. Lastly, as school coordinators, managing
diversity does not revolve only around the students,
teachers, and parents but also towards school leaders or
principals. This study concludes that managing diversity
among stakeholders is vital to the school's progress.
Collaboration with stakeholders can uplift an
organization in times of uncertainty and challenges. This
study recommends all English school coordinators
strengthen their relationships with the stakeholders,
equate their feelings and emotions properly, propel their
engagement in the different workshops about diversity
management, and encourage subordinates to attend
sessions about student-centered teaching strategies. It is
further recommended for schools to use technology to
better trace stakeholders' information.
Keywords :
Diversity management, stakeholders & English school coordinator
- This study's primary purpose was to identify
how an English school coordinator works with its
stakeholders, such as teachers, parents, students, and
principals. The study used a descriptive and qualitative
research design to identify the diversity management of
English school coordinators toward stakeholders. The
qualitative process used thematic analysis of the
participant's experiences managing diversity among
stakeholders. The results revealed that understanding the
teacher's personal and professional qualities is vital for
English school coordinators to manage diversity better.
Further, being an English school coordinator in managing
diversity requires relationships with parents to allow the
latter to be motivated and cooperative in knowing the
progress and development of their children in the school.
Additionally, English school coordinators are responsible
for the needs of the students in the school and the subject,
thereby pushing teachers and school leaders to manage
lessons for the diverse students through student-centered
approaches. Lastly, as school coordinators, managing
diversity does not revolve only around the students,
teachers, and parents but also towards school leaders or
principals. This study concludes that managing diversity
among stakeholders is vital to the school's progress.
Collaboration with stakeholders can uplift an
organization in times of uncertainty and challenges. This
study recommends all English school coordinators
strengthen their relationships with the stakeholders,
equate their feelings and emotions properly, propel their
engagement in the different workshops about diversity
management, and encourage subordinates to attend
sessions about student-centered teaching strategies. It is
further recommended for schools to use technology to
better trace stakeholders' information.
Keywords :
Diversity management, stakeholders & English school coordinator
