- 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