Extent of Participation of Schools’ Stakeholders to School-initiated Activities: A Convergent Parallel Approach

Abstract

This study determined the relationship between socio-demographic conditions and extent of stakeholders’ participation to school-initiated activities using convergent parallel mixed method research design. Data was gathered from 756 respondents and nine informants. Results showed that most stakeholders have two to three students in school with six or more children already not in school, belonging between poor to low income family, and father and mother have educational attainment of low to average. The extent of their participation was high. There was a significant slight positive relationship between the number of children enrolled in school and their participation. Monthly family income, father and mother educational attainment, and level of participation all had a slight negative relationship. However, only the number of children enrolled in school and the monthly family income had a substantial impact on the level of stakeholder participation. On the basis of their experiences in carrying out their socio-demographic conditions and participation in various school-initiated activities, the themes of sense of belongingness, time management, and economic vs family welfare were developed. When questioned about situations in which socio-demographic circumstances influenced their level of engagement in various school-initiated activities, the themes of responsibility and commitment, shared participation and volunteerism, and school intervention and communication emerged.