THE ROLE OF STAKEHOLDERS IN STUDENT FAILURE AND SUCCESS

In any educational system, the stakeholders - including parents, teachers, administrators, and policymakers - play a critical role in the success or failure of students. When students fail to meet academic expectations, it is often the result of a complex interplay between various factors, including inadequate resources, societal pressures, and the quality of instruction. This article explores the role of stakeholders in student failure, highlighting the need for greater collaboration and accountability across all levels of the education system.

Parents

Parents are the first and primary stakeholders in a student's education. Research has consistently shown that parental involvement and support is a critical predictor of student success (Đurišić & Bunijevac, 2017). However, when parents are absent, uninvolved, or lack the necessary resources to support their child's education, the chances of student failure increase significantly. This is especially true for low-income families, who often struggle to provide basic necessities, such as food and housing, let alone educational resources–books, uniforms, bags, footwear, etc. Parents also have an important role in advocating for their child's needs, including access to high-quality instruction, academic resources, and mental health services. In order to address student failure, it is essential for educators and policymakers to work collaboratively with parents to address the unique needs of each student.

Teachers

Teachers are the frontline stakeholders in the education system. They play a critical role in delivering high-quality instruction, supporting student learning, and promoting academic success. However, when teachers lack the necessary resources, training, and support to do their jobs effectively, it can contribute to student failure. In addition, teacher burnout (Landeche, 2009; Hakanen et al., 2006) and turnover perhaps, a result of large class sizes in developing countries like Ghana – can have a negative impact on student learning, particularly in schools with high rates of poverty and student mobility. To address student failure, it is essential for policymakers and administrators to invest in teacher training and professional development, provide adequate resources and support, and ensure that teachers are compensated fairly for their work.

Administrators

Administrators are responsible for overseeing the day-to-day operations of schools and ensuring that all students have access to high-quality education. They play a critical role in creating a positive school climate, promoting equity, and providing resources and support to teachers and students. However, when administrators lack the necessary resources or fail to provide adequate support to teachers and students, it can contribute to student failure. In addition, school policies and practices can inadvertently create barriers to student success, such as exclusionary discipline practices or high-stakes testing. To address student failure, it is essential for administrators to prioritize equity and inclusivity, provide resources and support to teachers and students, and create policies and practices that promote academic success for all students. Again, it is worth noting that administrators protect the core values of the school, making sure that the discipline of the school is not compromised (if it does, there is a 100% chance that students will fail abysmally). As the adage goes, “When discipline is out of the door, success flies through the window.” Administrators must have a school-wide goal for discipline and bring teachers on board to develop and implement individual class goals –it could be as simple as creating classroom rules and procedures (Alber, 2010).  

Policymakers

Policymakers are responsible for creating the laws and regulations that govern the education system. They play a critical role in ensuring that all students have access to high-quality education, regardless of their background or socioeconomic status. However, when policymakers fail to provide adequate resources, support, or funding to schools, it can contribute to student failure. In addition, policies and regulations can unintentionally create barriers to student success, such as high-stakes testing or underfunding of schools in low-income communities. To address student failure, it is essential for policymakers to prioritize equity and inclusivity, provide adequate resources and support to schools, and create policies and regulations that promote academic success for all students. Sometimes, it appears governments in developing nations are careless about the plight of their education systems. For example, in Ghana, almost all the ministers of education (both past and present) speak more words than they act. Instead of promoting equity in education, they rather focus on the political distribution of educational resources.

Conclusion

The role of stakeholders in student failure is complex and multifaceted. It requires collaboration and accountability across all levels of the education system, including parents, teachers, administrators, and policymakers. By prioritizing equity, inclusivity, and providing adequate resources and support to students and educators, we can create an educational system that promotes academic success for all students, regardless of their background or socioeconomic status.

References

Alber, R. (2017, August 18). Rules and routines in the classroom. Edutopia. https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

Đurišić, M. & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. C.E.P.S. Journal 7 (3), Pp. 137-153. https://files.eric.ed.gov/fulltext/EJ1156936.pdf

Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, pp. 495-513.

Landeche, P. (2009). The correlation between creativity and burnout in public school classroom teachers. Thesis submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College, Baton Rouge, LA. http://etd.lsu.edu/docs/available/etd-07082009- 090811/unrestricted/landechethesis.pdf.