Enhancing the quality of decisions by administrators: A framework for identifying, classifying and engaging primary school stakeholders in Harare, Zimbabwe
- January 20, 2022
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue I, January 2022 | ISSN 2454–6186
Sharon Kwaramba and Stanley Murairwa
College of Business, Peace, Leadership and Governance, Africa University, Zimbabwe
Abstract
The article identified and classified the primary school stakeholders in Harare, Zimbabwe. The research used a case study and literature analysis results to develop a framework for analysing and classifying primary school stakeholders for enhancing the quality of the decisions by the administrators. The research collected both primary and secondary data from WhatsApp groups of Harare primary school instructors/teachers and parents/guardians and the literature for analysis. The Voluntary sampling design was used to select the respondents. The research used data that was gathered from forty-five journal articles and sixty primary school teachers/instructors and parents/guardians. The research found that a successful implementation of the primary school stakeholder analysis makes the stakeholder identification and classification processes very simple and easy. There was significant a relationship between the primary school and its stakeholders but there was also challenges. This research developed the Stakeholder Identification, classification and Engagement (SICE) framework for identifying, classifying and engaging primary school stakeholders.
Key words: Zimbabwe Primary Schools, Primary school Stakeholders, Stakeholder Analysis, Stakeholder Classification, stakeholder engagement.
JEL: I2, I21
Paper Classification: Research Paper
Introduction
A project is considered to have been successfully implemented when most of the stakeholders have been satisfied with the final deliverable. The evaluation requirement points to the demand at all cost for the involvement of all the stakeholders in the day to day running of primary school operations. The graduates from these schools will have the skills that meet the labour market requirements (OECD, 2017) if all the relevant stakeholders are participating in the service delivery process. According to Murairwa (2018) and Alves, Mainardes and Raposo (2010), the education sector in developing economies should be reviewed in order to evaluate its contribution to the overall economic development of the country. The researchers further stated that there was the need to identify the key stakeholders of the primary school. A stakeholders’ engagement process is critical for the institutions to remain viable in unstable economic environment (Deloitte & Touche, 2014) such as the current Disruptive Volatility, Uncertainty, Complexity And Ambiguity (DVUCA) global world. Globally, the schools’ relationship engagements with stakeholders have been practiced in which positive relationships have resulted in interesting gains whilst the poor relationships have failed to achieve the purported goals. The administrators should possess knowledge and an understanding of all external and internal stakeholders (Boyce, 2020; Compliance Prime, 2019) in order to culture sustainable relationships that foster the achievement of primary school objectives. The relationship with the stakeholders aim to garner the support that helps the primary school to achieve its mission, goal, objectives and vision. Murairwa (2018) identified and discussed the stakeholders in relation to their contributions to the primary school education systems. The researcher stated that for the primary school to achieve continuous education quality enhancement, there is need for holistic participation of all the stakeholders.
According to Murairwa (2018), the list of the stakeholders was not exhaustive but the process management to identify the most important stakeholders for continuous education quality enhancement process. The stakeholder engagement connects the school’s strategies with its stakeholders so that the results speak into the expectations of all the education stakeholders (Deloitte & Touche, 2014). The offering of acceptable quality of education is a mammoth task that requires the collaboration of all the stakeholders of the primary schools. The stakeholders are the beneficiaries of the outputs from the school (Murairwa, 2018). Epstein, et al. (2002) defined a stakeholder as anybody who can affect or is affected by an institution, a strategy or a project. Stakeholders have the power to impact on the education or a project in some way (Sheridan, 2013). A school is an institution where formal learning or education is provided (Nyatuka, 2020). UNESCO (2017) defined educational institutions as entities that provide instructional services to individuals or learning-related services to individuals and other institutions. According to Abubakari and Al-hassan (2016), a school is a place (such as pre-schools, childcare, primary or elementary schools, secondary high schools, colleges and universities) where people of different ages gain an education. A school is an institution that offers education or learning service to children (Byerengo & Onyango, 2021). In this article, a primary school is a place where primary education is provided. Baker (2018) and Christenson (2005) defined a good relationship as a cooperative relationship, association of mutual benefit as well as a positive sum gain from the cooperation. Sheridan (2013) classified a solid relationship as a strong connection and partnership between institutions. However, not everyone is a primary school stakeholder, the common examples of primary school stakeholders include churches, politicians, local business people, youth organizations, civil society, communities, parents, instructors/teachers, researchers and administrators, amongst many others who influence the creative and innovative decisions of the primary schools.
Objectives
The objectives of this research were to assess the perceptions of the Harare instructors/teachers and parents on the importance of the primary school to have a good relationship with its stakeholders; evaluate the levels of identification, classification and engagement of the primary school stakeholders; appraise the primary school stakeholders; and develop a primary school Stakeholders’ Identification, Classification and Engagement (SICE) framework in Zimbabwe.
