Abstract
Effective stakeholder engagement is critical for the successful planning and implementation of school programs, particularly within secondary education where diverse internal and external stakeholders influence outcomes. This study evaluates stakeholder involvement in the strategic, operational, and tactical planning phases, as well as the program implementation cycles of secondary schools during the 2024–2025 academic year. Employing a descriptive-correlation survey design, data were collected through a questionnaire checklist assessing the participation levels of both internal (staff, administrators) and external (parents, community members) stakeholders. The findings reveal that strategic planning activities maintain consistent mean values, predominantly reflecting internal stakeholders’ viewpoints. Operational planning demonstrated higher mean values compared to strategic and tactical planning, indicating more frequent application. Tactical planning showed lower mean values, suggesting limited utilization. Implementation stages were highly effective across all domains, indicating successful execution of plans; however, monitoring and evaluation stages showed notable deficiencies, especially from the perspective of external stakeholders. Moreover, the study identified a significant relationship between internal and external stakeholder engagement and the overall planning processes involved in various programs and projects. Additionally, analysis of stakeholder engagement within Literacy, Numeracy, and Dropout Prevention programs revealed statistically significant differences between the groups. These results underscore the importance of broadening stakeholder participation—particularly in monitoring and evaluation—to enhance the efficacy of school planning and program outcomes.
