| 6. Process Evaluation | |
| Stakeholders | Stakeholders are define as “those people, who are personally involved with the program, derive some of their income from it, sponsor it, or are clients or potential recipients of the program’s services” (Posavac & Carey, 2007 p. 30). Stakeholders such as teachers, administrators, school board members, parents, students, and intervention providers will all play a vital role in the process. |
| Teachers | Teachers will not only understand their role in reducing bullying but will also learn how to keep their students motivated to speak up when someone is being bullied. Stakeholders’ input and ideas are important and a vital part of program evaluation (Chen, 2005). |
| School Board | The school board members have the authority to maintain and set polices to adhere in school districts. The school board has legal rights to take on considerations when making a decisions pertaining to policy governing them (Darden, 2008). |
| Parents | A school wide parental awareness campaign. Can be conduct during parent-teacher conference days and Parent Teacher Association meetings and through parent newsletters Goals are to increase parental awareness of the problem, indicate the importance of parental involvement and encourage parental support of program goals Makes parents aware of the results of the initial schoolwide questionnaire |
| Students | This will help in changing the way the students view and perceive the whole matter, which translates to a safer learning environment. To achieve this, all the parties have to be deeply involved in these programs, that is, the victims, the bullies, those who witness these actions, and even their families (Daron, Johnson & Robinson, 2011). |
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