Teachers’ Perception Of School-Community Relations

Abstract

This paper takes a closer look at investigating the perception of teachers in school and community and the problems they encountered in community partnership, significant difference between the gender in response to community-relations dimension, and the significant relationship between the perception of teachers in school and community relations when grouped according to their age, teaching experience, and educational attainment. This study utilized a descriptive survey approach of investigation and used survey questionnaire as the research instrument. In selecting the respondents, the researcher used random sampling and have identified a total of 72 who constituted the sample. This study made use of statistical techniques such as frequency, percentage, weighted mean, Whitney U test and Spearman rho to assess the information that was gleaned from the respondents. Findings revealed that teachers perceived positively the state of partnership, encouraging close contacts with parents as well as communicating with the stakeholders involved. However, lack of seminars attended about school and community relations, constraint of time in school and insufficient community participation, multi-tasking of personnel emerged as their major problems encountered.  The study revealed that there is a significant difference between gender towards their capability to engage closer contacts with the parents. Furthermore, there is a significant relationship between educational attainment and encouraging close contacts with parents. Thus, the study recommended to strengthen the involvement of the community along various programs and projects of the school to address the problems and challenges encountered in partnership matters and build positive school-community relationship utilizing constant communication and collaboration with parents.