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This study was designed to investigate school principals’ perceptions on school public relations in five areas: community demographics, parental involvement, internal and external communications, school council issues, and community resources. Findings indicated that principals’ concerns were as follows: rapid population growth, change of community demographics, status of school–community relationships, insufficient parental support of education, communication with parents, and school council functions. Principals understood that students could not achieve without family support. Principals also recognized that they could make a difference in strategically planning to work with parents and other key community members to foster a positive environment for student learning.

The findings of this study indicate that pupils may exhibit a high degree of motivation in one academic discipline but may have a low level of motivation in another discipline concurrently. Pupils may also show a high level of motivation with respect to one motivational factor in one discipline and a low level of motivation with respect to the same factor in another discipline. Assessments of pupil motivation made without reference to specific disciplines may be both unreliable and invalid when applied to specific disciplines. The data provided by this study demonstrate a need for more extensive research on referent differences in pupil motivation.

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PurposeThe purpose of this paper is to examine the possible impact portable classrooms have on the teaching and learning process by exploring current related literature.Design/methodology/approachThis paper takes a synthesis approach, analyzing current studies to assess the impact of portable classrooms on teaching and learning.FindingsNo significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior is detected. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse.Research limitations/implicationsAn experimental study on the impact of portable classrooms on teaching and learning is needed. Analysis of current studies indicate that the impact of portable classrooms on teaching and learning is not as negative as assumed. Still, the negative effects of deterioration or lack of maintenance cannot be underestimated; making implementation strategies, maintenance schedules, relocation plans, and plans for ultimate replacement vital.Originality/valueThis paper represents the first of its kind to synthesize the findings of current studies on portable classrooms. Results are of great value to educational decision makers.