Principals’ Perceptions of School Public Relations

Abstract

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.

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

“…Observable patterns in and the nature of principal recruitment and selection and nature of responsibilities vary widely among countries, depending on the frameworks of educational systems, fragmented school funding, and qualification requirements. As an example, anticipated roles and responsibilities of principals in the US—as laid out in National Policy Board for Educational Administration 2002—include safety of students (Chan and Dishman, 2011), and the promotion of schools’ public relations (Morris et al, 2009) including several others that are mostly common in other countries such as performance evaluation of teachers and interaction with guardians (Reid, 2020). School principals in British Columbia, Canada, are expected to evaluate teachers’ performance, perform supervisory, managerial, and teaching responsibilities as per the rule set by school district, ensure that educational programs are implemented, and student evaluations are undertaken in a timely manner.…”

“…While there are many factors that shape the education system of a country, school leadership stands out to be the most significant one (Bush, 2007; Miller, 2019; Pont et al, 2008). Policies for the selection of school principals, key responsibilities assigned to them, and implementation strategies are crucial for quality education (Morris et al, 2009). This study aims to explore the extent to which one of the key policies of Nepal, Education Regulation 2002 (GON, 2002), was implemented for the improvement of community schools in Nepal.…”

استخدام ممارسي العلاقات العامه لتکنولوجيا الاتصال التفاعلي في موسسات الطفولة

“…The study aimed to reveal the extent to which children who hesitated to childhood institutions know the existence of a public relations department in their institutions and this study belongs to descriptive studies. Age from (12)(13)(14)(15) years in both Egypt and the UAE, and the study relied on the survey form as a basic tool for the study, and the most important results of the study were as follows: There is no statistically significant difference between the mean scores of children attending institutions according to the nature of the country (Egypt-UAE)) And their attitudes towards employing interactive communication technology in communicating with them, and it appeared that there is a statistically significant difference between the mean scores of males and the average scores of females visiting childhood institutions and their attitudes towards employing interactive communication technology in communicating with them. 2017) pbzÜİ-½a @ òîöaŠuüa Z @ @ : : .…”