Abstract: This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy.
Abstract: Child care policy must be a priority area of public authorities in any country. This study investigates child care policy in Kazakhstan in accordance with the current position of children and laws. The results show that Kazakhstan policy in this sphere needs more systematic model including state economic and social measures, parental involvement and role of non-government organizations.
Abstract: This main purpose of the study reported here was to
investigate the extent to which the form of school
governance (particularly decision-making) had an impact upon the
effectiveness of the school with reference to parental involvement,
planning and budgeting, professional development of teachers,
school facilities and resources, and student outcomes. Particular
attention was given to decision-making within the governance
arrangements. The study was based on four case studies of high
schools in New South Wales, Australia including one government
school, one independent Christian community school, one
independent Catholic school, and one Catholic systemic school.
The focus of the research was principals, teachers, parents, and
students of four schools with varying governance structures. To
gain a greater insight into the issues, the researchers collected
information by questionnaire, semi-structured interview, and
review of school key documents. This study found that it was not
so much structure but the centrality of the school Principal and the
way that the Principal perceived his/her roles in relation to others
that impacted most on school governance.