تفعيل الشراكة الأسرية في مدارس التعليم العام بالمملكة العربية السعودية في ضوء نموذج ابيشتاين للشراكة المجتمعية

Abstract EN

This study aimed to investigate the degree of implementation of family partnerships by the public school female leaders in the light of Epstein's Model for community partnership.

To achieve this end, the study employs the analytical descriptive approach.

A questionnaire has been constructed, consisting of six components: helping parents, communication, volunteerism, learning at home, decision making, and working with the community.

Questionnaires were distributed to the study random stratified sample which consisted of one hundred and forty-four (144) school leaders.

A number of findings have been reached through this study.

The most significant of which are: first, public school female leaders in Jeddah, Kingdom of Saudi Arabia “moderately” implement the fundamental components of Epstein's Model for community partnerships.

The mean score for the implementation of the six components of the Epstein's Model was (3.08), with a standard deviation value of (1.176).

Second, there are statistically significant differences among the female leaders of the public schools of Jeddah in terms of the degree of implementation of the overall family partnership components.

These differences can be attributed to the “school stage” they are working with.

The Analysis of Variance (ANOVA) shows (0.000) at a significance value of (α ≤ 05, 0).

According to the 'School Stage' they schools leaders are working with, there are differences between 'primary female leaders, secondary female leaders and middle school female leaders, which were in favor of primary female leaders and secondary female leaders, who have higher averages for the implementation of the family partnership components
In the light of the study findings, the researcher makes a number of recommendations.

First, it is recommended that the Ministry of Education develop special principles for family partnerships based on Epstein's Model for community partnerships.

Schools can be officially evaluated according to these principles.

Furthermore, it is recommended to conduct training courses for school leaders to increase their family partnership skills.