Parental perceptions of schools with community components

Abstract

The purpose of this study was to identify the impact on parental perceptions of community components in their children's schools. Two schools located in Nova Scotia, Canada and a third school in Sheffield, England were studied. A random sample of 60 families, of students enrolled in grades seven, eight and nine from each of the three schools were surveyed by a Likert-type questionnaire which measured the goals of community education as reflections of community components. In addition, respondents were allowed open-ended responses to a number of questions. Results were tabulated and responses categorized. The study indicated that schools with clearly defined community components are perceived more positively by parents than are schools with no particular community involvement. Barriers to community involvement identified in the Canadian Schools were parental apathy, the size of the school and the distance families live from the school. The English parents identified as barriers government policy and dealing with the English Department of Education. (Abstract shortened by UMI.)