Parent and Guardians Associations and Their Role in the Landscape of School-Family Relationships

Parent and Guardians Associations (PGA) serve as a crucial link between schools and families, fostering collaboration that benefits both students and the broader school community. Research has shown that effective cooperation between schools and PGAs creates an environment that enhances students' academic achievement and social development. PGAs provide a platform for parents to engage in school decision-making, advocate for resources, and support educational initiatives. They also help strengthen the relationships between teachers, administrators, and families. This collaboration enhances school programs, encourages parental involvement, and promotes a more inclusive school culture. By facilitating open communication and shared responsibility, PGAs positively impact student outcomes.

This paper reports on the findings of a mixed-methods study that examines the role of PGAs in relation to school effectiveness, conducted in primary schools in Cyprus. The study employed an initial qualitative phase, which included semi-structured interviews, observations, and document analysis, to develop a comprehensive understanding of school-PGA dynamics. These insights informed the construction of a mail quantitative questionnaire, which was subsequently completed by a representative sample of primary schools of 1,118 teachers and parents.

The paper presents the perceptions of teachers and parents/guardians regarding the role of PGAs in schools. Findings indicate that PGAs play a pivotal role in facilitating communication between schools and families, supporting school activities, and influencing decision-making processes. Following exploratory factor analysis, 18 variables related to the role of PGAs were consolidated into three main categories depicting the PGA’s role: contribution to the school environment, provision of economic support, and involvement in volunteering and school interventions. The statistical analysis also revealed significant differences in perceptions between teachers and parents, as well as between PGA board members and non-members.

The findings of the study offer valuable insights for school administrators and policymakers aiming to foster effective family-school partnerships and promote meaningful parental engagement.