SAUD GHASSAN ALBESHIR, WALEED ABDULLAH ALRUMIZAN, MESHAL SHAFI ALSHEHRI, EBTESAM SAAD ALQAHTANI, ASEEL SAUD ALRASHED ,KHALIL MOHAMMED ALGHAMDI, MARIAM MUKHAILEF ALDHAFEERI, YOUSEF AHMAD AL-KHALFHAN, ABDULMAJEED ABDULLAH ALMALKI, SAUD MOHAMMED ALBAQAMI
DOI: https://doi.org/This study aimed to explore the nature of the relationship between schools and parents in Saudi schools in the post-COVID-19 pandemic phase, from the perspective of school leaders, amidst the transformations that the educational process underwent during and after the pandemic. The study employed a qualitative methodology due to its suitability for the nature of the study's objectives and main research question, and its ability to deeply investigate participants' experiences and interpret their perceptions.
The results of the study showed that the school-family relationship is characterized by a high degree of strength and effectiveness. The majority of participants expressed highly positive evaluations of the level of this relationship, confirming the schools' interest in rebuilding and enhancing communication with parents after the pandemic and their awareness of the importance of the family as an essential partner in supporting student learning and their academic and behavioral stability. The results also revealed that continuous and multi-channel communication is one of the most prominent features of this relationship, as schools rely on diverse communication channels that are not limited to procedural aspects but extend to monitoring academic and behavioral performance and involving parents in educational matters.
Furthermore, the results highlighted that the relationship between schools and parents has evolved into a complementary educational partnership that has contributed to supporting school discipline, promoting positive behavior, and improving academic achievement levels, especially after the challenges brought about by the pandemic. Conversely, the results indicated the existence of some challenges, most notably the varying levels of educational awareness among some parents, the weak responsiveness of some families to communication channels, and the impact of social and professional circumstances on the level of interaction with the school.The study concludes that the COVID-19 pandemic contributed to reshaping the school-family relationship and raised awareness of the importance of the educational partnership as one of the fundamental pillars for supporting the quality of the educational process in the post-pandemic era.
