School/Family Relationships in the New Social Climate: The Case of the Czech Republic in the 1990's.

Dramatic changes in the economic and political structure of the Czech Republic in recent years have challenged schools to transform themselves from closed institutions into open organizations that collaborate with families and communities. This study explored the questions: (1) Are changes in school/family relations really occurring? (2) What are the circumstances of these changes? (3) What might be blocking these changes? (3) What attitudes do schools and parents have about each other and the change in their relationship? and (4) What activities do schools perform to involve parents, and how do they perceive the possibility of applying other recommended strategies? The study employed a questionnaire of headmasters at 63 state basic schools (first through ninth grades) in Brno, as well as in-depth interviews, examination of documents, and observation. Findings include the following: (1) schools lack both effective forms of communication with parents and sufficient information about pupils' families; (2) economic pressure and lack of reliable information is contributing to low family participation in their children's education; (3) the school/family relationship declines in upper grades; (4) despite some initiatives, schools' attitudes to non-traditional ways of working with parents remain somewhat reserved; (5) the new emphasis on individualized contacts between schools and families may lead to a fragmentation of parents' participation, while formal representative bodies may become isolated from a majority of parents; and (6) schools' and parents' perceptions and expectations of each other are not very positive. Results highlight the need for better legislative and financial support of schools and more effort from both sides of the relationship. (Contains 20 references.) (EV)