FORMS AND METHODS OF SCHOOL-FAMILY COOPERATION
FORMS AND METHODS OF SCHOOL-FAMILY COOPERATION

Summary/Abstract: Scientific studies in recent years have shown that school collaboration with parents is very important in their thinking about school and in the process of enhancing student outcomes. Children are more successful learners throughout school if their parents are involved in the school and encourage learning at home, regardless of their educational or social background (Epstein, 2001). School cooperation with the family influences the improvement of working conditions in the school, the improvement of the school climate, and assists teachers in their work with students. Practices show that not all possible forms and methods of school-family cooperation are in use. This paper aims to identify forms and methods of cooperation, the main causes of the dominance of traditional forms and methods of cooperation, attitudes, and practices of parents, principals, and teachers in this regard. For this purpose, research was done in PS “Naim Frashëri” -Tetovë, PS “Cyril and Methodius” -Tetovë, PS “Hasan Prishtina” -Shkup, PS “Monastery Congress” -Shkup, PS “Ismail Qemali” -Gostivar, PS "Goce Delcev" - Gostivar, PS "Sande Shterjoski" – Kërçovë and PS "Vladimir Polezhinoski" - Kërçovë. The research involved school principals 20 teachers, and 20 parents from each school. Data were compiled in SPSS, using the arithmetic mean, standard deviation, and t-test. The results of the study show that although parental involvement is generally considered important, schools still lack an effective program to improve forms and methods of family cooperation, dominating traditional ones.

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