DEVELOPING AN INSTITUTIONAL GOVERNANCE MODEL FOR SCHOOL–FAMILY PARTNERSHIP IN ENSURING EDUCATIONAL QUALITY

Abstract

This article examines the theoretical and methodological foundations of developing an institutional governance model for school–family partnership as a strategic condition for ensuring educational quality. The study moves beyond the traditional understanding of parental involvement as participation in school activities or communication with teachers and conceptualizes school–family partnership as an integral component of institutional educational governance. Particular attention is given to parental participation in decision-making, bilateral communication, mutual trust, distribution of pedagogical responsibility, family engagement, monitoring and evaluation, and feedback mechanisms. The theoretical perspectives of K.V. Hoover-Dempsey and H.M. Sandler, J.L. Epstein, C. Desforges and A. Abouchaar, J. Goodall and C. Montgomery, V. Stratan, Y.S. Handayani, and E.V. Ryabova are critically examined and synthesized in relation to the proposed institutional governance model. The analysis demonstrates that an effective school–family partnership should be constructed as a systemic governance process integrating strategic objectives, stakeholders, governance functions, communication mechanisms, participatory decision-making, pedagogical support, monitoring, evaluation, and institutional feedback. The article argues that the transition from formal parental involvement to genuine partnership represents an important transformation in contemporary educational governance and quality assurance.