Participatory School Partnerships for Parental Engagement and Student Discipline

Addressing Disparities In Parental Involvement And Fostering A Culture Of Student Discipline

This study analyzes the planning, organization and implementation, and supervision of participatory partnerships led by school principals to address disparities in parental engagement and strengthen a culture of student discipline. A qualitative multisite case study was conducted at SD Negeri 2 Oheo and SD Negeri 3 Oheo in North Konawe Regency. Data were collected through interviews with 12 informants, non-participant observations, and document analysis. The data were analyzed interactively through data condensation, data display, and conclusion drawing and verification, while source and technique triangulation supported trustworthiness. The findings show that partnership planning was grounded in contextual knowledge of family circumstances, although systematic written mapping remained limited. Principals acted as coordinators, teachers served as the main school-family connectors, school committees functioned as social bridges, and parents continued disciplinary routines at home. Flexible timing and multiple communication channels helped reach families constrained by work, distance, and network access. Supervision relied on teacher reports, attendance, family responses, and changes in student behavior. The study proposes an adaptive partnership cycle linking contextual mapping, role distribution, multichannel communication, monitoring, and strategic adjustment.