A Model for Strengthening School Community Relationships to Enhance Educational Advancement

Masrukhin, Mashudi Rofik, Amad Narto, Muhammad Ramli Buhari, Loso Judijanto

Abstract

Competency‐based social strengthening within school–community relationships is critical for advancing educational outcomes. Grounded in the premise that interactive communication and respectful, reciprocal engagement generate collective capacity, this study examines how strengthening school–community ties functions as a prerequisite for educational progress. We employed a qualitative, multi‐site design encompassing 100 senior high schools in the former Pati Residency. Data were gathered through in-depth interviews, participant observations, and document analysis of school program activities. Analysis proceeded in two stages within-site and cross-site following an iterative cycle of data collection, reduction, display, and conclusion drawing/verification. Three main findings emerged. First, the capacity to maximize oral and written communication between schools and community stakeholders remains limited; available online and offline channels are not systematically leveraged for two-way, timely, and purpose-aligned exchanges.
Second, social interaction skills among students, educators, school staff, principals, parents, and community members are relatively weak, constraining the mobilization of their collective potential for school improvement. Third, deficits in polite, culturally attuned interaction contribute to avoidable conflicts among students, teachers, and parents, some escalating to legal proceedings. Taken together, these results indicate that prevailing school–community relationships are predominantly formal and episodic rather than informal, continuous, and developmental. We argue that intentional, competency-based social strengthening centered on interactive communication, role clarity, and norms of respectful engagement should be institutionalized as a foundational condition for educational advancement.

 

Keywords: social competence; school–community relationships; educational advancement; interactive communication; respectful engagement.

 

DOI https://doi.org/10.55463/issn.1674-2974.52.7.14


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