Epstein (2021) explained that School, Family, and Community Partnerships: Preparing

Educators and Improving Schools addresses a fundamental question in education today: How

will colleges and universities prepare future teachers, administrators, counselors, and other

education professionals to conduct effective programs of family and community involvement

that contribute to students’ success in school? The work of Joyce L. Epstein has advanced

theories, research, policies, and practices of family and community involvement in elementary,

middle, and high schools, districts, and states nationwide. In this second edition, she shows that

there are new and better ways to organize programs of family and community involvement as

essential components of district leadership and school improvement. THE SECOND EDITION

OFFERS EDUCATORS AND RESEARCHERS: •A framework for helping rising educators to

develop comprehensive, goal-linked programs of school, family, and community partnerships.

•A clear discussion of the theory of overlapping spheres of influence, which asserts that schools,

families, and communities share responsibility for student success in school. •A historic

overview and exploration of research on the nature and effects of parent involvement. •Methods

for applying the theory, framework, and research on partnerships in college course assignments,

class discussions, projects and activities, and fi eld experiences. •Examples that show how

research-based approaches improve policies on partnerships, district leadership, and school

programs of family and community involvement. Definitive and engaging, School, Family, and

Community Partnerships can be used as a main or supplementary text in courses on foundations

of education methods of teaching, educational administration, family and community relations,

contemporary issues in education, sociology of education, sociology of the family, school

psychology, social work, education policy, and other courses that prepare professionals to work

in schools and with families and students.

academic achievement using meta-analysis method. In the research, Proquest Digital

Dissertations, Web of Science, ERIC, Council of Higher Education Thesis Center and Turkish

Academic Network and Information Center were scanned, and 53 studies in accordance with the

study criteria were included in the meta-analysis. Inclusion criteria includes research on the

relationship between parental involvement and academic achievement, having sufficient

quantitative data such as correlation value or regression coefficient, studies involving primary,

secondary or high school students and their families. The correlation values of the included

studies were converted into Fisher z values. The average effect size was evaluated by

Comprehensive Meta Analysis V3 (CMA) Program. As a result of the study, it was seen that

parental involvement affects academic achievement. In addition, it was observed that the

relationship between parental involvement and academic achievement did not differ significantly

according to course areas, school levels and geographical areas. In this context, suggestions have

been developed for ensuring parental involvement and for future researches.

Sarsale (2024) investigate the involving parents in assessment, but a coherent knowledge

base is lacking. To gain a deeper understanding of the role of parental involvement in student

learning, we accessed journal articles from three databases following the Preferred Reporting

Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Two hundred and

eleven articles were generated, but upon application of exclusion criteria, 25 articles remained

for final analysis. We examined the outcomes and approaches for parental involvement in

assessment, including the research focus, countries, school context, research design, the

terminology used, definition, and challenges. The findings of our review highlight the competing
understandings of parental involvement, geographical, theoretical, and practical gaps. We also

highlighted significant areas for future investigations.

School Management and Operation

Valenzuela (2021), revealed that all organizations require effective and efficient

management. Being effective is evident if one is doing a certain task appropriately, while

efficiency is observed if the task is done with accuracy. It is through management that the vision,

mission, and goals of an organization are realized through the efforts of those people who walk

in one direction to attain the desired goal. In this time of uncertainty where everything must stop,

the competencies of the school leaders in management need to be strengthened to ensure better

school performance. The purpose of this study was to determine if there was a link between

school leaders' abilities to manage school operations and resources and the performance of public

schools in the Schools Division of Laguna. To evaluate the relationship between the independent

and dependent variables, the descriptive-correlational study design was used, and employed

statistical methods such as Pearson r, Chi-square, Spearman rho correlational analysis, and

multiple linear regression were used. Findings revealed that there is a significant relationship

between the level of management competencies of school heads and the school's performance in

terms of quality and efficiency. All the given competencies in managing school operations and

resources, such as record management, financial management, school facilities and equipment,

staff management, school safety for disaster preparedness, mitigation and resiliency, and

management of emerging opportunities have a significant impact on the school's quality and

efficiency. Further, the management competencies of school heads in terms of management of

staff singly and significantly predict the quality and efficiency of the school. Thus, it was

recommended to conduct an annual Induction Program for all new school heads to provide them
salient information about managing the school operations and resources; and give the school

heads technical assistance through the conduct of training, workshop, coaching, and mentoring;

include topics in records management and school facilities in the professional development

programs of SDO Laguna and conduct other related research in the future.

Comighud (2020) descriptive method to determine the extent of utilization of

Maintenance and Other Operating Expenses (MOOE) in terms of School Operation and

Development in the Public Elementary Schools of Bayawan City Division, Negros Oriental for

SY 2018-2019. The quantitative data were gathered from 68 teachers’ league presidents and 68

school heads. Also, the researcher conducted a survey questionnaire. Descriptive method was

used in this study. The statistical tools used in the analysis of the data were percentage, mean,

and weighted mean. The study found out that the extent of utilization of the Maintenance and

Other Operating Expenses (MOOE) as perceived by the teachers’ league presidents and school

heads was “high” in terms school operations and development.

Anand (2023), explores improving school quality in low and middle income countries

(LMICs) is a global priority. One way to improve quality may be to improve the management

skills of school leaders. In this systematic review, we analyze the impact of interventions

targeting school leaders’ management practices on student learning. We begin by describing the

characteristics and responsibilities of school leaders using data from large, multi-country

surveys. Second, we review the literature and conduct a meta-analysis of the causal effect of

school management interventions on student learning, using 39 estimates from 20 evaluations.

We estimate a statistically significant improvement in student learning of 0.033 standard

deviations. We show that effect sizes are not related to program scale or intensity. We

complement the meta-analysis by identifying common limitations to program effectiveness

factors which mitigate program effectiveness: (1) low take-up; (2) lack of incentives or structure

for implementation of recommendations; and (3) the lengthy causal chain linking management

practices to student learning. Finally, to assess external validity of our review, we survey

practitioners to compare characteristics between evaluated and commonly implemented

programs. Our findings suggest that future work should focus on generating evidence on the

marginal effect of common design elements in these interventions, including factors that promote

school leader engagement and accountability.

Puri (2024) explained the crucial to educational institution governance. This legislation

emphasizes the role of School Management Committees (SMCs) in infrastructure management,

policy implementation, and school issues. The reviewed articles examine SMCs' complex

formation, operational challenges, and crucial role in community involvement to improve

education. Although attendance monitoring is difficult, the articles consistently emphasize

SMCs' positive impact on community involvement. By encouraging citizen committees like

SMCs to make decisions, the international perspective broadens the debate on school

democratization. School Management in low-income countries can improve education despite its

challenges by encouraging greater involvement, independence, and responsibility. An inclusive

strategy that values diverse perspectives is essential for educators and administrators to work

together. The Education Act of Nepal establishes and governs School Management Committees

(SMCs) to ensure accountable administration and community engagement. The reviewed articles

discuss SMCs' benefits and drawbacks and encourage educational institutions and local

communities to work together. Complex SMCs require constant dedication to overcome

challenges, demonstrating their vital role in improving education. Effective school governance
and management shape education quality and equity, especially in poor nations. This article

examines School Management Committees (SMCs) and their effects on education in Nepal.

SMCs, which include parents, teachers, and local authorities, oversee school activities,

encourage community participation, and assure responsibility. SMCs confront many obstacles,

including lack of awareness, capacity restrictions, and political meddling, despite their

importance. In response to these problems, School-Based Management (SBM) is being promoted

to improve community involvement, autonomy, and accountability in school governance. SBM

implementation may face resource restrictions and change resistance despite its potential

benefits. Effective leadership at the school and SMC levels drives educational improvement and

stakeholder collaboration, according to the paper. It promotes school democratization and

community decision-making.

Gerola (2023), explores the school administrator’s management practices for the School

Year 2020–2021 in the Province of Pangasinan. Specifically, this study focused on school

administrators’ extent of educational management practices along with core behavioral

competencies and leadership competencies. It looked into the profile of the respondents in terms

of age, sex, highest educational attainment, number of years as a school administrator, number of

teachers supervising, teaching, relevant training and seminars attended and their OPCRF rating,

the school administrators’ extent of educational management practices along the core behavioral

competencies and leadership competencies, a significant difference in the school administrators’

period of educational management across the profile variable and the effective relationships

between the school administrators’ time of educational administration and the profile variables.

To address the preceding problems raised in this study, data analysis and interpretation of data

were used as statistical measures. These are the frequency counts (f), and percentage (%), the
average weighted means (AWM), the Analysis of Variance (ANOVA), and Pearson Product

Moment of Coefficient Correlation. Based on the analysis and interpretation of data, the

following salient findings were brought forth: A more significant number of the respondents

belong to the age bracket 31-40 years old, 81 or 37 percent. The extent of school administrators’

educational management practices concerning the different management practice is Very

Extensive, as indicated by each management practices with an overall weighted mean ranging

from 4.47 to 4.58 with a grand overall weighted mean of 4.51, which were described as Very

Extensive. Based on the study’s findings, the following conclusions were drawn: (1) The

respondent school administrators widely vary in their profile and at particular and are

distinctively female-led groups of school administrators. The school administrators’ extent of

management practices is dependent upon or affected or caused by the highest educational

attainment and number of relevant pieces of training at the division and regional levels. Based on

the findings in this study and the conclusions drawn, the following are now recommended: (1)

School administrators should take the initiative to pursue the highest educational degree, which

is the doctoral degree, and should undergo professional upgrading through a higher level of

training, and seminar workshops. (2) The school administrators should elevate and raise

capabilities approaches to excellent performance in their management practices by being

innovative and transformative school leaders. (3) Further research should be conducted to

determine the school administrator’s performance in their management practices from another

perspective.