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Abstract
This study explores the nature of teacher—parent relations as perceived by principals at the elementary, middle, and high school levels. Participants included 144 principals who completed a survey examining differences in parent and teacher involvement at each level, preparedness of first-year teachers to communicate with parents, and the types of support schools provide parents and teachers to facilitate teacher—parent alliances. Significant differences were found at each level. Recommendations are made for improving school—family relationships through preservice and in-service training.
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