This article emphasizes the paramount importance of the human resources function in the school system—specifically, in the implementation of an effective school public relations program and in the quality of leadership given by the administrators and the professional and classified staffs. The article submits that school administrators at every level, teaching staff, and support personnel all serve strategic roles in fostering positive school—community relationships. Although the school superintendent assumes a primary leadership role for planning, implementing, and evaluating the effectiveness of a district’s public relations program, the school district’s public relations director, human resources director, school principal, classroom teacher, and other certified and classified personnel have significant roles in a successful school public relations program. Each personnel role is discussed, including its important tasks and responsibilities, in relation to promoting an effective public relations program. An effective school public relations program depends on each school staff member’s understanding and carrying out his or her responsibilities relative to the improvement of the school district’s image.

Research concerning two primary perspectives of parental involvement are examined in this article. One of the important questions posed asks, “Just how much variation in students’ scores on achievement tests can be attributed to school-level differences in parental involvement?” Research suggests that the answer is “very little.” What appears to matter more is parental encouragement through parental and child relationships and activities that support children’s learning and good study habits; such parental and child relationships have the higher positive correlation with student achievement.

"Modern Human Relations at Work, Eighth Edition by Richard M. Hodgetts." Journal of School Public Relations, 24(2), pp. 146–147

Parental involvement in schools is important for two main reasons: it increases the probability that students will succeed academically and it contributes directly to school goals and program support. Research studies emphasize that, although effective parent and school relationships should be cultivated, positive parent and child relationships in the home hold the most promise for influencing student achievement. In addition, the article presents specific recommendations of importance for the implementation of an effective parent involvement program in schools.