Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships

Abstract

This article clarifies the reasons underlying educators’ cultivation of community involvement in their schools and highlights the role that social capital plays and the benefits of partnering. In this qualitative case study, documents, observations, and 25 interviews with head teachers, teachers, and community partners at 2 Ontario secondary schools were analysed for themes within and across sites. The educators partnered to meet the needs of their students and programs that could not be addressed in the school. Partnering provided material, financial, and social support. The principals obtained district resources unavailable to other schools, and the schools’ reputations within the communities were raised. Descriptive findings aim to assist educators and researchers to better understand liaising and to facilitate the effective establishment of school-community partnerships.

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