واقع ممارسة الشراكة الأسرية في المدارس الابتدائية الحكومية بمدينة جدة في ضوء نموذج إبستين
The family has a great and influential role in supporting the educational process financially and morally, it is considered the main pillar in the family-school partnership process and the first influencer on the performance of the student and the school. The current research aims to reveal the reality of the practice of family-school partnership between the family and primary schools in the light of the patterns of the Epstein model of family-school-community partnership from the point of view of both the mothers and teachers in the city of Jeddah, and the most commonly applied Epstein patterns. To achieve the objectives of these research, the researcher used the descriptive and analytical method, applying a scale to reveal the reality of partnership through the following six patterns: parenting, communication, volunteering, learning at home, decision-making and participation with the local community. The scale was published electronically by the regions educational offices in Jeddah, using snowball sampling technique. The number of responses reached 139 mothers and 96 teachers from 63 primary schools representing the educational districts in Jeddah. The research resulted in a number of results crystallized in the following: Epstein style practices in primary public schools are practiced most of the time from the point of view of both teachers and mothers, and the two research samples agreed that the most: practiced patterns from their point of view are the patterns of learning at home and communication, however the least practiced patterns was decision-making and cooperation with the local community from point of view mothers and teachers respectively. Hypotheses revealed that there were statistically significant differences for each of the Epstein model types, and these differences were in favor of the teachers. There were also significant differences in the responses of mothers and teachers among different educational regions towards the practice of family-school partnership. In light of these results, the researcher recommends Educational administrations to increase family education programs in areas of partnership, develop them according to needs, activate the role of the family indecision making curricula and student activities, and grant school administrations and families more powers and flexibility to increase the activation of family partnership practices. (Published abstract)