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The aim of this study was to investigate the views of parents and teachers on school principal’s role in shaping a school climate that favors parental involvement. The research is based on the theory of bio-ecological systems. Data was collected from 236 parents/guardians and teachers of Primary Education in Western Thessaloniki (North Greece) using a structured questionnaire. The identification of the principal's contribution to the school climate indicated that the general school climate are formed positively at high values in its four dimensions. The role of administration in shaping all dimensions of the school climate is estimated more positively by teachers than the students’ parents. The identification of the principal's contribution to parental involvement revealed particularly positive views of teachers and parents on the active involvement of parents in the educational process on all five dimensions. Differentiations of teachers and parents/guardians emerged regarding three dimensions of parental involvement such as school-family communication, parents’ volunteering and school cooperation with the wider community. The important finding is the strong positive correlations that emerge between the variables that assess the principal’s contribution to climate change and the variables regarding parental involvement.
Koutsouveli et al. (Thu,) studied this question.