The Management of School-Parent Relationships in Improving School Quality At SMP Negeri 1 Kuala Kampar and SMP Negeri 2 Kuala Kampar

Sendy Afriyanti; Mada Sutapa

doi:10.59890/ijetr.v3i3.131

Authors

Sendy Afriyanti Universitas Negeri Yogyakarta
Mada Sutapa Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.59890/ijetr.v3i3.131

Keywords:

School–Parent Partnership, Public Relations Management, Educational Quality, Rural Schools, Parental Involvement

Abstract

This qualitative case study explored how public-relations (PR) management shapes school–parent partnerships and educational quality at SMP Negeri 1 Kuala Kampar and SMP Negeri 2 Kuala Kampar, two coastal junior-high schools in Pelalawan Regency, Indonesia. Fieldwork between May and July 2025 integrated semi-structured interviews with principals, PR officers, teachers and parents, non-participant observations, document analysis and a baseline parent survey. Survey data from 26 parents at SMP 1 showed only 30.8 % felt information was routinely clear, 69.2 % reported lacking opportunities to voice opinions, and 46.1 % viewed the school’s reputation positively. SMP 1 operated with a documented annual PR workplan, multi-channel communication and cyclical evaluation, whereas SMP 2 relied on informal, ad-hoc practices and one-way bulletins, producing lower and more sporadic parental engagement. Comparative thematic analysis indicated that structured planning, dedicated personnel, multi-modal outreach and continuous feedback loops collectively foster trust, broaden participation and support learning environments responsive to community needs. Geographic isolation, limited digital access and parents’ occupational schedules emerged as persistent barriers requiring adaptive scheduling, blended communication media and culturally sensitive facilitation. The study concludes that context-sensitive, formally planned and regularly evaluated PR management is essential for building resilient school–parent alliances and driving sustainable quality improvement in resource-constrained settings. Recommendations include institutionalising PR roadmaps, formalising community partnerships, expanding digital-literacy support, and embedding parent feedback in school governance to ensure equitable, collaborative educational development. Findings contribute evidence to rural education leadership literature and offer a scalable model for similar coastal regions across Indonesia and comparable contexts elsewhere.

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