摘要：In this entry the authors attempt to identify some factors by which the schools where both the representatives of the schools and the parents are happy with their mutual cooperation differ from the others,i.e. the ones not content with the area of cooperation. It is obvious there can be a number of such factors. By virtue of data acquired in a questionnaire enquiry the authors have concentrated on two factors they consider as essential: the activities generated by the school towards the parents and the public,i.e. circumstances manifesting themselves in the school life in a direct and explicit manner,and the parental roles,i.e. a factor projected into the school life in a rather indirect and implicit manner in the form of views and attitudes of the adult actors of the school life. The original assumption that the satisfied respondents come from schools,which develop an above-average amount of communication and other activities for the parents,has not been convincingly corroborated through the data. Whilst there is a certain relation the differences are only just subtle. They are more manifestly shown in the cases of innovative and non-traditional activities;this means where the school activities exceed the frame of common and expected activities. However much stronger relations were found between contentment with the cooperation and the role in which the parents are conceived towards the school. The “unsatisfied” respondents have designated the parents as a problem much more often,whereas the “satisfied ones” have given preference to every other,slightly more favourable possibility. In such schools the parents are more often perceived as customers and partners.
