Résumés
Abstract
The purpose of this qualitative research was to explore the role a School Community Council (SCC) played in encouraging community involvement in a kindergarten to grade 12 school. Via 35 interviews, thematic data reflected that the SCC’s influence was limited. As analyzed through social capital theory, SCC members shared thin levels of trust, which influenced the association’s impact on community involvement. Research implications underscore the need for policymakers to reconsider SCC membership timelines.
Résumé
L’objectif de cette recherche qualitative était d’explorer le rôle joué par un Conseil scolaire communautaire (CSC) dans la promotion de l’implication communautaire au sein d’une école accueillant des élèves de la maternelle à la cinquième secondaire. Les données thématiques recueillies grâce à 35 entrevues ont démontré que l’influence de CSC était limitée. Analysée en regard de la théorie du capital social, les membres du CSC ont communiqué un faible niveau de confiance, ce qui a influencé l’impact de cette association sur l’implication communautaire. Les résultats de la recherche mettent en lumière l’importance pour les décideurs de réviser l’historique de l’adhésion des CSC.
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Parties annexes
Biographical note
JANE P. PRESTON is currently employed as a College of Education Position Analyst at the University of Saskatchewan. Her research spotlights the efficacy of school councils, Aboriginal issues, rural education, and narratives on the teaching profession.
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Parties annexes
Note biographique
JANE P. PRESTON travaille actuellement en tant que Position Analyst au Collège de l’éducation de l’Université de la Saskatchewan. Ses recherches ciblent l’efficacité des conseils scolaires, les problématiques propres aux autochtones, l’éducation en milieu rural ainsi que les récits portant sur la profession enseignante.