الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Results:
The following results were concluded:
1- Results of the conceptual framework:
The Egyptian school lacks effective communication systems
that support positive relationships between members of the
school and local communities.
Some principals are self-confident and are able to act and solve
problems.
The educational institution in Egypt faces various challenges,
e.g. a public dissatisfaction with its performance.
Summary
c
The Egyptian school is isolated from the community and its
institutions.
A weak relationship between the school and the local
community.
2- Results of the field study
The primary school ignores community needs if it does not cope
up with its plans and programs.
The school is under great pressure from higher administrative
levels, e.g. the administration, directorate, and Ministry.
Some schools do not have a plan to manage the relationship
with the local community.
The contribution of parents to the school’s policy change is
limited due to the centralized educational decision.
The primary schools are unable to promote collaboration
between the parents and local community.
The school does not allow members of the local community
who have hobbies because.
The principal may be opposed by the superiors.
The principal weakly affects the decisions of his superiors.
The principals poorly observe the feelings of the school
community members.
The administrative and organizational duties require a large part
of the effort and thinking of the principal.
The school lacks a democratic atmosphere characterized by
effective communication and human relations.
The bad conditions of the school buildings that require repairs,
while others are about to collapse. Additionally, facilities are
invalid and classrooms are not equipped.
The school adopts traditional and unacceptable methods in the
field of human resources management.
The teachers are not provided with the necessary classroom
requirements on time.
Shortage in the number of supporting service workers.
Lack of readings and additional materials to complement the
curricula for use in class.
Lack of funds dedicated to practicing student activities.
Lack of awareness on the part of some principals regarding the
importance of evaluation in improving school performance.
Lack of an effective system for performance evaluation.
Lack of systems that motivate teachers and principals to pursue
distinguished performance.