Preschool Teachers’ Perspectives about School Partnerships with the Family and Community Obstacles in Saudi Arabia
Najla Essa Albaiz

Abstract
The research explored preschool teachers’ perspectives about the SPFC obstacles of school partnership with family and community (SPFC) in Riyadh City, Saudi Arabia. A purposeful sample of (12) teachers to explore their experiences with partnerships within three different social and economic areas. Thematic analysis was used to analyze teachers’ responses and the analysis provided two main themes; partnership obstacles, and partnerships enhancement. The result provided different stories to show the need (or not) of specific practices. The interviews focused on teachers’ experiences and highlighted many of the barriers that weakened the partnerships and emphasized the need to enhance these partnerships. This enhancement should be from different levels and parties, including but not limited to the teachers, coworkers, families, Ministry of Education (MoE), and the community.

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