Abstract
The following communicate showcases the results and findings of a Doctorate thesis, that shares valuable information regarding professional competency and circumstances surrounding schools’ principal's performance towards the involvement of families and the community in the scholar environment.Through qualitative research, we focus on describing, analyzing and understand the role of the school principal in promoting said involvement. By the means of interviews and discussion group, we identify and understand conceptions and values regarding the idea of the schools’ administration participation, parents, teachers, assistants and communitarian agents; we identify competency, practices, and strategies used in promoting participation. We identify and describe the type of activity and participation and the conditions that make it happen. The results show the strategies and practices employed tend to be traditional, families take a passive approach in school festivals but not teaching related. The principal’s performance is restrictive, weak development in empathy, trust, and dialogue, decreasing the parents desire to get involved in deeper affairs. Highlighting the relevance of social skills, personal qualities, and values to strengthen participation process, that tend to be contradictory towards dialogue and the administration actions, seen through practices, strategies, and activities developed by them.
