الملخص الإنجليزي
The present study aims at investigating the relationship of the characteristics of family (family size & parents education level) and teachers of learning disabilities (number of years of teaching experience& specialization) to parental school partnership (Importance & Actualization). The sample of the study included 137 female teachers of learning disabilities and 266 parents of children registered in the learning disability program in public schools (Year 1-4) in four governorates in Sultanate of Oman. The researcher developed four scales for data collection purposes: Parents' Perception of Parental-School Partnership Scale (13 Items), Parents' Actualization of Parental-School Partnership Scale (13 Items), Teachers Perception of Parental-School Partnership Scale (10 Items), and Parents' Actualization of Parental-School Partnership Scale (10 Items). The means differences analyses showed that parents and teachers' perception of the importance of parental-school partnership was above average, however, their actualization of this partnership was below average; that parents with education above the basic level was higher than parents with basic education in perceiving the importance and actualization of parental-school partnership; that mothers with education above the basic level were higher than mothers with basic education in perceiving the importance and actualization of parental-school partnership; that the first field teachers were higher than second filed teachers in perceiving the importance and actualization of parental-school partnership. The Pearson correlation coefficients showed that there is a positive relationship between parents perception of the importance of parental-school partnership and family size and their actualization of this partnership; a negative relationship between parents actualization of parental-school partnership and family size; a positive relationship between teachers perception of the importance of parental school partnership and the imumber of years of teaching experience, and their actualization of this partnership, and a positive relationship between teachers actualization of parental-school partnership and their number of years of teaching experience.
