Participation 3

Description

Reply to peer post below by furthering discussion. Must use at least 2 peer reviewed references that is no older than 5 years. References in APA format. 
To summarize, among the public relations theories mentioned, the strategic management function and understanding theories are likely to have a positive influence on school-parent relations when enacted by school leaders. The strategic management function theory emphasizes the importance of developing clear communication strategies and building trust, while the understanding theory emphasizes empathy and active listening towards parents’ concerns and needs (Posey-Maddox, 2013). On the other hand, the persuasion theory may have a negative influence if not enacted properly. This theory suggests using persuasive communication techniques to influence attitudes and behaviors, but it may lead to negative perceptions of schools as being manipulative or insincere if not applied ethically. Additionally, it’s essential for school leaders to understand the different public relations theories and their potential impact on school-parent relations. By applying the appropriate theory with sensitivity and ethical considerations, school leaders can create a positive relationship with parents and improve the school’s overall reputation and success.
According to Kim and Ni (2020), the communitas versus corporatas theory is also relevant to school-parent relations. This theory suggests that organizations can be viewed as either a community or a corporation, and it affects how stakeholders perceive and interact with the organization. When applied to schools, the communitas approach emphasizes building a sense of community and shared purpose between school and parents, while the corporatas approach focuses on efficiency and achieving goals. Kim and Ni (2020) suggest that schools should balance both approaches to create a positive relationship with parents. The storytelling and branding theory is also relevant to school-parent relations, as it emphasizes the importance of creating a compelling narrative and image that resonates with stakeholders (Posey-Maddox, 2013). When applied to schools, this theory suggests that school leaders should communicate the school’s values, achievements, and aspirations in a way that engages and inspires parents. By doing so, schools can build a positive reputation and brand that encourages parental involvement and support (Liu & Chen, 2021).
Finally, the postmodernism and sociology theories may also have implications for school-parent relations. Postmodernism emphasizes the importance of diversity, inclusion, and multiple perspectives, while sociology examines social structures and power dynamics(Posey-Maddox, 2013). When applied to schools, these theories suggest that school leaders should strive for equity, fairness, and inclusivity in their communication and engagement with parents. By acknowledging and addressing systemic issues and power imbalances, schools can create a more just and supportive environment for parents and students (Gorshunova et al., 2020). In terms of negative influences, if school leaders do not enact any of these theories, it could lead to a lack of trust, understanding, and engagement with parents. For example, if school leaders prioritize efficiency over community-building or fail to listen to parents’ concerns, it could lead to a perception of schools as cold and uncaring. Similarly, if school leaders do not address issues of diversity and inclusion, it could lead to marginalization and exclusion of certain groups of parents, which could harm the school’s reputation and success (Gorshunova et al., 2020). Again, school leaders should be aware of the different public relations theories and their implications for school-parent relations. By enacting the appropriate theory with sensitivity, ethical considerations, and a focus on building trust, understanding, and inclusivity, school leaders can create a positive and supportive environment for parents and students.
Reference:
Kim, S., & Ni, L. (2020). Conceptualizing public relations for schools: communitas versus corporatas. Public Relations Review, 46(2), 101904.
Liu, L., & Chen, W. (2021). Brand building for higher education institutions in China: A storytelling perspective. Public Relations Review, 47(2), 101991. https://doi.org/10.1016/j.pub
Posey-Maddox, L. (2013). Professionalizing the PTO: Race, class, and shifting norms of parental engagement in a city public school. American Journal of Education, 119(2), 235-260. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=84690183&site=ehost-live&scope=sit

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