The Role of School Administration in Fostering Human Relations in the School Community

Background/purpose. This study investigates how school administration fosters positive human relations within the school community, with a focus on relationships among teachers. It addresses the need to understand whether administrative practices support constructive interpersonal dynamics and why teacher perceptions may differ. The main purpose is to assess the administration’s adherence to key human-relations principles and identify factors influencing teachers’ evaluations.

Materials/methods. The study included all 252 male and female teachers in two private schools in the Syrian Arab Republic, as well as the principals of these schools. A descriptive-analytical approach was adopted. Data were collected through a questionnaire measuring teachers’ perceptions of the administration’s commitment to four human-relations criteria, supplemented by interviews with the principals to explore the actions they take to promote a positive relational climate.

Results. Findings showed that teachers’ evaluations of the administration’s adherence to human-relations practices differed by gender, with male teachers reporting more favorable assessments. Statistically significant differences also appeared based on teachers’ years of experience and academic qualifications.

Conclusion. The study concludes that administrative human-relations practices are perceived differently among teacher groups and are influenced by demographic and professional variables. It recommends training school principals in leadership practices grounded in social, ethical, and interpersonal values—such as effective communication, respect, cooperation, opinion exchange, and participatory decision-making—to strengthen human relations within schools.

Keywords: Human relations, school climate, leadership theories, school administration, school community

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