Community–School Partnership in Al-Karak Governorate: Principals’ Perceptions of the Reality of Social Cooperation

This study aimed to identify the reality of social cooperation between schools and the local community in Al-Karak Governorate from the perspectives of public school principals. The descriptive survey method was employed. A questionnaire was developed based on relevant previous studies, and its validity and reliability were verified. The instrument consisted of 27 items distributed across four domains: financial support, social support, health support, and participation in decision-making. The study population comprised all principals of public schools in Al-Karak Governorate, and the sample consisted of 72 male and female principals selected by simple random sampling. The results indicated that principals’ ratings of the level of community–school partnership were high, with a mean score of 3.68. The findings also showed statistically significant differences in principals’ estimates of the reality of social cooperation due to gender, in favor of females, as well as significant differences due to years of service, in favor of those with 10 years of experience or more. From an applied educational perspective, these results highlight the need to strengthen structured mechanisms for community participation in school life, particularly in shared decision-making and diversified support (financial, social, and health). In light of the findings, the study recommends organizing training programs and workshops for principals, teachers, and parents to clarify the importance of school–community partnership and practical ways to activate and sustain it.