The thesis deals with the theoretical part to highlight the importance of cooperation between schools and families in terms of children, from the perspective of families and teachers and schools. Furthermore, the work deals with a survey to improve relations between the school and parents in our elementary school. Determines whether the five years that we establish a closer cooperation with parents to improve the perception of the school community and neighborhood residents. The work focuses on empirical research of events for parents, cooperation, but also obstacles that may arise. KEYWORDS: Cooperation and partnership schools and the child's family, trust between the two sides, the benefits of cooperation, forms of cooperation, the relationship between parents and school teachers, in collaboration barriers, parents welcome the involvement of parents in the joint actions.

The thesis is divided in two parts. The first theoretical part defines the term cooperation and deals with the question of cooperation and individualism in school environment. It also reflects the documents where cooperation is explicitly mentioned. It shows the influence of school culture and climate on the development of cooperation, and it studies the climate of teacher-staff, and the role of the leadership in teachers' cooperation. The thesis further tries to map the reasons for refusing cooperation and define the environment that would encourage and support cooperation among teachers. At the same time, it identifies obstacles that prevent cooperation. It is aimed at mapping the areas and forms of cooperation used in school systems and various levels in which the teachers are wiling to cooperate. The practical part contains an exploratory study aimed at discovering the actual situation in teachers' cooperation in Primary/Lower Secondary Schools in the capital city Prague and a good practice examples that present options of cooperation among teachers in a Primary and Lower Secondary School in Prague 2.