This study employed an explanatory sequential design and mixed methods to investigate school principals' perspectives on parent-teacher associations (PTAs). The research involved a large sample of 3,606 school principals or senior managers who participated in a survey and a smaller subsample of 6 principals who engaged in a focus group interview study. Overall, the findings revealed that principals regarded PTAs as functional entities focused primarily on fundraising activities. However, the study also uncovered power struggles within PTAs at the administrative level. This suggests that PTAs may not always operate smoothly and harmoniously, but rather face challenges related to authority and decision-making. These power dynamics within PTAs could potentially influence their effectiveness and hinder their ability to fulfil their intended roles. By enhancing the school-community relationship, our findings aim to improve the quality of education provided by schools. This research highlights the importance of fostering a collaborative and supportive environment between schools and parents, emphasising the need for effective communication and cooperation to ensure the success of PTAs that ultimately benefits students' educational experiences.