Inviting parents to participate in school operation is one of the strategies to promote home-school cooperation in the current education reform movement in Hong Kong. This paper presents a qualitative study aiming at exploring whether both parents and teachers are psychologically prepared by working collaboratively in children's education through capturing the thoughts and perceptions of twelve parents and twelve teachers in three primary schools in Hong Kong. Findings indicated that both parents and teachers were not ready for cooperation inside school. Though teachers agreed that parental involvement was beneficial to school improvement, they still preferred parents to be involved at home. The paper continues by reiterating that to promote home-school collaboration, it is important to take into account teachers' intention and the impact of Chinese culture on parental involvement. It also serves to provide academic scholars with theoretical insights for further research and school administrators with practical knowledge about developing school-based strategies for promoting home-school cooperation. Copyright © 2003 Pacific Circle Consortium for Education.
|Published - 2003
CitationNg, S.-W. (2003). Are parents and teachers psychologically prepared for cooperation in Hong Kong? Pacific-Asian Education, 15(1), 60-76.
- Teacher Education
- Educational Policy and Management