Promoting home-school relations is one of the aims of education reforms recently in Hong Kong. This paper contains research data collected through qualitative methods aiming at exploring interactive dynamics between parents and teachers in school. Findings demonstrate that parents and teachers are always in conflict with each other and they are not psychologically prepared to be partners due to difference in expectation and backgrounds. The offering of training courses for pre-service and in-service teachers on counseling skills in working with parents is recommended so that teachers are cognitively and affectively prepared to get parents involved in school.
|Publication status||Published - 2000|