Abstract
Promoting home-school relations is one of the aims of education reforms in Hong Kong. This paper contains research data collected through qualitative methods aiming at capturing the thoughts and perceptions of twelve parents in three primary s chools in Hong Kong so as to explore whether they are psychologically prepared for being involved in their children's education. Findings indicate that parents demonstrated low degree of cognitive and affective readiness for participating in school. To pr omote parent-school collaboration, it is important to consider the influence of Chinese culture on parent involvement. The paper also serves to provide scholars with academic insights for further investigation and policy makers with practical knowledge in developing appropriate strategies to promote home-school relations.
| Keywords: | parent-school collaboration; parent involvement; Chinese culture |
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