Abstract
Home-school cooperation, school leadership and teacher professionalism are regarded as three significant elements of a successful school in the recent school reform movement in Hong Kong. Developing partnership relationships is thus an important goal. This article attempts to introduce a qualitative and exploratory case study of home-school cooperation, aiming at understanding how parents’ involvement in school education is influenced by their changing roles in the process of school reform. The study adopted the Model of Home-School Cooperation as the conceptual framework. Data were collected through the activities of participation, observation and in-depth interviews in three primary schools. The findings indicate that though parents were provided with opportunities to play different roles in school, their governing roles were often marginalized and the role of partnership was of empty rhetoric in many ways. Parental involvement was constrained by how open the school administration was and parents’ roles became a tool for carrying out school practices in the end.
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