[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602702-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-602702-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","chinese-teachers-perceptions-of-school-family-collaboration-a-study-of-elementary-schools-in-zhejiang-province","CHINESE TEACHERS’ PERCEPTIONS OF SCHOOL FAMILY COLLABORATION: A STUDY OF ELEMENTARY SCHOOLS IN ZHEJIANG PROVINCE","","The study investigates Chinese teachers’ perceptions of school and family collaboration in elementary schools in Zhejiang Province. Using a descriptive design with a primarily quantitative approach, it gathers views from seventy-five teachers about collaborative efforts between schools and families. Findings show teachers recognize the importance of parental involvement for student success and plan joint work with parents to create a supportive environment. The study recommends developing school-initiated comprehensive collaboration plans to improve effectiveness and efficiency.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/chinese-teachers-perceptions-of-school-family-collaboration-a-study-of-elementary-schools-in-zhejiang-province/602702/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/chinese-teachers-perceptions-of-school-family-collaboration-a-study-of-elementary-schools-in-zhejiang-province/602702.png","ImageObject",300,407,{"name":42,"@type":43},"dabgoudw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of this study?","Question",{"text":62,"@type":63},"To investigate Chinese teachers’ perceptions of school and family collaboration and the role teachers can play in that collaboration.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted?",{"text":67,"@type":63},"It uses a descriptive study with a mainly quantitative approach, collecting perceptions from seventy-five Chinese teachers.",{"name":69,"@type":60,"acceptedAnswer":70},"What key finding emerges about parental involvement?",{"text":71,"@type":63},"Teachers understand parental involvement as important for student success and plan to work with parents to foster a positive environment supporting collaboration.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602702,1792628592,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CHINESE TEACHERS’ PERCEPTIONS OF SCHOOL FAMILY COLLABORATION: A STUDY OF ELEMENTARY SCHOOLS IN ZHEJIANG PROVINCE  \nZHIDING SHU  \nHuzhou Normal University  \nABSTRACT  \nThe purpose of this study is to investigate Chinese teachers’ perceptions on school and family collaboration. This is a descriptive study with mainly a quantitative approach to solicit the perceptions of seventy-five Chinese teachers toward collaborative effort between the school and the family. The findings of this study clearly indicated that Chinese teachers understood the importance of parental involvement to student success and that they planned to work with parents to foster a positive environment in support of school and family collaboration. It is recommended that a school-initiated comprehensive school and family collaboration plan be developed to accomplish higher efficiency and effectiveness.  \nINTRODUCTION  \nResearch has clearly indicated that student achievement could improve with increased collaboration between parents and school (Brough & Irvin, 2001; Fan, 2001; Fan & Chen, 2001) . In this collaborative relationship, teachers are always in the frontline in contact with the parents. Therefore, it is important that teachers bear a positive attitude, initiation and willingness toward building a strong tie between families and school. In China, it has been a cultural tradition that teachers work closely with parents for the continuous growth of the children. This study will examine the Chinese teachers’ perceptions toward their efficacy, willingness, administrative support, student family background, parent association, barriers to and planning for school family collaboration.  \nREVIEW OF RELATED LITERATURE  \nFamilies played an important role in promoting the academic success of their children (Swap, 1993) . Parents saw that school sponsored community activities provided an inviting education involvement environment (Sanders, Epstein, Connors, & Tadros, 1999; Overstreet, Devine, Bevans & Efreom, 2005). Teachers must keep in mind that parents, regardless of their income levels or ethnic background, value education of their children (Lareau, 1990) . Poor parental involvement could become a barrier to educating children in school (Voltz, 1998) .  \nEpstein (1990) declared that school policies and teacher practices could determine whether parents would participate in their children’s education. In response, many states in the United States have implemented policies to involve parents in early literacy education, school safety and dropout prevention programs (Zinth, 2005) .  \nSix types of parental involvement can be identified (Epstein, 2002): (1) parenting knowledge and skills; (2) communicating between home and school; (3) volunteering at school and in the community;(4) supporting student learning at home; (5) involvement indecision making and advocacy; (6) collaborating with the community.  \nEducational Planning 23 Vol. 26, No. 1  \nCommunication between schools and parents is a key component of a school and family relationship. Educators have worked on effective communication to keep parents informed of school events (Ekvall & Arvonen, 1994; Hoy & Miskel, 2005; Hughes, Ginnett, & Curphy, 2002; Yukl, 2002) and have identified communication skills and channels that would facilitate communication (Lucas, 1985) . Meanwhile, Moller, et al. (2005) claimed that schools needed to alternate their communication strategies with parents to accommodate different social and educational settings.  \nFan (2001) and Fan and Chen (2001) declared that increased parent teacher collaboration could help improve student academic performance. Brough and Irvin (2001) also discovered similar findings. Epstein and Sheldon (2002) also found that close parentteacher collaboration could result in improved student school attendance.  \nIn advancing the school and family connections, Chinese educators found that direct meetings between teachers and parents proved tobe very effective in ti","cbCaibErVl2HMsz1","https://ap.wps.com/l/cbCaibErVl2HMsz1","pdf",290379,"English","# Abstract\n# Introduction\n# Review of Related Literature\n## Parental involvement and communication\n## Policy and involvement frameworks\n# Purpose of the Study\n# Research Questions\n# Significance of the Study","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"To investigate Chinese teachers’ perceptions of school and family collaboration and the role teachers can play in that collaboration.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It uses a descriptive study with a mainly quantitative approach, collecting perceptions from seventy-five Chinese teachers.\"},{\"question\":\"What key finding emerges about parental involvement?\",\"answer\":\"Teachers understand parental involvement as important for student success and plan to work with parents to foster a positive environment supporting collaboration.\"}]","CHINESE TEACHERS’ PERCEPTIONS OF SCHOOL FAMILY COLLABORATION: A STUDY OF ELEMENTARY SCHOOLS IN ZHEJIANG PROVINCE | PDF",1792095103,48]