HKIER

摘要

香港近年的教育改革，強調家校合作、學校領導和教師專業為學校成功的重要因素。因此，發展家長和學校的夥伴角色是促進家校合作的重要目標。本文介紹一個質向的探索性個案調查，目的是瞭解在教育改革過程中，家長的角色轉變如何影響他們參與學校教育，調查以家校聯繫的層次模式作為理念架構，在三所小學進行觀察、訪問及參與等活動。調查發現家長雖然有機會扮演不同的參與角色，但家長的管理角色常被邊緣化，夥伴角色只是虛浮的言詞，家長的參與往往受制於學校的開放態度，家長的角色最終變為協助推行校務的工具。

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.