Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Chil
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ORIGINAL PAPER
Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs Bi Ying Hu1 Cruchenda Rosetta Alexander1 Huiping Wu ●
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Sherron Killingsworth Roberts3 Yuanhua Li1 ●
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Accepted: 8 November 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study investigated the association between parents’ perceptions of home-school partnership and parental satisfaction with preschool services using data collected from 532 preschoolers’ parents in Guangdong Province, China. We explored the moderating role of parents’ childrearing beliefs as an important factor exerting influence on parental satisfaction with preschools. The hierarchical linear regression results revealed that home-school partnership positively predicted parental satisfaction with preschool services in four subscales: Views about administration, Quality of learning environments, Teacher qualifications, and Child-appropriate learning. In particular, parents’ progressive childrearing beliefs exerted a positive moderating role on the relationship between high-level home-school partnership and parental satisfaction with administration and environment quality of preschools. Moreover, childrearing beliefs also exerted a positive moderating role on the relationship between low-level home-school partnership and parental satisfaction; parents with authoritarian childrearing beliefs tended to be more satisfied with preschool teacher qualifications. Findings are discussed in light of previous literature and the Chinese sociocultural context, followed by recommendations for improving preschool services. Keywords Home-school partnership Parental satisfaction Preschool services Childrearing beliefs China ●
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Highlights Home-school partnership positively predicted parental satisfaction towards preschool services. ● Parents’ progressive childrearing beliefs moderated the relationship between home-school partnership and parental satisfaction towards preschool. ● Parents’ traditional childrearing beliefs moderated the relationship between home-school partnership and parental satisfaction towards teachers. ●
Research on partnerships between home and school claim that facilitating a strong collaborative relationship with children’s parents and families is necessary for preschools to be highly effective (Bulotsky-Shearer et al. 2012;
These authors contributed equally: Bi Ying Hu, Cruchenda Rosetta Alexander * Huiping Wu [email protected] 1
University of Macau, Macau, China
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Fujian Normal University, Fujian, China
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University of Central Florida, Orlando, FL, USA
Wechsler et al. 2016). Parental satisfaction about different aspects of their children’s educational experience paves the way for parental involvement or integration with school life (Kaczan et al. 2014). Just as the home-school dynamic creates the microsystems of a child’s educational progress (Dyson 2001), childrearing beliefs also impact parental exp
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