Universal Journal of Educational Research Vol. 7(10A), pp. 66 - 71
DOI: 10.13189/ujer.2019.071712
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Teachers' Perspectives of School and Family Cooperation: A Case Study in China

Gurnam Kaur Sidhu 1, Palani K. Veloo 1, Yin Xiaoyang 1, Parmjit Singh Aperapar Singh 2,*
1 Faculty of Education, SEGi University, Malaysia
2 Faculty of Education, UiTM Selangor, Campus Puncak Alam, Malaysia


Numerous studies all around the globe have revealed that school and family partnership are a significant factor in students' academic achievement. The main purpose of this case study was to examine teachers' perceptions of school and family cooperation in two primary schools located in China. The study involved two randomly selected primary schools located in an urban district of Yin Chuan, Ning Xia Hui-Autonomous Region in China. The sample comprised of 100 teachers and data were collected via a questionnaire and semi structured interviews. The findings of this study revealed that teachers generally held positive perceptions towards school and family cooperation and admitted it was a crucial relationship for students' success at school. Inferential statistics further showed that there was no significant difference in teachers' perceptions based on gender and teaching experience. Interviews, however, revealed that the main challenges faced by teachers were time constrains, work stress, a lack of cooperation from parents and communication issues between the two groups.

Teachers' Perspectives, School and Family Cooperation, Gender, Teaching Experience, Communication

Cite this paper
Gurnam Kaur Sidhu , Palani K. Veloo , Yin Xiaoyang , Parmjit Singh Aperapar Singh . "Teachers' Perspectives of School and Family Cooperation: A Case Study in China." Universal Journal of Educational Research 7.10A (2019) 66 - 71. doi: 10.13189/ujer.2019.071712.