{"id":425505,"date":"2026-08-21T00:39:13","date_gmt":"2026-08-20T16:39:13","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425505"},"modified":"2026-08-24T12:15:25","modified_gmt":"2026-08-24T04:15:25","slug":"%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%ad%b8%e6%a0%a1%e6%95%99%e5%b8%ab%e7%89%b9%e6%95%99%e5%b0%88%e6%a5%ad%e7%9f%a5%e8%83%bd-%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%85%8b%e5%ba%a6%e9%97%9c","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%ad%b8%e6%a0%a1%e6%95%99%e5%b8%ab%e7%89%b9%e6%95%99%e5%b0%88%e6%a5%ad%e7%9f%a5%e8%83%bd-%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%85%8b%e5%ba%a6%e9%97%9c\/","title":{"rendered":"\u6fb3\u9580\u666e\u901a\u5b78\u6821\u6559\u5e2b\u7279\u6559\u5c08\u696d\u77e5\u80fd \u8207\u878d\u5408\u6559\u80b2\u614b\u5ea6\u95dc\u4fc2\u4e4b\u7814\u7a76"},"content":{"rendered":"<p>THIS STUDY AIMS TO EXPLORE THE CURRENT STATUS OF PARENT-TEACHER RELATIONSHIPS IN MACAU PRIMARY SCHOOLS, AS WELL AS DIFFERENCES AND CORRELATIONS ACROSS VARIOUS BACKGROUND VARIABLES, AND TO IDENTIFY FACTORS INFLUENCING SUCH RELATIONSHIPS. SINCE 2001, MACAU HAS CONTINUOUSLY PROMOTED HOME-SCHOOL COOPERATION AND LEGALLY ENDOWED PARENTS WITH PARTICIPATION RIGHTS. WHILE PARENTS\u2019 EDUCATIONAL LEVEL AND AWARENESS OF PARTICIPATION HAVE GRADUALLY IMPROVED, SOME PARENTS FACE PROMINENT ISSUES OF &#8220;&#8221;FORMALIZED PARTICIPATION&#8221;&#8221; DUE TO FACTORS INCLUDING: TRADITIONAL AWE OF TEACHERS\u2019 AUTHORITY (E.G., HESITATION TO ACTIVELY EXPRESS DEMANDS OUT OF CONCERN FOR &#8220;&#8221;FACE&#8221;&#8221;), TIME AND ENERGY CONSTRAINTS IN DUAL-INCOME FAMILIES, AND GAPS BETWEEN THEIR EXPECTATIONS FOR SCHOOL EDUCATION AND ACTUAL EXPERIENCES. MEANWHILE, TEACHERS HAVE LIMITED COMMUNICATION TIME DUE TO HEAVY WORKLOADS; ALTHOUGH THEY RELY ON INSTANT MESSAGING TOOLS, THE ACTUAL QUALITY OF PARENT-TEACHER RELATIONSHIPS STILL REQUIRES IN-DEPTH INVESTIGATION. IN LINE WITH THE RESEARCH OBJECTIVES, A QUANTITATIVE APPROACH WAS ADOPTED. THE PARENT\u2013TEACHER RELATIONSHIP SCALE\u2013II WAS USED AS THE RESEARCH INSTRUMENT, AND QUESTIONNAIRE SURVEYS WERE CONDUCTED TO COLLECT DATA FROM 203 SAMPLES (102 TEACHERS AND 101 PARENTS). DATA ANALYSIS WAS PERFORMED USING SPSS 26.0, INCLUDING DESCRIPTIVE STATISTICS, CORRELATION ANALYSIS, AND REGRESSION ANALYSIS. THE KEY FINDINGS ARE AS FOLLOWS: 1. THE OVERALL PARENT-TEACHER RELATIONSHIP SHOWED A POSITIVE TREND, WITH HIGH SCORES IN DIMENSIONS SUCH AS &#8220;&#8221;TRUST AND RESPECT&#8221;&#8221; AND &#8220;&#8221;COOPERATION AND COMMUNICATION; HOWEVER, PROBLEMS INCLUDING INSUFFICIENT FULFILLMENT OF COMMITMENTS AND COMMUNICATION BARRIERS WERE OBSERVED. 2. TEACHERS AND PARENTS WITH DIFFERENT BACKGROUND VARIABLES (GENDER, AGE, EDUCATIONAL BACKGROUND, SCHOOL TYPE, INTERACTION FREQUENCY) SHOWED NO SIGNIFICANT DIFFERENCES IN THEIR PERCEPTION OF PARENT-TEACHER RELATIONSHIPS. 3. ALL FOUR DIMENSIONS OF PARENT-TEACHER RELATIONSHIPS WERE SIGNIFICANTLY POSITIVELY CORRELATED WITH THE TOTAL SCORE OF PARENT-TEACHER RELATIONSHIP PERCEPTION, AMONG WHICH &#8220;&#8221;PERCEPTION OF FEELINGS AND EXPECTATIONS&#8221;&#8221; SHOWED A HIGH-LEVEL POSITIVE CORRELATION. 4. ALL FOUR DIMENSIONS OF PARENT-TEACHER RELATIONSHIPS (FROM BOTH TEACHERS\u2019 AND PARENTS\u2019 PERSPECTIVES) HAD SIGNIFICANT PREDICTIVE POWER FOR THE PERCEPTION OF PARENT-TEACHER RELATIONSHIPS; FOR TEACHERS, GENDER AND EDUCATIONAL BACKGROUND HAD SIGNIFICANT POSITIVE PREDICTIVE POWER FOR THEIR PERCEPTION OF PARENT-TEACHER RELATIONSHIPS, WHILE AGE HAD A SIGNIFICANT NEGATIVE PREDICTIVE POWER; IN CONTRAST, PARENTS\u2019 INDIVIDUAL CHARACTERISTICS HAD NO SIGNIFICANT PREDICTIVE EFFECT. THE RESULTS OF THIS STUDY PROVIDE EMPIRICAL EVIDENCE FOR OPTIMIZING HOME-SCHOOL COOPERATION IN MACAU PRIMARY SCHOOLS. THEY EMPHASIZE THE NEED TO FOCUS ON EMOTIONAL CONNECTIONS BETWEEN PARENTS AND TEACHERS, THE QUALITY OF COMMUNICATION, AND THE DIFFERENTIATED NEEDS OF TEACHERS. 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