An Investigation of the Factors That Influence Chinese Public School Teachers' Attitudes Toward Family Intervention

• In Event: Roundtable Session 8
  In Roundtable Session: International Perspectives on Parent Involvement

Abstract

Student achievement and teacher-family collaboration are strongly correlated to teachers’ attitudes towards family intervention. This research explores potential relationships between Chinese teachers’ demographic characteristics and their attitudes concerning family intervention approaches.
Chinese kindergarten teachers (N=159) participated in this study by completing a self designed questionnaire. This questionnaire consists of five questions concerning teachers’ demographic characteristics, 15 Likert-based questions assessing teachers’ attitudes towards school-based family intervention and 15 Likert-based questions assessing home-based family intervention.
Two multiple regression analyses were performed to explore relationships between teachers’ demographic characteristics and their attitudes towards school-based and home-based family intervention modes. The major results indicated that Chinese teachers with younger age and higher degree had more positive attitudes towards both school-based and home-based family intervention.

Author

• Wei Gu, Grand Valley State University