WHY IS IT DIFFICULT TO "CAPITALIZE ON" SCHOOL SUPPORT? BARRIERS TO THE IMPLEMENTATION OF HOME-SCHOOL COLLABORATION FOR RURAL LEFT-BEHIND CHILDREN AND THEIR MECHANISMS
Keywords:
Home-school co-education, Rural left-behind children, Parental involvement, Mediating effect, Transformation blockagesAbstract
In the home-school co-education of rural left-behind children, there is a widespread paradoxical phenomenon characterized by "school enthusiasm but parental indifference": the professional support provided by schools struggles to translate into substantive parental involvement. Based on a structural equation model analysis of 162 parent questionnaires from a rural elementary school in Anhui Province, supplemented by teacher interviews, this study examined the transmission pathway of "school support—parental self-efficacy—parental participation behavior—student development." The results show that the direct effect of school support on student development is not significant (β = 0.278, p = 0.143), and its impact is primarily achieved indirectly through the mediation of parental self-efficacy and participation behavior; the mean score for parental participation (2.92) was significantly lower than that for perceived school support (3.22), revealing a structural disparity characterized by "high recognition but low participation." The bottleneck is concentrated at the family’s end of the implementation process, manifesting as three forms of loss: a mismatch in discourse, a breakdown in implementation, and a disconnect in educational philosophy. Based on these findings, the study proposes that measuring the effectiveness of home-school co-education using parental satisfaction or approval may overestimate its actual impact. Furthermore, by employing the "Photosynthesis" transformation framework, the analysis shifts its focus from "whether activities were conducted" to "where the transmission chain is blocked," thereby providing a diagnostic analytical tool for rural home-school co-education.References
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