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Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs

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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.

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.

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Acknowledgements

The research was supported by the project “The Effects of Preschool Program Quality on Children’s Mid- to Long-term Learning and Development Outcomes: A Follow-up Three-year Longitudinal Study” (University of Macau Multi-Year Research Grant; MYRG20l8-00024-FED). The authors of this paper deeply appreciate the support.

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Author notes

  1. These authors contributed equally: Bi Ying Hu, Cruchenda Rosetta Alexander

Authors and Affiliations

  1. University of Macau, Macau, China

    Bi Ying Hu, Cruchenda Rosetta Alexander & Yuanhua Li

  2. Fujian Normal University, Fujian, China

    Huiping Wu

  3. University of Central Florida, Orlando, FL, USA

    Sherron Killingsworth Roberts

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Appendices

Appendix A. Parental Demographic Information of the Sample

Variables

Percentage

Education level

 1. Primary degree or below

3.2%

 2. Junior secondary degree

36.4%

 3. Senior secondary degree

20.9%

 4. Vocational college degree

18.3%

 5. Bachelor’s degree

16.4%

 6. Master’s degree

4.5%

 7. Doctoral degree or above

0.2%

Occupation level

 1. Unemployment, job-waiting, part-time job, or farmer

28.6%

 2. Non-technical worker, self-employed small business owner

20.4%

 3. Semi-technical worker, semi-professional, public servant

21.6%

 4. Mid-level management staff, professional, owners of mid-size business

20.4%

 5. Senior management personnel and senior professional

9.0%

Annual income

 1. <2000 RMB ($300)

10.6%

 2. 2001–5000 RMB ($750)

13.9%

 3. 5001–10,000 RMB ($1501)

9.6%

 4. 10,001–20,000 RMB ($3003)

9.2%

 5. 20,001–30,000 RMB ($4505)

10.0%

 6. 30,001–50,000 RMB ($7508)

12.8%

 7. 50,001–80,000 RMB ($12,013)

12.4%

 8. 80,001–100,000 RMB ($15,017)

8.1%

 9. >100,000 RMB

13.4%

  1. The occupation level for stay-at-home mothers or fathers was coded as 1. Some of the percentages may not add up to 1 due to rounding error

Appendix B. Equations to Test the Moderating Effect of Childrearing Beliefs

Model 1 (conditional HLM with covariates and main predictor):

Yij = β0j + β1j(EDUCATION) + β2j(OCCUPATION) + β3j(INCOME) + β4j(HOME-SCHOOL PARTNERSHIP) + rij

β0j = γ00 + u0j

βqj = γq0, for q = 1, 2, …, 4,

Here, Yij is a dependent variable (i.e., Views about administration, Quality of learning environments, Teacher qualifications, and Child-appropriate learning, respectively) for parent i within school j; rij is the level-1 (parent level) residual term, and u0j is the level-2 (school level) residual term for the intercept.

Model 2 (full model with covariates, main predictor and moderators):

Yij = β0j + β1j(EDUCATION) + β2j(OCCUPATION) + β3j(INCOME) + β4j(HOME-SCHOOL PARTNERSHIP) + β5j(PROGRESSIVE BELIEFS) + β6j(TRADITIONAL BELIEFS) + β7j(HOME-SCHOOL PARTNERSHIP × PROGRESSIVE BELIEFS) + β8j(HOME-SCHOOL PARTNERSHIP × TRADITIONAL BELIEFS) + rij

β0j = γ00 + u0j

βqj = γq0, for q = 1, 2, …, 8,

Here, HOME-SCHOOL PARTNERSHIP × PROGRESSIVE BELIEFS and HOME-SCHOOL PARTNERSHIP × AUTHORITARIAN BELIEFS were the interaction terms of home-school partnership and parents’ childrearing beliefs. To avoid nonessential multi-collinearity, all independent variables constituting interaction terms were grand mean centered (Aiken and West 1991).

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Hu, B.Y., Alexander, C.R., Wu, H. et al. Exploring Home-School Partnership and Chinese Parental Satisfaction of Preschool Services: The Moderating Effect of Childrearing Beliefs. J Child Fam Stud 30, 206–219 (2021). https://doi.org/10.1007/s10826-020-01862-7

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  • DOI: https://doi.org/10.1007/s10826-020-01862-7

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