澳門小學親師關係的現狀與影響因素研究

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’ educational level and awareness of participation have gradually improved, some parents face prominent issues of ""formalized participation"" due to factors including: traditional awe of teachers’ authority (e.g., hesitation to actively express demands out of concern for ""face""), 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–Teacher Relationship Scale–II 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 ""trust and respect"" and ""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 ""perception of feelings and expectations"" showed a high-level positive correlation.
4. All four dimensions of parent-teacher relationships (from both teachers’ and parents’ 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’ 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. This study holds reference value for enhancing the effectiveness of educational collaboration and promoting student development.

本研究目的在於探究澳門小學親師關係現況及在不同背景變項之差異及關聯，並探討影響澳門小學親師關係的因素。澳門自 2001 年起持續推動家校合作，通過立法賦予家長參與權。家長教育水平和參與意識逐步提升，但部分家長因對教師權威的傳統敬畏心理（如顧慮「面子」而避免主動表達訴求）、雙職家庭的時間精力限制，或對學校教育的期望與實際體驗存在落差，導致參與形式化問題突出。與此同時，教師因工作負荷重導致溝通時間受限，雖依賴即時通訊工具，親師關係的實際品質仍需深入探究。 根據研究目的，研究採用量化研究方法，以《家長—教師關係量表》（Parent–Teacher Relationship Scale–II）為工具，通過問卷調查法收集 203 個樣本（教師102 個、家長101個），運用 SPSS 26.0 進行描述性統計、單因素分析、相關性分析及回歸分析等。整理分析數據得出研究結果如下： 一. 親師關係整體呈積極態勢，“信任與尊重”、“合作與溝通”維度得分較高，但存在承諾履行不足、溝通障礙等問題； 二. 不同背景變項（性別、年齡、教育背景、學校類型、互動頻率）的教師和家長，在親師關係感知中無顯著差異。 三. 親師關係的四個維度（“信任與尊重”、“合作與溝通”、“感受與期望”、“衝突與問題解決”）與親師關係感知總分均達顯著正相關，其中“感受與期望”感知達高度正相關； 四. 親師關係的四個維度對教師和家長的親師關係感知均有顯著預測力；教師的性別和教育背景對教師的親師關係感知有顯著正向預測力，教師的年齡則表現出負向的顯著預測力，家長的個體特徵作用則不顯著。 本研究結果為優化澳門小學家校合作提供了實證依據，強調需關注親師情感聯繫、溝通品質及教師群體的差異化需求，對提升教育協同效能、促進學生發展具有參考價值。