Chang, Chi ChengChi ChengChang2026-01-132026-01-132025-07https://dspace.usj.edu.mo/handle/123456789/6866In Macau, various issues have been encountered and topics on education. In addition to the accelerating number of students having emotional related issues, parents and schools also face challenges from different perspectives in education during the education system transformation (Choi, 2005), which greatly hinders the execution of parental involvement (PI). This research explores the historical role of PI in the educational process, showing that parental participation has a greater impact on student learning outcomes (Liu, A., Xie, Y., 2015) than factors including intellectual aptitude or socioeconomic status (SES). To investigate whether there is stagnation of PI in Macao, the research will conduct interviews with secondary school teachers to find out the level of understanding of parents and teachers towards PI, the actual practice and impact of PTA policy, and the difficulties that might hinder PTA practices. Adopting a triangulation method, the paper will further compare teachers’ interviews results to literature review of PI practices in different countries based on the Epstein’s framework (Epstein, J. L., 2001). Finally, as the study explores the implementation of PTA policies in secondary schools in Macao, it also provides recommendations for the further optimization of Macao’s education system. The research findings show that PTA policy in Macao education should evolve from its current superficial interaction to deeper cooperation, creating a more comprehensive learning environment for students, fostering their holistic development in the context of rapid changes.enParental involvementParent-Teacher Association (PTA)Epstein’s Six Types of Parental InvolvementMacaotext::thesis::master thesis