Beyond Classroom Instructions: The Impact of Teachers’ Behaviors in Family School-Community Partnerships on Academic Achievement

Abstract

Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education. This study examined the impact of teachers’ behaviors in family-school-community partnerships on children’s academic achievement. Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables, this study discovered a trend: Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement. Moreover, teachers’ behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement, narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles. In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner, it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction. It is recommended that teachers’ professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development. For educational policies aimed at fostering a high-quality education system, it is beneficial to extend the investment both for “hard assets” in funds and “soft assets” in teachers’expertise. Such strategies could lead to an overall improvement in children’s academic achievement.

Keywords

family-school-community partnerships / home-school partnerships / classroom instructions / child development / ordered probit model

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