Previous studies often associate decentralization policy with parental empowerment. As parents constitute a major group of stakeholders in the current educational decentralization reform in the world as well as in Hong Kong, this paper attempts to examine to what extent and how parental empowerment in school governance is accepted by principals, teachers and parents in Hong Kong. Data were collected in 2004-2005. A total of 294 principals, 2879 teachers, and 15800 parents participated in three surveys. Factor analysis with a Varimax rotation method helped delineate three factors from the 15 decision areas within each group for stakeholders. The three factors are staffing and curriculum, school administration, and student and parent affairs. Results indicated that the three stakeholders are consistently more receptive to parental empowerment in governance issues related to ‘parent and student affairs’; follow by issues of ‘school administration’. Regarding decision issues related to “curriculum and staffing”, all three stakeholders tend to have the lowest degree of acceptance. Unexpectedly, principals appear to demonstrate the highest degree of acceptance among the three stakeholders in parental empowerment.
|Keywords:||Education Decentralization, Parent Empowerment, Home School Collaboration|
Associate Professor, Department of Educational Administration and Policy, The Chinese University, Hong Kong
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