Research On The Influencing Factors And Optimization Strategies Of Home-school Interaction For Primary School Teacher

As the main position for students’ growth and development,the joint efforts of family and school education have become one of the important ways to promote the high-quality development of education in the new era.The first step towards achieving the synergy of home-school education is to build a good home-school interaction relationship.In primary school,the key to achieving certain results in home-school interaction lies in the mutual support and cooperation of various interaction subjects,among which the head teacher plays a key role as a link.Compared to senior head teachers,new head teachers are at a critical stage of job adaptation,many factors make them face some difficulties in home-school interaction.If the difficulties cannot be resolved in a timely and effective manner,they will inevitably have a negative impact on the professional development of new head teachers and effectiveness of home-school interaction.Therefore,this study focuses on the special group of new head teachers,exploring the factors that affect their home-school interaction work,and proposing optimization strategies.This study adopts a qualitative research paradigm.14 teachers from Q Primary School who were both responsible for teaching and work as a head teacher for 0-3 years were selected as the research objects.Through in-depth interviews,field observations,and physical collection,the current dilemma faced by new head teachers is presented,including trust dilemma,communication dilemma,workload dilemma,responsibility dilemma and professional support dilemma.Based on the internal and external models of the overlapping impact threshold theory,this study further analyzed the multidimensional factors that affect the home-school interaction work of new head teachers at the micro,meso and macro levels.The findings of this study are as follows: Individual factors at the micro level include the limitations of new head teachers,individual differences among parents,students’ personality characteristics and grade.The school factors at the meso level include heavy educational and teaching pressure,weak post employment specialized training,the impact of the work environment,and the role of family committees.The social factors at the macro level are manifested in the blurred boundaries of educational responsibilities,and the lack of pre employment education and training.Based on the analysis of factors,this study proposes strategies to improve the home-school interaction ability of new head teachers and improve the quality of home-school interaction from the micro,medium and macro levels.(1)From the micro level,new head teachers should clarify their role positioning and improve their professional literacy and communication skills;Parents should enhance their educational literacy,create a good family environment for students,and establish a proactive communication awareness.(2)On the medium level,schools should reduce the burden on new head teachers,provide professional support,adjust the family committee system,and establish a specialized home-school interaction department.(3)From a macro perspective,relevant departments should clarify the job responsibilities and workload standards of head teachers,adjust the curriculum and training of teacher education,and increase social collaboration.