This study addresses the issue of role ambiguity in home-school cooperation, exploring the dual mediating effects of teachers’ expectations and perceptions, as well as the moderating mechanism of school support. Based on a sample of teachers from multiple regions and types of schools in China, data were collected using a self-developed multidimensional Likert scale, and tested using serial mediation analysis and Bayesian structural equation modeling. The results indicate that teachers’ expectations (β = 0.416***) and perceptions (β = 0.382***) form a significant chained mediation path, explaining 56.9% of the total effect; school support exhibits an asymmetric moderating effect, with policy integrity linearly enhancing the expectation path, while resource investment needs to exceed a threshold (3.82) to activate the perception path. The study finds that the synergy between institutional support and teachers’ psychological mechanisms plays a decisive role in defining role boundaries, providing a “preset-dynamic” dual-path theoretical framework for home-school collaboration. However, future research needs to incorporate a multi-subject perspective to deepen the investigation.
Guo et al. (Mon,) studied this question.