Parent-School Communication via Primary School Class WeChat Groups: Patterns and Responsibility Allocation Attitudes

This study explores the communication patterns in parent-school interactions via primary school class WeChat groups in China and examines their relationship with parents' responsibility allocation attitudes. Using data from a survey of 1,286 parents, Latent Class Analysis (LCA) and Correspondence Analysis (CA) were employed to identify four distinct parent communication participation patterns: Active Participation, Negative Participation, Detached Participation, and Passive Participation. The results reveal significant associations between these communication patterns and responsibility allocation attitudes in parent-school cooperation, highlighting the varying perceptions of responsibility among parents. The study suggests that schools adopt flexible communication strategies to foster trust and facilitate appropriate responsibility distribution in parent-school collaboration.