Managing After-School Service Reform and Parental Educational Expectations: Evidence from Primary Education in Shenzhen

Abstract

This study examines After-school Service Transformation (AST), Perceived Evaluation Reform (PER), and Parental Educational Expectations (PEE) with respect to the implementation of the Double Reduction policy in primary schools in Shenzhen. This study aimed to explore how the transformation of after-school services affects parents’ educational expectations and determine whether perceived evaluation reform has a mediating effect. A quantitative cross-sectional research design was used, and a survey was conducted with 210 parents of primary school students in Shenzhen. The data were analyzed using descriptive statistics, Pearson correlation analysis, and regression-based mediation analysis using PROCESS. The results show that After school Service Transformation is positively associated with Parental Educational Expectations, with a significant positive effect (β = 0.825, p < 0.001). Furthermore, After-school Service Transformation is a significant predictor of Perceived Evaluation Reform (β = 0.865, p < 0.001), and Perceived Evaluation Reform is also a significant predictor of Parental Educational Expectations (β = 0.614, p < 0.001). Furthermore, mediation analysis showed that Perceived Evaluation Reform partially mediated the relationship between After-school Service Transformation and Parental Educational Expectations (DE = 0.288; IE = 0.531), indicating the importance of evaluation reform in influencing parental attitudes towards holistic education. These results indicate that the effectiveness of after-school service reform is not only determined by the provision of services but also by the establishment of a transparent and credible evaluation system that facilitates comprehensive educational development. This study offers valuable insights for schools and policymakers on how to improve the implementation of the “Double Reduction” policy and encourage more equal parent expectations regarding education. Expansion of the research is recommended to include longitudinal and comparative studies in various parts of China to examine the sustainability of after school service reforms. Other unexplored factors, including parental socioeconomic background, school quality, and learning outcomes, may also impact parental expectations for education.