LAUSR

Abstract Parent-teacher partnership is associated closely with adolescents’ development. However, little is known about the association between parent-teacher partnership and Chinese high school students’ development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates to high school students’ academic, career, and personal/social development among a national representative sample of 4,606 high school teachers from 61 high schools across 10 provinces of Mainland China. Both parent-teacher contacts and relationship were related to high school students’ development across all three domains (i.e., academic, career, and personal/social development). Parent-teacher relationship was more closely related to students’ developmental outcomes than parent-teacher contacts. Parent-teacher contacts were associated directly and indirectly with students’ developmental outcomes via parent-teacher relationship and teacher-student relationship. Implications for future studies and practice were discussed.