Objective

2

This study investigates the impact of the University-Government-School (U-G-S) collaborative education mechanism on developing home-school communication skills among teacher candidates

while analyzing key factors influencing skill enhancement.

Methods

2

An experimental-controlled design was employed

involving 200 teacher candidates from a rural teacher training program at a normal university in Province B. The study included 100 participants in the experimental group (U-G-S mechanism training) and 100 in the control group (traditional training). Communication skills were assessed through questionnaires

interviews

and practice documentation. Multivariate regression models were used to analyze the contributions of institutional collaboration intensity

practice base support

and individual practical experience to communication competence.

Results

2

The experimental group demonstrated significantly higher average home-school communication skills than the control group (t = 4.85

p <0.001)

indicating effective skill enhancement through the U-G-S mechanism. Multivariate regression analysis revealed that individual practical engagement (β = 0.48

p <0.001) had the greatest impact

followed by institutional collaboration intensity (β = 0.42

p = 0.001) and practice base support (β = 0.36

p = 0.002).

Conclusion

2

The U-G-S mechanism significantly improves teacher candidates' home-school communication skills through integrated approaches combining institutional training

practice base support

and individual practical experience.