This article analyzes the current situation of homeroom teaching under the concurrent assignment mechanism in private high schools from a management science perspective, based on surveys of homeroom teachers and students. The results show that homeroom teachers simultaneously undertake multiple functions, including managing classroom order, coordinating with parents, supporting learning, providing psychological guidance, and facilitating class activities. However, the concurrent assignment mechanism also increases workload pressure, while the effectiveness of student self-management, classroom democracy, and students’ willingness to share with homeroom teachers remain limited. These limitations reflect shortcomings in task assignment, school–family coordination mechanisms, and capacity support for homeroom teachers. Based on these findings, the article proposes a set of management-oriented solutions, such as reasonably reducing administrative duties, standardizing parent coordination mechanisms, enhancing classroom management skills, providing support for coping with and addressing students’ psychological issues, improving students’ self-management abilities, and creating a safe and highly participatory classroom environment.

Keywords: Homeroom teacher; Private high school; Concurrent assignment mechanism; Classroom management; Management science.