Impact of Collaborative Support of Teachers and Parents in Escalating Students’ Learning

Abstract

This study investigates the impact of collaborative support between teachers and parents on escalating students' learning at the secondary school level. Employing a qualitative-interpretive case study design, the research collected in-depth data through semi-structured interviews with a purposively selected sample of five teachers and five parents from a private high school in Swat, Pakistan. Thematic analysis of the responses revealed four central themes.

Firstly, consistent open communication and teachers' home visits were found to be pivotal in creating a conducive learning environment, which significantly enhanced student motivation, empowerment, and participation in their academic journey. Secondly, the adaptation of technology, particularly the use of WhatsApp, emerged as a critical factor for enabling instant and reliable interaction, proving especially beneficial for parents with limited time. Thirdly, the study identified significant barriers to this partnership, including parents' busy schedules, socio-cultural differences, and a lack of technological access or literacy.

The findings underscore that a synergistic and trusting relationship between teachers and parents is fundamental for the holistic development of students, leading to positive consequences both academically and emotionally. In light of these results, the study recommends establishing regular communication through accessible digital tools, clearly defining mutual expectations, actively involving parents in school events, and conducting strategic home visits to build rapport. It concludes by emphasizing the role of school administrations in fostering a collaborative ecosystem and calls for government support in addressing infrastructural gaps to facilitate these essential connections.

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