The Teacher-Parent Nexus: Academic Implications of Student Success Through Home-School Collaboration

This qualitative case study examined the role of home–school collaboration in supporting learners with learning and behavioral difficulties in selected elementary schools in the Tandag II District, Tandag City Division. It focused on identification practices, challenges in sustaining teacher–parent collaboration, parents’ experiences in managing learners’ academic and behavioral needs, and the effects of collaboration on learner outcomes. Using purposive sampling, 28 key informants (14 teachers and 14 parents) were selected. Data were gathered through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed that identification practices involved classroom observation, standardized assessments, professional consultation, and parent–teacher communication. However, challenges such as limited parental engagement, time constraints, communication barriers, and parents’ emotional and socioeconomic struggles affected collaboration. Despite these, both teachers and parents demonstrated strong commitment to supporting learners. Thus, schools must strengthen home–school collaboration by establishing a clear and positive partnership with parents to support learners with learning difficulties, as strong parental involvement significantly enhances academic performance. Moreover, the implementation of active engagement programs and structured school activities is essential to sustain meaningful parent participation in the learners’ education. In addition, well-defined and inclusive school policies should be developed and consistently implemented to guide collaborative efforts and ensure effective support for learners’ academic and behavioral development.