AN IN-DEPTH EXPLORATION OF PARENTS, TEACHERS AND STAKEHOLDERS’ COLLABORATION EXPERIENCES TOWARDS LEARNERS’ ACADEMIC SUCCESS: A MULTIPLE CASE STUDY

Earl A. Susbilla, Cornelio R. Rollo

Abstract


This study explored the collaborative experiences of parents, teachers, and stakeholders in promoting learners' academic success in the Tboli West District, Division of South Cotabato. The purpose was to understand how these groups collaborated, coped with challenges, and supported learners' academic success. Twelve informants, teachers, parents, and stakeholders from schools in Barangay Laconon, were interviewed in-depth and participated in group discussions. Data collection and analysis followed an adapted multiple-case study design based on emerging themes. The importance of teamwork has fostered good relationships through collaboration, support, the role of responsibilities, and personal experiences by reflection on how to contribute to the quality assurance of successful learners in the character of collaborative achievements, holistic support for education, intentional engagement, and diverse perspectives of education to develop a perspective of foundation for educational engagement. It bridged the gaps on how academic collaboration among parents, teachers, and stakeholders improves educational outcomes. To develop skills, enhance professional growth, and foster inclusive practices that support diverse paths to addressing student needs. The findings stressed the importance of collaboration and relational support in overcoming challenges and improving educational outcomes in diverse communities.

 

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educational management, academic success, parental involvement, teacher-parent collaboration, stakeholders, multiple case study, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6168

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