SCHOOL-FAMILY COLLABORATION AND ITS IMPACT ON STUDENTS’ ACADEMIC ACHIEVEMENT: A CASE STUDY IN THE MUNICIPALITY OF KIČEVO

Lulzim MEHMEDI, Makfirete AMETI, Besa HAVZIU ISMAILI

Abstract

This study examines the relationship between school-family collaboration and academic achievement in Albanian-language primary schools in the Municipality of Kičevo. Employing an explanatory sequential mixed-methods design, data were collected from 240 participants (80 teachers, 100 students, and 60 parents) across six schools. Quantitative data were analyzed using multiple linear regression, while qualitative data were examined through thematic analysis. The quantitative findings indicate that the regression model is statistically significant and explains 52% of the variance in academic achievement (R² = .52, p < .001). Among the predictors, teacher–parent communication emerged as the strongest factor (β = .48), followed by home support (β = .35) and student motivation (β = .33). The results suggest that student motivation may function as a potential mediating mechanism through which school-family collaboration contributes to improved academic outcomes; however, this mediating effect was not formally tested using statistical mediation techniques and should therefore be interpreted with caution. The qualitative findings revealed that the main barriers to effective collaboration include time constraints (47%), unclear institutional guidelines (32%), and limited access to digital communication tools (13%). These challenges highlight structural and contextual limitations in fostering consistent school–family partnerships. The study concludes that structured, systematic, and digitally supported collaboration between schools and families is essential for enhancing student achievement. The findings contribute to the literature by providing empirical evidence from a local context and by highlighting the importance of communication and parental involvement as key factors in educational success.

Pages: 45 - 52