Chapter 4: Data Analysis

This chapter presents the analysis of the data collected from Pakistani teachers regarding their
perceptions of parent-teacher collaboration in educating disabled children at the primary level.
The online, semi-structured interviews were used to collect the data, and the responses were
transcribed later. The collected data has been analysed using thematic analysis

4.1: Teachers’ understanding about parent-teacher collaboration

The primary focus of "Teachers' Understanding About Parent-Teacher Collaboration" is an

examination of how teachers perceive the significance of collaborating with parents in order to
foster their students' academic success and promote inclusive education. The first subtheme,
"Improved academic outcomes," examines how instructors believe collaboration can contribute
to improved educational results for students with disabilities, as well as a more positive
classroom environment and increased parental involvement in their child's education. The second
subtheme, "Promoting inclusive education," investigates how instructors perceive parent-teacher
collaboration as a crucial component of promoting inclusion in the classroom as well as meeting
the unique needs of students with disabilities. This central theme and its subthemes emphasized
the significance of collaboration and its potential benefits for students, families, and educators.

4.1.1 Academic Performance Improvement

One teacher said that,

“When parents are involved in their child's education and collaborate with instructors,
academic performance improves. It is a simple fact. We can establish a stronger system of
support for the child, allowing for more individualized care and targeted interventions."
(B)

This quote illustrates the teacher's belief that parental involvement and collaboration with
instructors can enhance students' academic performance. The instructor suggests that
collaboration enables greater support systems for the child, which can result in more
individualized care and targeted interventions. This is consistent with existing literature on the
subject. For instance, research indicates that academic achievement increases when parents are
involved in their child's education (Henderson & Mapp, 2002). It has been discovered that

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collaborative partnerships between parents and instructors have a positive effect on the academic
achievement of students with disabilities (Jeynes, 2007). In addition, research indicates that
family involvement in education can increase student motivation, engagement, and achievement
(Epstein et al., 2009).

Another teacher said that,

“When parents get involved in their child's education, it has an important effect on their
academic performance, I have found. Together, parents and instructors can identify
specific areas in which a child may require additional support or resources and establish a
plan to meet those requirements. This improves the student's academic performance
because they benefit from more targeted and individualised instruction." (E)

Teacher E emphasises the significance of collaboration between parents and instructors in

enhancing students' academic outcomes. By collaborating, both parties can identify and address
specific requirements and obstacles that may be affecting the academic performance of the
student. This can result in more targeted and individualised instruction, which can improve
academic performance. This response is consistent with literature that stresses the importance of
parent-teacher collaboration in enhancing academic outcomes for pupils (Henderson & Mapp,
2002; Epstein & Sanders, 2006). When parents are involved in their child's education, they have
a greater chance of academic success (Desimone, 2002; Fan & Chen, 2001). This demonstrates
the significance of collaboration between parents and educators, as it can help create a more
supportive and effective learning environment for students.

Another teacher further elaborated as,

"I think parental involvement is crucial for students with disabilities because it helps us
as teachers better understand the child's needs and strengths. When parents share their
observations and insights with us, we can work together to create a more effective
learning plan for the disabled student." (Teacher C)

The research shows that parental involvement is important for helping children with disabilities
do better in life. Irfan and Hasan (2018) did a study on students with disabilities in Pakistan.
They found that parental involvement was linked to better academic performance and social

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growth. The study showed how important it is for parents and teachers to work together to create
a good learning environment and help students with special needs. Likewise, Yousafzai and
Ahmed's (2020) study found that teachers thought that working together with parents was an
important way to promote inclusive education and meet the needs of students with disabilities.
The study emphasised the importance of effective communication between parents and teachers
in order to identify and address the unique needs of students with disabilities

4.1.2: Promoting Inclusive Education

One teacher said,

"Parental collaboration is crucial for fostering inclusive education. When parents are
involved, they can provide invaluable insight into their child's strengths, weaknesses, and
unique requirements. This information is essential for fostering an environment where all
students can thrive."

This quote emphasises the significance of parent-teacher collaboration in the promotion of

inclusive education. Together, parents and instructors can create a supportive learning
environment for all students by better understanding the unique requirements of each student.
This is consistent with the literature on inclusive education, which stresses the significance of
establishing a supportive and inclusive learning environment for all students, irrespective of their
abilities or disabilities. Abu-Hamour (2018) found that parent-teacher collaboration contributes
to a more inclusive learning environment by allowing for a more personalised and individualised
approach to education. By involving parents in the process, teachers can develop individualised
learning opportunities for their students by gaining a deeper understanding of their needs and
abilities. Alquraini and Gut (2012) found that this strategy is effective in promoting social and
academic achievement for students with disabilities in inclusive classrooms.

Another teacher said that,

"I believe that collaboration between instructors and parents is essential to the promotion
of inclusive education. As educators, we must collaborate with parents to foster an
inclusive and supportive learning environment for all students, including those with
special needs. By sharing our knowledge and experiences, we can devise effective
strategies to ensure the success of every student."

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This quote emphasises the vital role that parents play in promoting inclusive education. Teachers
can develop more effective and individualised strategies for meeting the requirements of students
with disabilities if they collaborate with parents and take their insights and perspectives into
account. This can lead to a classroom environment where all students feel supported and valued.
Existing literature supports the significance of involving parents in promoting inclusive
education. According to studies, parental involvement can enhance academic and social
outcomes for students with disabilities and foster a more positive classroom environment
(Turnbull et al., 2015; Singh et al., 2020). Collaboration with parents can also assist educators in
gaining a deeper understanding of the cultural and familial contexts of their students, which is
crucial for the development of effective and inclusive strategies (Cochran-Smith et al., 2018).

One teacher said,

“Parents have valuable insights into their disabled child's strengths, challenges, and
unique needs that can inform my teaching and help me create a more effective and
inclusive learning environment. By working together, we can identify the best strategies,
interventions, and accommodations to support each student's learning style and maximise
their potential."

Literature shows how important it is for parents and teachers to work together to help children
with disabilities succeed. For example, a study by Jabeen and Khan (2018) found that parental
involvement was a key factor in promoting inclusion and supporting the education of children
with disabilities in Pakistan. The study found that parental involvement helped create a positive
learning environment and promoted better outcomes for students with disabilities.

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4.2 Barriers to parent-teacher collaboration

"Barriers to Parent-Teacher Collaboration" is the second major theme of the dissertation. "Lack
of Trust" and "Communication Barriers” including language barrier and socio-cultural Barriers
are the subthemes identified under this main theme. Teachers have identified a number of
obstacles to parent-teacher collaboration. These obstacles include a lack of trust between parents
and teachers as well as communication barriers such as linguistic and sociocultural differences.
These factors may make it challenging for parents and instructors to collaborate effectively and
may have a negative influence on the academic outcomes of children with disabilities. The
sections that follow provide comprehensive teacher quotations and interpretations of these
obstacles, as well as their relevance to the existing literature.

4.2.1 Absence of Trust

One teacher said that,

“Lack of trust is one of the greatest obstacles to parent-teacher collaboration, according to

the teacher. Some parents may have had negative education experiences in the past or
may feel that instructors are judging or criticising them. It is essential to establish rapport
with parents and demonstrate that we value their input. Regular engagement and
communication can help build trust.”

This quote emphasises the issue of trust as an important impediment to collaboration between
parents and teachers. The teacher suggests that some parents may have had negative educational
experiences, which can breed mistrust between parents and teachers. Developing relationships
and maintaining regular communication can aid in establishing trust and overcoming this
obstacle. Lack of trust is a prevalent barrier to parent-teacher collaboration, according to the
research (Abidin, 2012; Epstein & Sanders, 2006). It is believed that establishing trust is
essential for effective collaboration because it facilitates the development of a positive working
relationship between parents and instructors (Epstein, 1995). According to Abidin (2012) and

5
Epstein and Sanders (2006), regular communication and participation are also crucial trust-
building strategies.

One teacher shared that,

"I believe parents sometimes lack faith in us because they believe we view their child as a
test score or a problem to be solved. However, we do care about their child as an
individual person, and we want to collaborate with them to ensure their success."

This teacher illustrates a prevalent perception among parents that teachers are solely concerned
with academic outcomes, which can erode the relationship of trust between parents and teachers.
The teacher emphasises the significance of establishing a rapport with the child's parents and
taking a holistic approach to the child's education and well-being. Trust is a crucial element of
effective parent-teacher collaboration, according to research (Henderson & Mapp, 2002); a lack
of trust can be a significant barrier to collaboration, leading to misunderstandings and conflicts
(Epstein, 1995). Teachers can establish parents' trust by demonstrating their dedication to the
child's overall development and by being transparent about their teaching practises and
expectations (Christenson & Sheridan, 2001).

4.2.2 Language and Socio-cultural Barriers

One teacher expressed that,

“I work in a school with a large population of English language learners, and I am aware
that communication with parents can be hampered by language barriers. Occasionally,
cultural differences can make it difficult to communicate with family members. For
instance, one of my parents did not recognise the significance of assignments because it
was never assigned in their native country. It required some time to clarify the purpose of
assignments and how it reinforces learning.”

The teacher acknowledges that language barriers can be a significant barrier to parent-teacher
collaboration, especially in institutions with a large number of English language learners. The
instructor emphasises the significance of cultural differences and how they can influence parents'

6
comprehension of the educational system. The example of a parent not understanding the
purpose of assignments demonstrates that instructors must be aware of cultural differences and
take the time to explain things in a culturally sensitive and pertinent manner. Studies demonstrate
that language barriers and cultural differences can have a substantial impact on parent-teacher
collaboration, especially in diverse communities (Souto-Manning, 2013). Teachers must be
aware of these obstacles and strive to eliminate them by employing culturally sensitive
communication strategies and supplying materials in multiple languages (Harry & Klingon,
2007). Teachers can develop stronger relationships with families and enhance collaboration in
support of student learning if they do so.

Another teacher said that,

“I've observed that parents from certain cultural origins may not feel as secure interacting
with teachers as parents from other cultures. Some parents, for instance, may not wish to
be perceived as questioning authority or may not feel comfortable speaking up when they
do not comprehend something. As educators, we must be conscious of these cultural
differences and discover means to bridge the communication gap."

The instructor emphasises how cultural norms and values can impact parent-teacher
collaboration and create a communication barrier. The instructor suggests that bridging the
communication divide and comprehending cultural differences can help to surmount this barrier.
Differences in culture can impact parent-teacher collaboration, with some parents feeling
uncomfortable or constrained to speak up or query authority, according to research. Teachers
must be aware of these differences and find methods to establish trust and communicate
effectively with parents from diverse cultural backgrounds (Delpit, 2013; Henderson & Mapp,
2002).

4.3: Strategies to promote Parent Teacher Collaboration

The third primary theme, "Strategies to promote parent-teacher collaboration," seeks to

investigate methods for overcoming barriers to collaboration and fostering positive relationships
between parents and teachers. The first subtheme, "Creating effective communication channels,"
emphasises the significance of having clear and consistent lines of communication between

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parents and teachers, such as through the use of technology, frequent progress reports, and
parent-teacher conferences. The second subtheme, "Encouraging parent participation," examines
strategies for involving parents in their child's education, such as inviting them to school events,
providing parent seminars, and allowing them to volunteer in the classroom. This theme seeks to
provide insight into methods to promote effective collaboration between parents and instructors
to support student learning and development by examining these strategies.

4.3.1 Creating Effective Communication Channels

One teacher told that,

"I believe it is essential for instructors to provide multiple channels of communication

with parents, including email, phone calls, and even text messaging. This enables parents
to select the method that works best for them and ensures that they are kept apprised of
their child's progress." A

This teacher emphasises the significance of supplying parents with multiple channels of
communication to keep them apprised of their child's progress. By providing a variety of options,
teachers are better able to accommodate the diverse preferences and plans of parents, which can
ultimately lead to enhanced collaboration and support for the student. In many research studies
on parent-teacher collaboration, the necessity of establishing effective communication channels
is emphasised. For instance, Epstein and Sanders (2002) found that when schools offer parents
multiple ways to communicate with teachers, such as email, phone calls, and in-person meetings,
parents are more likely to feel connected and involved in their child's education. Jeynes (2010)
found in a separate study that frequent and effective communication between parents and
teachers was positively associated with student academic achievement.

Another teacher expressed,

"I find that using a wide range of communication channels, such as email, phone calls,
and parent-teacher conferences, helps ensure that parents are apprised about their child's
progress and that I understand their child's requirements better. Additionally, it is essential

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 to be precise and concise in our communication, avoiding educational jargon and
acronyms that can be perplexing for parents.” E

The interpretation of this quotation is that instructors recognise the significance of utilising
multiple modalities of communication to reach out to parents and inform them of their child's
academic progress. Teachers can help bridge communication gaps and guarantee that parents
understand shared information by using plain and concise language. This is consistent with
extant research that emphasises the significance of explicit and effective communication in
fostering parent-teacher collaboration (Epstein, 2018).

4.3.2: Encouraging parent teacher collaboration

One teacher said that,

"I believe it's essential to involve parents in educational activities and to encourage them
to be involved in their child's education. One method to accomplish this is by sending
home weekly newsletters that describe what we are learning in class and what parents can
do to reinforce these concepts at home. I also make an effort to be available for parent-
teacher conferences and encourage parents to contact me with any questions or
concerns.” D

The teacher emphasises the significance of parental involvement in their child's education and
proposes several strategies for doing so, such as sending regular updates and making oneself
accessible to engage in communication. This demonstrates that the teacher recognises that parent
participation is essential for effective cooperation and can positively influence student outcomes.
Involving parents in their child's education can lead to enhanced academic outcomes, according
to research (Grolnick & Slowiaczek, 1994; Jeynes, 2011). Communication strategies, such as
regular updates and conferences, have been identified as effective methods for promoting
parental involvement (Epstein, 2001; Henderson & Mapp, 2002).

Another teacher said that,

"I believe it is essential to provide opportunities for parents to participate in their child's
education. This could include parent-teacher conferences, classroom volunteering, or
attendance at school events. When parents are involved, it demonstrates to their child that

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 they value education and helps reinforce the significance of learning at home and in the
classroom.” B

This quote emphasises the significance of involving parents in their child's education and
providing participation opportunities. When parents are involved, it can have a positive effect on
their child's attitude towards education, the teacher acknowledges. This is consistent with
previous research indicating that parental involvement in their child's education can enhance
academic outcomes and boost student motivation (Epstein, 2011; Henderson & Mapp, 2002).

4.4 Summary:

The thematic analysis investigated three major themes regarding parent-teacher collaboration.
The first theme centered on teachers' comprehension of the significance of collaboration, with
subthemes of enhanced academic outcomes and inclusive education promotion. The second
theme identified barriers to parent-teacher collaboration, such as lack of trust and communication
barriers, including language and sociocultural barriers. The third and final theme examined
strategies to promote parent-teacher collaboration, with subthemes focusing on establishing
effective communication channels and encouraging parent involvement.

Teachers recognise the significance of collaborating with parents to support student success and
promote inclusivity in the classroom, according to the findings. However, collaboration is
hindered by a lack of trust and communication difficulties. Teachers suggested methods for
fostering collaboration, such as enhancing communication channels and encouraging parents to
become more involved in their child's education. The findings are consistent with the existing
literature, which emphasizes the significance of collaboration between parents and teachers and
proposes strategies for fostering effective collaboration.

The next chapter will present the findings of the study, suggest the recommendations and
implications for future study and will conclude the study.

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