Tripartite Collaboration: Strengthening Learner, Teacher, and Parent Partnerships

Abstract Aim: The study explored the tripartite collaboration of learners, teachers, and parents in school community. Methodology: This study used a descriptive quantitative method using a structured survey questionnaire. The study consists of 60 learners, 62 teachers, and 60 parent from Zuni High School, Zuni, New Mexico, U.S.A. Results: Effective communication and engagement is always observed by parents (3.36) while sometimes observed by learners (3.24) and teachers (3.13). Collaboration practices that foster shared responsibility for learners’ success are always observed by learners (3.31) and parents (3.40) and sometimes observed by teachers (3.13). Also, strengthening school-community relationships is always observed by learners (3.28) and parents (3.38) while sometimes observed by teachers (3.22). Supporting a positive learning environment is always observed by learners (3.30) and parents (3.43) but sometime observed by teachers (3.13). Conclusion: There is communication gap among learners, teachers, and parents, particularly in how each group perceives their level of collaboration along effective communication and engagement, shared responsibility for learners’ success, strengthening school-community relationships, and creating a positive learning environment. While parents and learners feel actively involved, teachers do not always demonstrate the same level of involvement. Keywords: tripartite, collaboration, learner-teacher-parent partnerships, school community