What is Parent–Teacher Collaboration? A Scoping Review of its Conceptual and Operational Definitions
Abstract
Objective: The objective of this scoping review is to examine the current state of the literature on parent-teacher collaboration. Specifically, the review aims to identify and describe which aspects of parent-teacher collaboration have been studied to date, highlight gaps in the existing knowledge, and explore how parent-teacher collaboration is conceptualized and operationalized within the field of education.
Introduction: Collaboration between parents and teachers refers to a structured and cooperative effort toward a shared goal (Blue-Banning et al., 2004). While parent-teacher relationships have existed for as long as schools and formal teaching, its interpretation and implementation have evolved significantly in recent decades. Although prior research has emphasized its importance for promoting positive student outcomes —such as higher achievement and fewer behavioral or externalizing problems —there remains a lack of comprehensive research on how parent-teacher collaboration is conceptually defined or empirically measured (Garbacz et al., 2015; Wheeler et al., 2024; Garbacz et al., 2021; Minke et al., 2014).
Without rigorous and consistent measurement, it is difficult to draw valid conclusions from existing studies. Additionally, a clear conceptual definition is a prerequisite for developing meaningful and reliable operationalizations (Lazarsfeld, 1993). When conceptual and operational definitions are misaligned, research risks becoming methodologically weak or flawed. The absence of widely used and agreed-upon conceptual definitions further makes it difficult—if not impossible—to compare findings across studies, build cumulative knowledge, and replicate results. To advance research in this field, a shared language is essential—one that is grounded in clearly articulated and compatible conceptual and operational definitions (Hawley & Dent, 2019). In sum, without clear conceptual definitions, appropriate operational definitions cannot be developed; and without alignment between the two, research in this area lacks methodological rigor (Kaplan 1964; Babbie 2020). Therefore, this review aims to identify and examine the existing conceptual and operational definitions of parent-teacher collaboration in literature, with the goal of mapping how this construct has been understood and measured across studies.
Inclusion criteria: This scoping review includes research related to the collaboration between parents and teachers. The term parents refers to the individuals responsible for the child, such as guardians and caregivers, as well as the broader contexts in which parenting occurs, including family or home. The term teachers encompass individuals involved in teaching, such as educators and instructors, as well as the institutional context, such as the school. Collaboration is broadly defined to include various forms of joint action, such as cooperation, connection, communication, interaction, relationship, and partnership. This review focuses on the school levels ranging from kindergarten to the end of high school. The context of this scoping review is interdisciplinary and international, aiming to provide a global understanding of the collaboration between parents and teachers.
Methods: The proposed scoping review search strategy aims to identify published, peer-reviewed studies on parent-teacher collaboration from kindergarten through the end of high school. The search was conducted in June 2025 using a comprehensive and systematically developed search protocol aligned with the study`s objectives. Searches were carried out in ERIC, Education Research Complete, PsychINFO, Scopus, and Web of Science. Only studies published in English will be included, with no restrictions on the publication start date.
