Parent–Teacher Collaboration and Teacher-Rated Classroom Engagement among Autistic Students in Punjab, Pakistan: An Explanatory Sequential Mixed-Methods Study
DOI:
https://doi.org/10.54938/ijemdss.2026.05.2.692Keywords:
autism, parent–teacher collaboration, classroom engagement, family–school partnership, inclusive educationAbstract
Parent–teacher collaboration is essential for coordinating educational support across home and school, particularly for autistic students with diverse communication, sensory, behavioral, and learning needs. This explanatory sequential mixed-methods study examined the relationship between parent–teacher collaboration and teacher-rated classroom engagement among autistic students enrolled in selected special education institutions in Punjab, Pakistan. The quantitative phase included 60 matched parent–teacher dyads representing 60 autistic students. Parents and teachers independently completed parallel collaboration questionnaires, while teachers assessed students’ behavioral, emotional, social, and cognitive engagement. Descriptive statistics, paired-samples analysis, intraclass correlation, and Pearson’s correlation were applied. Semi-structured interviews were subsequently conducted with 10 parents and 10 teachers, and the data were analyzed thematically to explain the quantitative findings. Parent–teacher collaboration was rated high overall (M = 3.84, SD = 0.49), with mutual trust and respect receiving the highest score and joint planning and decision-making the lowest. Parent and teacher collaboration ratings showed moderate agreement, and no significant mean difference was identified. Overall classroom engagement was also high (M = 3.53, SD = 0.52). Behavioral engagement was rated highest, whereas social engagement was moderate and represented the weakest dimension. Dyadic parent–teacher collaboration demonstrated a statistically significant moderately strong positive relationship with classroom engagement, r(58) = .62, 95% CI [.43, .76], p < .001. Qualitative findings indicated that regular two-way communication, parental knowledge, shared goals, consistent home–school strategies, sensory adjustments, and collaborative problem-solving supported engagement. Limited time, inadequate autism-related training, unclear communication procedures, and restricted parental participation were major barriers. The findings highlight the need for structured collaboration systems, shared educational decision-making, professional development, and socially inclusive classroom practices. However, causal conclusions cannot be drawn because of the cross-sectional design and reliance on teacher-rated engagement.
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Copyright (c) 2026 Muhammad Kashif, Muhammad Shahid Shah, Abeer Fatima, Sajjad Ahmad, Akram Maqbool
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