This study examines the multifaceted nature of collaboration between teachers and parents in primary education, with a particular focus on the Croatian educational context. Through a qualitative research approach involving interviews with 4 teachers and 10 parents, the study explores the dynamics, challenges, and potential avenues for improvement in teacher-parent relationships. The research was conducted over a three-month period from November 2023 to January 2024. The results of this qualitative research show parental desire for collaboration and their insufficient involvement in school activities, which can be consequently linked to the teachers' approach. Furthermore, the findings reveal a complex interplay of factors influencing collaborative practices, including communication methods, parental involvement in school activities, and systemic barriers within the educational framework. This analysis contributes to the growing body of literature on educational partnerships and offers insights for The Dynamics of Parent-T eacher Collaboration 189 enhancing pedagogical practices and policy development in primary education.
Mirosavljević et al. (Mon,) studied this question.