摘要：The aim of this study is to determine the situation regarding school-family collaboration according to the views of administrators, teachers, and parents in Baku/Azerbaijani schools. For the study conducted in case study design, three separate schools serving education were selected in the socioeconomically different districts of Baku province. The study data were collected through face-to-face interviews and document reviews and analysed with descriptive method. The findings are presented in six themes in line with the purposes of the research: (1) responsibilities expected from stakeholders, (2) school-family collaboration practices, (3) school-family communication ways, (4) school-family collaboration problems, (5) solutions to the problems of school-family collaboration, and (6) the impact of school-family collaboration on stakeholders. According to the results of the study expected responsibilities from the school in school-family collaboration are to provide a good educational environment, to be open to collaboration, to inform the parents. The expected responsibilities from the parents are to involve closely in the education of their childrenʼs education, to support schoolʼs training at home, to communicate with the school, to follow the Student Diary, participating at the school activities from the parents. On the other hand, acting together and making equal contribution are stated the stakeholdersʼ common responsibilities. School-family collaboration practices include meetings, seminars, “Parentsʼ Day at School”, ensuring parentsʼ participation in activities, individual parents meeting and parentsʼ observation at the lesson. For the communication in the school-family collaboration process are benefitted from The Student Diary, telephone, WhatsApp groups and parent committee chairman. In school-family collaboration, main problems caused by from the teachers are discrimination among students, not taking into account the studentʼs individual needs, not writing evaluation notes in the “The School Diary” and neglecting their lessons; problems caused by the parents are not being involved in their childʼs education, not participating in the meetings, expecting higher points from the teacher; problems caused by the students are disrupting teaching environment, failing the class and lying to the parents. Collaboration problems are talked with face to face or by phone and they are tried to find solutions together. School-family collaboration increases the happiness of the stakeholders, parentsʼ satisfaction, and student success.
