What Drives Teacher–Parent Collaboration? Multilevel Evidence from Moroccan Secondary Schools

Abstract Despite ongoing reform efforts to improve educational outcomes in Morocco, the dynamics of parent–teacher collaboration remain underexplored. Using TALIS 2024 data for Morocco, this study applies multilevel mixed-effects modeling, with survey weights and cluster-robust standard errors, to examine institutional, professional, and contextual factors affecting school‒family partnerships. The results show that a favorable school atmosphere, marked by effective instructional leadership and high teacher job satisfaction, strengthens this partnership. Notably, neither parents’ support for their children’s achievement at home nor their participation in school activities predicts teacher–parent collaboration, a disconnect that represents a missed opportunity in the Moroccan home–school relationship, where existing family commitment is not converted into pedagogical partnership. Parental collaboration is significantly greater in private institutions than in public institutions, whereas the urban–rural distinction becomes irrelevant once the school setting is considered.