Abstract

Parents and teachers must work together to create a stable, supportive, and motivating environment for students. This may include regular communication, such as through conferences, email, or phone calls, face-to-face, and working together, to achieve the objectives and expectations for pupils’ motivation. To understand the cooperation among parents and teachers’ communication on students’ motivation at primary schools, we conducted the study with students in grades I to V of the primary cycle in Kosovo, with parents and teachers. From the total questionnaires (N = 440) carried out, 162 parents, 175 students, and 103 teachers were part of the research. The instrument used to carry out the study was a questionnaire adapted to the needs of our research, translated, and implemented in the Albanian language. Research findings show that there is a positive correlation between parent–teacher communication and student motivation in elementary school success. The findings of the research present differences among the motivations of students from parent–teacher communication, depending on the gender of the students. Girls are more motivated than boys via communication between parents and teachers, regardless of their age or class. Also, the higher the education of parents, the more positive the level of communication they have with teachers. The research is important for educators, parents, and policymakers seeking to enhance children’s educational outcomes and overall well-being by fostering positive collaboration between school and community.