Abstract

Homeroom teachers connect students, families, subject teachers, and specialist services, but this coordinating role requires an organizational framework beyond individual effort. This study examines collaboration related to homeroom work in selected Japanese and Singaporean documents and considers its implications for Vietnam. A structured narrative review and qualitative document analysis were conducted using 18 substantive sources and two methodological references. The sources were compared across five dimensions: responsibilities, coordination, information sharing, family and specialist involvement, and follow- up. The findings identify team-based student guidance and support planning in Japan and coordination among form teachers, year heads, and specialist personnel in selected Singaporean schools. Previous studies also reveal constraints related to time, professional perspectives, and communication. The article proposes a framework connecting a designated coordinator, agreed responsibilities, proportionate information sharing, and documented follow-up. In Vietnam, implementation should align with existing school counselling arrangements and available staffing, particularly in private multi-level schools. As these implications are derived from documentary analysis, they require contextual assessment and field validation.

Keywords: Educational management, homeroom work, Japan, school collaboration, Singapore, student support.