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The research aimed to explore and understand the lived experiences of Grade 1 teachers in managing parental
involvement in student learning. The purpose of the study was to explore the lived experiences of Grade 1
teachers as regards in managing parental involvement in student learning, the coping mechanisms of Grade 1
teachers with the challenges encountered, and the insights participants can share with the academe and the
community. The study utilized a qualitative phenomenological research design and drew on the experiences of
Grade 1 teachers coming from public elementary schools in Davao del Oro. A validated interview guide was
gathered among Grade 1 teachers, and the study methods used include focus group discussions and in-depth
interviews to delve into the experiences of the participants. Data were analyzed qualitatively using Colaizzi’s
method to derive the most emergent theme per research question. This study found that Grade 1 teachers
experienced and used strengthening parental engagement, navigating parent-teacher partnership, varied
constraints encountered, collaborative support for foundational skills, and adaptive strategies employed. To cope
with the challenges, Grade 1 teachers maximized their ability to become value-laden educators, observing
boundary-setting relationships, practicing resiliency, and sustaining support systems. Further, participants shared
insights with the academe and the community, revealed the need for enhancement of school-parent engagement
programs, and the necessity of community and government support for stakeholders.
Elementary education, parental involvement, public elementary school teachers, lived experiences,
coping mechanisms, insights, phenomenology, Philippines
Parental involvement refers to parents' active participation in their children’s learning processes both at home
and in school through consistent communication with teachers, assisting with homework, attending school
functions, and collaborating on academic goals (Epstein, 2019). However, despite its recognized importance for
student achievement and socio-emotional growth, many early grade teachers report significant challenges in
engaging parents meaningfully in their children’s education.
International studies show that these challenges are widespread and persistent. For instance, in Greece, a large-
scale study involving 1,602 pre-primary and primary school teachers revealed that many educators struggled to
involve parents effectively during children’s transition from kindergarten to primary school, citing lack of
parental interest and limited communication as barriers (Kakavoulis et al., 2019). Similarly, in China and the
United States, Liu and Gao (2022) interviewed 30 elementary teachers with one to five years of experience and
found that obstacles to parental involvement included parents' lack of cognitive and affective readiness, limited
physical resources, and time constraints compounded by long working hours among parents.
The global shift to remote learning during the COVID-19 pandemic further exacerbated these difficulties, with
teachers reporting increased parental stress, confusion, and even conflict as families tried to support homebased
learning without sufficient guidance (Sharabi & Cohen-Ynon, 2022). In the Philippine context, comparable
difficulties persist among early-grade teachers. Studies reveal that while Filipino parents express willingness to
be involved, their participation often remains limited due to socioeconomic and contextual barriers. For instance,
Obiso et al. (2024) found that among Grade 1 learners, parents “strongly agreed” to engage in school-based
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activities such as volunteering and communication, but only “slightly agreed” to learning at home practices.
Barriers such as lack of time, insufficient resources, and poor communication with teachers were strongly agreed
upon as major hindrances.
At the local level, evidence from the Division of Davao City showed that elementary teachers working in
inclusive classrooms encountered collaboration challenges, including parents' limited availability, unrealistic
expectations, and teachers’ lack of professional preparation for family engagement (Santos & Ramos, 2021).
Similarly, in the Division of Northern Samar, Garcia (2020) found that teachers cited parents’ demanding work
schedules, time constraints, and lack of understanding of child development as key impediments to meaningful
involvement.
Research across diverse contexts demonstrates a clear relationship between teachers’ management strategies and
the level of parental involvement. Teachers play a critical facilitating role in shaping how parents perceive and
enact their involvement in children’s learning (Goodall & Montgomery, 2014). Effective teacher communication,
empathy, and inclusive classroom practices have been shown to increase parental confidence, motivation, and
willingness to support their children’s schooling (Krane & Klevan, 2019). Conversely, limited teacher
preparedness, lack of institutional guidance, and misaligned expectations between home and school often lead
to minimal or inconsistent parental involvement (Hornby, 2020). In early grades, teachers face heightened
challenges, as this is the stage when foundational literacy and numeracy skills are formed, and sustained
collaboration with parents is most critical (Castro et al., 2021). Hence, teachers’ lived experiences in navigating
parental involvement practices directly influence the quality and consistency of student learning support at home.
While international studies have explored teachers’ roles in fostering teacher-parent collaboration, few have
deeply examined how Grade 1 teachers, particularly in rural and developing regions like Davao de Oro,
experience and manage these challenges. Most research in the Philippines has focused on parental perceptions
(Evangelista, 2018; Nierva, 2019) or policy frameworks promoting collaboration (DepEd Order No. 39, s. 2004;
Republic Act 9155), rather than the teachers’ first-hand accounts of implementing such mandates in real
classrooms. Moreover, studies like those of Santos and Ramos (2021) and Santiago (2020) addressed inclusive
or general elementary settings but did not isolate the specific demands placed upon early-grade teachers, who
must bridge developmental, linguistic, and social transitions while simultaneously engaging parents. This gap
highlights the need for a qualitative, phenomenological inquiry to capture the lived experiences, strategies, and
coping mechanisms of Grade 1 teachers in managing parental involvement within cultural, economic, and
institutional constraints.
Understanding the lived experiences of Grade 1 teachers in managing parental involvement holds significant
social and developmental value. It aligns with the United Nations Sustainable Development Goal 4 (Quality
Education), which emphasizes inclusive and equitable learning opportunities for all, and SDG 17 (Partnerships
for the Goals), which underscores collaboration between families, schools, and communities. By uncovering
how teachers foster and sustain parent partnerships, the study contributes to strengthening community-based
education and promoting parental empowerment as a shared responsibility in early learning. Moreover, findings
can inform localized programs that promote low-cost, culturally sensitive, and gender responsive strategies for
parent–teacher collaboration in addressing barriers such as time, knowledge, and communication identified in
both local and global contexts (Obiso et al., 2024). This study serves not only academic purposes but also
advances national education priorities of inclusive, community-centered learning in the Philippines.
To maximize the practical relevance and policy impact of the study, results were systematically disseminated to
both academic and practitioner audiences. Findings were presented in school-based Learning Action Cell (LAC)
sessions, PTA general assemblies, and Division-level education summits within Davao de Oro to directly inform
the teaching practices and parental involvement strategies. Policy briefs were prepared for the Department of
Education (DepEd) Division of Davao de Oro, providing evidence-based recommendations such as parent
orientation modules, standardized communication protocols, and flexible home-support activities. Beyond the
local level, results were shared through peer-reviewed publications and education conferences at the regional
and national levels, bridging the gap between research and practice. Through these efforts, the study aimed to
amplify teachers’ voices, promote systemic support for early-grade educators, and strengthen parent–teacher
collaboration as a foundation for lifelong learning success.
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This study explored the lived experiences of Grade 1 public elementary school teachers in Davao de Oro as
regards managing parental involvement in student learning. Specifically, this qualitative study sought answers
to the following questions:
1. What are the lived experiences of the participants as regards managing parental involvement in student
learning?
2. What are the coping mechanisms of the participants as regards challenges encountered in managing
parental involvement in student learning?
3. What insights can be shared to the academe and the community?
This study employed a qualitative research approach, specifically, a phenomenological design. According to
Creswell (2013), the qualitative approach to research provides descriptive and vivid answers to research
questions by performing interviews or observations to explore and comprehend the experiences of individuals
or groups of people over a particular phenomenon. In a way, individuals recount their experiences and engage
in a detailed conversation wherein their interpretation of events or phenomena is expressed and delved into
further.
Moreover, phenomenological research design begins with the experiences expressed in the lived and told stories
of individuals (Pinnegar & Daynes, 2007). This involves studying one or two individuals, gathering data by
collecting their stories, reporting individual experiences, and chronologically ordering the meaning of those
experiences (Creswell, 2007). In addition, phenomenological research design delves into the subjective
experiences of individuals regarding a specific concept or phenomenon. It seeks to capture the lived world of
participants, exploring the meanings they attribute to their encounters with the phenomenon, and typically
involves a shared experience among participants (Shi, 2013).
This research design was suited for and used in my study because this study explores the lived experiences of
teachers concerning parent involvement. As a result, a study on this phenomenon described those episodes
experienced by the participants that were directly investigated. It involved an IDI and FGD with the participants,
wherein their perceptions, opinions, sentiments, and points of view were analyzed.
Shown in Table 1 are the lived experiences of the teachers as regards managing parental involvement in student
learning. Thematic analysis generated the following themes: strengthening parental engagement, navigating
parent-teacher partnership, varied constraints encountered, collaborative support for foundational skills, and
adaptive strategies employed. These experiences reflect both the positive and difficult aspects of teacher-parent
involvement as teachers navigate the complexities of engaging parents in their children’s education.
Table 1. Lived Experiences of Participants as Regards Managing Parental Involvement in Student Learning
Essential Theme
Core Ideas
Strengthening
Parental
Engagement
Follow-up ommunications, such as parent-teacher conferences, notes, home visits, and
reminders, are vital to keep parents engaged in the classroom.
When parents feel there is trust, they will become more engaged and cooperative. The
factors contributing to this trust are approachability, patience, sincerity, and gratitude.
The relationship of mutual respect and understanding between the teaching staff and parents
helps the latter feel important and sure to give their child’s education the necessary support.
When teachers and parents jointly take responsibility for the student's growth, they
incorporate a strong collaboration and accountability through active support and monitoring
of the learner's progress, which becomes the source of their inspiration.
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Navigating Parent-
Teacher
Partnership
Over-involvement of some parents disrupts teaching, while under-involvement shifts full
responsibility to teachers.
Teachers must negotiate boundaries to maintain learner autonomy and shared roles.
Clear communication of expectations is a way to align teacher and parent roles, to avoid
misunderstandings, and to guarantee cooperation in achieving the common goals.
The partnership is made more robust through mutual respect and professionalism, which
enables teachers and parents to voice concerns constructively and concentrate on the
student’s best interest.
Varied Constraints
Encountered
Consistent support is hindered by parents' low literacy skills, work schedules, and financial
difficulties.
Teachers modify their methods to fill in the gaps caused by a lack of resources and
availability.
Regular cooperation between parents and instructors is further complicated by limited
access to transportation and communication technologies.
Teachers must be patient, empathetic, and adaptable because cultural variations and different
parenting philosophies might occasionally impact parents' responsiveness.
Collaborative
Support for
Foundational
Skills
At home, parents enhance mastery and study habits by reinforcing reading, writing,
numeracy, and discipline.
Parents and teachers share accountability, fostering children's self-esteem and drive.
Consistent learning experiences that support classroom lessons are ensured by regular
home-school collaboration.
Providing parents with simple strategies and learning materials empowers them to
effectively support their child’s foundational skills at home.
Adaptive
Strategies
Employed
Teachers employ creative solutions such as group chats, reading videos, and community
efforts to sustain parental engagement.
Dialects, adaptable messaging, and simpler instructions are used to overcome
communication obstacles.
Recognized as co-educators, parents emphasize that education is a joint duty of the home
and the school.
Teachers are better able to adapt to the shifting demands and circumstances of parents when
they engage in ongoing reflection and strategy modification.
Shown in Table 2 are the findings indicating that teachers employed various coping mechanisms to manage the
challenges they faced in engaging parents in their children’s learning. From the analysis, four essential themes
emerged: becoming value-laden educators, observing boundary-setting relationships, practicing resiliency, and
sustaining support systems. These themes illustrate how teachers balanced emotional strength and professional
integrity, maintained healthy boundaries with parents, adapted their approaches to diverse parental
circumstances, and nurtured supportive partnerships to sustain effective parental involvement.
Table 2. Coping Mechanisms as regards Challenges Encountered in Managing Parental Involvement in Student
Learning
Essential Theme
Core Ideas
Becoming Value-
Laden Educators
Maintaining composure when confronted with criticism or miscommunications.
Demonstrating compassion and providing emotional support, especially to challenging
parents.
Gaining inspiration from the growth and accomplishments of students.
Using resilience, spirituality, and self-care techniques to find balance.
Defining precise limits to safeguard both instructor authority and student autonomy.
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Observing
BoundarySetting
Relationship
Preserving professionalism while acknowledging the difficulties that parents face and the
reasons behind their actions.
Maintaining equity and respect in relationships between parents and teachers despite
disagreements.
Clear and courteous communication fosters a positive, productive relationship and helps
avoid misunderstandings.
Practicing
Resiliency
Using local dialects, short and clear instructions, and low-cost platforms (Messenger, SMS).
Use innovative tactics like highlighting accomplishments, incorporating parents in school
events, and engaging through a variety of platforms.
Adjusting for the resources, availability, and literacy levels of parents.
Sustaining a positive outlook and perseverance in the face of difficulties enhances teacher-
parent cooperation and guarantees ongoing assistance for students.
Sustaining
Support Systems
Addressing parents not as passive bystanders but as collaborators and coeducators.
Requesting assistance from coworkers, the administration, and the community at large.
Preserving candid communication and compassion to improve cooperation between the
family and the school.
Small victories should be acknowledged and celebrated since this promotes ongoing
participation and strengthens the idea of shared responsibility.
Shown in Table 3 are the insights and perceptions of the teachers regarding managing parental involvement in
student learning. The participants shared similar views on how parental involvement can be strengthened to
better support learners. In the analysis, three essential themes have appeared, namely: enhancement of
schoolparent engagement programs and the necessity of community and government support for stakeholders.
Table 3: Insights Shared by the Participants as Regards Managing Parental Involvement in Student Learning
Essential Theme
Core Ideas
Enhancement of School-
Parent Engagement
Programs
Need for regular orientation about how parents can support learning
Recommend the creation of parent support groups
Plan training courses for both parents and educators on being respectful in interaction
Create feedback systems to evaluate engagement attempts and enhance school parent
cooperation programs over time.
Necessity of Community
and Government Support
for Stakeholders
Suggest LGU-sponsored parenting seminars
Community outreach for hard-to-reach parents
Stakeholder collaboration for material/learning support
Partnerships with local agencies ensure sustained support and inclusive education.
The results showed that teachers' experiences with handling parental participation differed. Some talked about
good experiences where mutual respect, house visits, and regular contact boosted trust and inspired parents to
actively assist their kids' education. Some faced the burden of unengaged or demanding parents, accusations of
students not achieving, and challenges related to language and culture. Nevertheless, educators are committed
to bridging the gap between the home and school, educating parents about their responsibilities, and providing
support that is easy to access. These personal narratives illustrate the complexity of relationships between
educators and parents and the importance of patience, empathy, and tenacity in building lasting partnerships.
Strengthening Parental Engagement. The research indicated that the increasing involvement of parents in the
school strongly influenced the climate of active engagement in Grade One, and the teachers claimed that face-
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to-face conversations in this context would bring out some very patient and trusting conversations through the
range of strategies and tools that schools used, such as home visits, reminders, and homeroom meetings. These
communication spaces, which were almost benignly non-stop, combined to bring parents into a school space,
and for the parents who participated, being able to palpably immerse themselves communicated a sense of
collective responsibility. The organizers of the activities described these parent engagements as quite worthwhile
yet also quite stressful, due to the range of parent dispositions they as facilitators had to manage, including very
unresponsive parents, the hyper-dependent parents, or parents that had unrealistic expectations, so then offset
communication barriers, contradictory expectations, and emotional labor quickly turned into teachers needing to
be patient, flexible, yet genuinely relationally caring, which emphasizes the complex nature of forming
meaningful connections between home and school.
Moreover, the results of the present study align with the findings of Ribeiro et al. (2021), who indicated that
educator-parent communication throughout the learning continuum supports parents to transfer the identified
learning contexts into community-based spaces outside the classroom. Franck and O'Brien (2019) asserted,
however, that teachers' flexibility in adapting communication strategies is a partner for parent involvement,
especially for families experiencing time or literacy barriers. Castro (2021) expressed a similar sentiment,
highlighting the importance of communication consistency to connect to families facing participation barriers.
The educators’ lived experiences in this particular study indicated that relational communication is more complex
than a habitual behavior; it requires openness, persistence, and trust to facilitate participation.
Furthermore, the findings from this study corroborate those of Goodall and Montgomery (2023), who argued
that the involvement of parents in school activities becomes overwhelming when their attraction to that
involvement becomes a feeling assessed through communication, when parents feel supported and involved
through communication. For instance, Hornby (2020) examined how open and trusting communication can
induce collaboration while avoiding parent/teacher misunderstandings that can undermine teacher efficacy.
Honoring limits, asking colleagues for guidance, and adapting communication style to when parents are available
or how literate a parent is are a few ways teachers described their communication with parents in the present
study. These situations demonstrate that parents’ participation in school cannot be solely dependent on the school,
while also being dependent on the teachers and a supportive school environment. When teachers are always open
and appreciative to parents, parents are more likely to be willing, involved, responsive, and committed school
partners, to directly improve students’ learning experiences and contribute to an inclusive, collaborative
classroom environment.
Navigating Parent-Teacher Partnership. The research findings pointed out that the dealings of teachers with
parental engagement are very complex and involve the both support and opposition of parents as the case may
be. Parents' participation can support learning, but over-involvement or wrong involvement, for example, helping
the child with homework, teaching the teacher, or placing unrealistically high expectations, can take away the
child's independence and control by the teacher. Furthermore, non-involvement of parents turns teachers into the
only ones responsible for the support of the students in the home environment. To handle these circumstances,
the teachers apply techniques such as creating proper boundaries, professionalism, and open communication.
The study's results are in agreement with the ones from Hornby and Lafaele (2011), who considered boundary-
setting as a crucial capability but, at the same time, often neglected, and with Bunijevac (2022) and Desforges
and Abouchaar (2003), who pointed out over-parenting and vague roles as risks leading to teacher stress and
student disorientation.
Correspondingly, Goodall (2018) and Epstein (2011) have also shown that both of them pointed out that parental
engagement is most effective when the parties involved collaborate in sharing the tasks but through proper
negotiations, with teachers leading the instruction and parents providing appropriate support. The implicature of
these findings is that the skilled handling of parent-teacher collaborations calls for the simultaneous involvement
and setting of limits, which will enable teachers to accept the assistance from the parents without causing the
loss of the child's agency, trust building, and professional respect maintenance that, in turn, can bring about
home-school relationships that are collaborative and effective.
Varied Constraints Encountered. An additional significant problem mentioned by teachers is the situation when
parents' scarce money and time create a stressful atmosphere, and the quality and the degree of their involvement
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in children's learning suffer consequently. Parents were not able to buy even the most essential school supplies,
and this led to students being unable to develop and perfect essential skills, while some others with very busy
working hours were not even able to attend meetings, oversee homework, or follow up at school, and the teachers
were taking over these responsibilities.
The evidence supports Wilder's (2014) findings, who claimed that financial and situational forces lessen the
intensity and nature of parental involvement--particularly in low-resourced contexts. Similarly, Alampay and
Jocson (2011) noted that poverty in the Philippines often drives families to engage in survival strategies that may
include low attendance at schools. Hill and Tyson (2009) also agreed that parent involvement was not only a
matter of willingness, but also of the availability of resources, time, and realities, and thus identified some
complexities of the problem that clearly had deprived families from discussing parent learning.
This participant's data reflects Harris and Goodall's (2008) perspective on schools challenging inequalities by
fostering formats for parental engagement that are adaptive and inclusive, while also taking into account
Epstein's (2011) assertion that understanding the lived realities of families and providing structural support is
necessary for them to participate even when all socio-economic pressures are present, is especially pertinent. In
fact, teachers demonstrated resilience in effectively using the available resources that broke the work down into
manageable steps and, ultimately, moved forward with patience to secure parental engagement. Each of these
findings validates the need for systemic support in the form of school policies, community-based programs, and
government interventions that ease the pressures on families, promote appropriate engagement, and provide
children with an ongoing source of academic, behavioral, and emotional support.
Collaborative Support for Foundational Skills. Educators have stated that parent involvement and engagement
in the child’s education has an enormous impact. They specifically underscored those basic skills of reading,
writing, and foundational number sense as the skills parents should be working to support in general. In the first
grade, those basic skills ensure that students can learn after first grade and not all of the instruction or support
provided in the educational school day is going to get a student to that place. Learning at home is a part of the
equation, and educators rely on parents to establish a supportive learning environment in which the child can
practice routinely at home to ensure student learning does not stop when the school day is over!
The results of this investigation corroborate the results of Fan and Chen (2001), who showed a relationship
between parental engagement and student achievement in school, particularly when parents do athome learning
activities with their children. Teachers added that effective cooperation means parents need to see themselves as
active agents in their child's education, rather than relying only on the school, which is aligned with Epstein's
(2011) model of family-school-community partnerships in education that speaks to joint responsibilities and
shared roles. Similarly, Desforges and Abouchaar (2003) emphasized that parental involvement in the early years
has significant implications for the achievement of children, adding that teachers expressed that even trivial
activities, such as reading to a child for a few minutes each night or checking their homework, create significant
gains in motivation and consistency for their child. Observations made by teachers are relative to findings by
Harris and Goodall (2008), who reported that home-based learning opportunities represent a real challenge for
engagement beyond successful attendance to school events.
The experiences of teachers show once again that the support of basic skills has its greatest effect if it is done in
a coordinated manner: the school provides formal instruction, while parents are strengthening learning at home.
This partnership model not only develops academic proficiency but also promotes discipline, selfesteem, and
perseverance among students. Wilder (2014) is in line with the idea that the quality and dependability of parental
involvement, not its amount, are the main factors determining children’s educational success. By providing
integrated support for basic skills, children get the same kind of help from school and home, which makes it
more likely for them to be able to read and do basic math by the end of Grade 1.
Adaptive Strategies Employed. Teachers said that participation of parents who were successful in the children's
education was made through the phone and the internet, thus making the parents teachers' partners. The teachers
properly applied different methods to maintain communication with parents through seminars, distributed letters,
and broken instructions sent communication through group messages, and other methods such as using peer or
neighbour help when parents could not be reached, sending children’s accomplishments. Along with parents,
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recognition of their input was made as valuable by teachers as it continued the involvement and made them feel
more powerful. Teachers knew however that the pat method would be through the use of tools in modern-day
teaching which would not only help but also keep the students ready and in good performance in school.
The study findings have a similar basis in the case of Estrella (2020), wherein adaptive communication and
community support frameworks reinforce the collaboration of parents and teachers even through the tough times
of economically deprived. Similarly, Bernardo (2019) emphasized that home reinforcement and neighbourhood
partnerships safeguard learning continuity outside the school, whereas Hoover-Dempsey and Sandler (2005)
stated that parents do not lose their allegiance if they feel appreciated and that they are suited for the tasks. These
studies have a common thread of the necessity of flexible and responsive techniques in obtaining a good extent
of parental involvement.
Additionally, findings have also backed Goodall and Montgomery (2014), who presented parental involvement
as a two-way rather than one-sided communication. Similarly, Epstein (2011) confirmed in her family–school–
community model that partnership collaboration is effective only when teachers adapt to families' different
contexts and maintain respect mutually. The findings collectively assert that adaptive solutions—be they
technological, context-specific, or community-centered—turn parental participation from a burden to a
partnership. By combining recognition, adaptability, and perseverance, teachers create real participation that is
beneficial to parents and pupils alike, offering unending support and encouragement for children's education.
The analysis of findings indicated that the participants responded to challenges in managing parent involvement
in student learning in different ways. From their experiences, they chose to embrace patience, emotional
regulation, and self-care; maintain professional behavior and boundaries; embody flexibility, adaptability, and
resourcefulness; and develop collaboration and support systems.
Becoming Value-Laden Educators. The research found that Grade 1 teachers address the challenge of parental
disengagement by exercising patience, emotional management, and self-care. The teachers said working with
parents who were disinterested, over-invested, or distrustful with the engagement process made them exhausted.
They did not react defensively but rather consciously managed their feelings and engaged with the families
respectfully and calmly to promote the collaborative process. There was no escaping from the criticism and
complaints but the teachers very consciously refrained from escalating the quarrels any further. Patience was the
main stabilizer in the relationship which required inner strength and professional commitment to keep the
collaborations with parents viable.
The study's outcomes correspond with those of Jennings and Greenberg (2009), who underlined the necessity of
teachers' emotional competence for developing teacher-parent relationships. Furthermore, they agree with Day
and Qing (2009), who claimed that resilience is sustained through internal coping resources that include emotion
regulation and spirituality. At the same time, Richards et al. (2018) advocated for the protecting effect of
networks of supportive colleagues and self-care measures in guarding against teacher burnout.
Moreover, the study strengthens Gu and Day (2007), who stated that the triumph of the students positively
influences the stamina and happiness of the teachers, and it also supports the educational psychologists’ concept
that patience is a requirement and a virtue for teachers and that it is very essential for parents to gain the trust
and collaboration with the teachers.
Certainly, the results support the view that the teacher's patience, emotional control, and self-care are not only
their personal coping strategies but eventually also professional practices that take part in the good maintenance
of teacher-parent relationships, assuring teachers' well-being, and in turn, facilitating learner development. By
using these value-based practices in their day-to-day teaching, teachers not only ensure a cooperative relationship
with parents but also create a positive and productive learning environment for children.
Observing Boundary-Setting Relationship. The research indicates that one of the major ways in which Grade 1
teachers cope with parental involvement is through strict observation and professional boundary-setting. Some
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of the teachers pointed out that many parents overstepped the line by making decisions for the children in the
classroom, doing the homework for them, or asking for answers immediately through the messaging services.
To overcome this issue, the teachers clarified the roles, emphasizing the idea that the responsibility of teaching
lies with the teacher, while the parents support and reinforce learning at home.
The outcome of the research supports the argument made by Hoover-Dempsey and Sandler (2005) that role
differentiation between teachers and parents, which is clear and well defined, promotes collaboration and avoids
role confusion. Teachers found it possible to remain calm, respectful, and committed to constructive dialogue
even when they were dealing with emotional, cynical, or aggressive parents. This is in agreement with Day and
Leitch (2001), who argued that being professional means being able to balance authority and sympathy to keep
fairness and respect alive in difficult situations. By remaining calm, the teachers were able to channel their energy
into the development of the learners and not into conflict, thus keeping the classroom a productive learning
community.
In addition, the teacher's well-being is protected by the boundary establishment. According to Richards et al.
(2018), boundaries are crucial for preserving professional identity and protecting against burnout, and thus
teachers without boundaries come under the threat of becoming exhausted due to unending parent demands, late-
night calls, and unrealistic expectations. Teachers reported that by delineating with precision the scope and time
of availability, they got the chance to keep their teaching energetic and effective. Moreover, boundaries do not
only benefit teachers, since the respect of the teacher develops structure, responsibility, and discipline among
students, which is in accord with the overlapping spheres of influence theory of Epstein (2011), which
emphasizes effective school–family partnerships as being dependent on collaborative yet clearly defined roles.
Hence, the results point out professionalism and boundary-setting as primary survival tools for the teachers,
allowing them to maintain well-being, develop relationships with parents through collaboration, and place child
learning and development at the center stage.
Practicing Resiliency. The research discovered that among the coping mechanisms embraced by Grade 1 teachers
in coping with parental involvement is their flexibility, resourcefulness, and adaptability. Teachers managed
difficulties through adjusting strategies, task-breaking, and coming up with innovative ways of ensuring parental
participation despite socioeconomic, literacy, or time limitations. Resourcefulness in this case went beyond the
practice of working with limited resources to incorporating means of keeping parents' interest and cooperation
by means of innovative, viable, and learner-focused techniques.
Moreover, as shown by the results of this study confirms the findings of Dela Cruz (2021), who noted that
educators respond to minimal parent involvement by instituting easy, interactive home–school activities with
long-term engagement. Likewise, Tan, Lyu, and Peng (2020) noted that homework support systems developed
by teachers facilitate parental involvement and foster study habits even in resource-deprived environments.
Moreover, the results confirm Ribeiro, Cunha, Silva, and Carvalho (2021), who added that involvement of
parents in handy and useful activities has a positive effect on children's learning results, especially when it is
tailored to family conditions.
Theoretical-wise, these outcomes are in line with Goodall and Montgomery (2023) who characterize the
participation of the parents as inclusive, adaptive, and responsive to parents' realities and with Epstein's (2011)
overlapping spheres of influence theory stating that home–school alliances thrive when schools provide parents
with flexible and collaborative paths for participation and at the same time do not put families under unnecessary
stresses. The adaptation, flexibility, and resourcefulness are all considered to be the resumes of the teachers'
coping strategies who then turn the parental involvement from a possible discharge of tension into a productive
partnership that keeps the parents involved, strengthens the school–home relationship, and, hence, contributes
to the learning and development of the students.
Sustaining Support Systems. Grade 1 teachers consider support systems and teamwork to be basic coping
strategies for the case of parental involvement. Instead of fighting challenges solo, they get the assurance,
collective strategies, and legitimacy to deal with parental issues from colleagues, administrators, and even
community members. This portrays the coping as distributed, where the pressures are shared and the
effectiveness maximized through working together.
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The study findings are in line with those of Castro (2021), who argued that school–home partnerships become
most productive when a collaborative atmosphere is built around teachers, parents, and the administration, all
participating in the learning process through monitoring and support. The above-mentioned finding of the current
study also backs up Hornby (2020) who claimed that teachers dealing with parents' difficulties become more
effective when they get support and consistency in school leadership and peer response. The outcome also
corresponds with Fishman (2019) who found that specific teacher invitations and administrative support
operating in tandem to create trust and promote family cooperation are the factors that keep parental involvement
going.
Moreover, these outcomes are corresponding to the Hoover-Dempsey and Sandler (1997) involvement model of
parental which placing stress on the mutual roles, the cooperation of schools and families as the main factor for
the guarantee of student excellence. Further, Epstein's (2011) overlapping spheres of influence theory underlines
that successful parental involvement requires the joint efforts of schools, families, and communities as co-
educators.
By considering all of these results together, it is clear that the supports and collaboration are not only coping
mechanisms, but are also the structural supports for sustained, genuine parental engagement. Specifically,
through obtaining the support of peers, administration and community, teachers not only relieve some of their
own burdens, they also increase their confidence to effectively work with parents, and arrive at a more stable
and meaningful partnership in support of learner development.
Through the participants’ understanding and coping strategies while negotiating parental involvement, they have
developed important understandings of how to approach the challenges they face, especially with strengthening
school–parent engagement programs and the need for the support of community members and government for
stakeholders.
Enhancement of School-Parent Engagement Programs. The research revealed that although teachers in Grade 1
have the desire to create a strong bond with parents, they still need the support of the institution to effectively
organize and keep the parental involvement. Teachers also realized that the majority of parents are not aware of
ways to assist their child's learning beyond compliance, thus requiring the structured programs like orientation,
parent support groups, and communication skills training. These programs were considered to be important for
collaboration, creating trust, and ensuring that the school-home partnerships were moving towards student
achievement.
This study's finding aligns with Dela Cruz's (2021) recommendation that schools that continuously orientate and
guide parents promote more parent engagement. Similarly, Santos (2020) pointed out that parent training
combined with a peer-support group increased parental self-efficacy and sustained family engagement, while
Reyes (2019) suggested that communication workshops and structured parent-teacher conferences help clear up
misunderstandings and develop collaboration. What these studies demonstrate is the importance of
institutionalized structures for parent involvement to be both sustained and effective. In addition, Henderson and
Mapp (2002) called for systemic, coordinated results-oriented programs, and Epstein (2001) recommended
creating inclusive, comprehensive programs that account for the family context and build shared responsibility.
The study highlighted teacher preparation as a key element in effective parental involvement. Teachers expressed
that while one can learn effective communication skills through experience, entering into the classroom with
some level of pre-service training does not necessarily mean they are proficient or able to navigate complicated
family–school interactions. The teachers in the study suggested adding elective modules or training on
family−school partnerships, perhaps for low-income communities and families from diverse backgrounds.
Epstein and Sanders (2006) supported this, explaining that teacher preparation comprised of courses that
combine classroom and field experiences will lead teachers to be more prepared in implementing family
involvement practices. Mapp and Kuttner (2013) claimed that "teachers are not able to communicate with
families from different" or cultures. Similarly, Hornby and Lafaele (2011) also recognized school and teacher
practices as the greatest motivator for the lack of parental engagement, further demonstrating how teachers must
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be proficient in applied skills for collaborative work. This viewpoint aligns with Domain 6 of the Philippine
Professional Standards for Teachers, which highlights the importance of working with families and communities
as well as Bronfenbrenner's Ecological Systems Theory (1979), which captured the significance of
environmental systems on development for children, providing evidence for why educational policy should
influence teacher preparation for parental engagement. In summary, all studies citing these findings presented
the need for teachers to have family involvement included in their teacher preparation for developing inclusive,
responsive, and student-centered teaching practices.
Necessity of Community and Government Support for Stakeholders. In the study, the Grade 1 educators stated
that they were attempting to form very good connections with the children's parents, but still felt that government
or institutional help was necessary to be able to organize parent attendance and keep it going. The instructors
also pointed out the fact that the mothers and fathers, and other relatives concerned, were still quite unaware of
how to help the child learning in a meaningful way apart from just making the child ready for school, and that
there was an absolute necessity for such formal activities like orientations, parent support groups, and
communication training. The teachers believed that these activities would contribute to the building of
collaboration, trust, and partnerships between schools and homes that would be the main factor in the students'
success.
This issue agrees with the findings of Dela Cruz (2021), who said that parent involvement is at its best if schools
regularly orient families and provide them with systematic guidance so they can aid children's learning.
Similarly, Santos (2020) mentioned that peer-support and parent training sessions instill confidence and ensure
family involvement is maintained, while Reyes (2019) mentioned that communication workshops and formal
parent-teacher interaction can not only eliminate misunderstandings but create a collaborative working
environment.
Moreover, it coincides with the findings of Henderson and Mapp (2002), who favored systemic, coordinated
student involvement programs that were related to student success, and Epstein's (2011) model of parental
involvement, which showed that inclusive, comprehensive approaches respect family and culture and build a
shared responsibility. Therefore, it is essential since it indicates that the school-parent relationship is no longer
just a passing notion, but an expectation of the institution. Conducting orientations, support groups, and
communication workshops not only allows for teachers and parents to coordinate effectively, but it also creates
trust so that the important partnership can be maintained.
Conclusions are drawn based on the results of the study. The study concludes that Grade 1 teachers experience
both positive and challenging situations in managing parental involvement in student learning. Effective
communication, mutual respect, and collaboration foster strong partnerships, while issues such as lack of
engagement, overinvolvement, and socioeconomic constraints pose difficulties.
Furthermore, the study concludes that teachers address these challenges through patience, emotional regulation,
boundary-setting, adaptability, and support from colleagues and administrators. Strengthening school–parent
programs, providing parent training, and institutional support are essential for sustaining engagement.
Moreover, the study concludes that effective parental involvement enhances foundational skills and student
learning outcomes. Overall, the findings affirm that meaningful home–school partnerships require empathy,
flexibility, and shared responsibility among teachers, parents, schools, and the community.
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