Lived Experiences of Grade 1 Teachers in Managing Parental Involvement in Student Learning

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

1. Alampay, L. P., & Jocson, M. R. (2011). Attributions and attitudes of mothers and fathers in the Philippines. Parenting: Science and Practice, 11(2–3), 163–176. https://doi.org/10.1080/15295192.2011.585567 [Google Scholar] [Crossref]

2. Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2021). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 31, 100355. https://doi.org/10.1016/j.edurev.2020.100355 [Google Scholar] [Crossref]

3. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications. [Google Scholar] [Crossref]

4. Evangelista, A. B. (2018). Factors affecting parental involvement in elementary education in the Philippines. International Journal of Education and Research, 6(10), 53–66. [Google Scholar] [Crossref]

5. Garcia, L. R. (2020). Barriers to parental involvement in the Division of Northern Samar: Teachers’ perspectives. Philippine Journal of Basic Education, 44(2), 85–98. Retrieved from https://ejournals.ph/article/barriers-to-parental-involvement-northern-samar [Google Scholar] [Crossref]

6. Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410. https://doi.org/10.1080/00131911.2013.781576 [Google Scholar] [Crossref]

7. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903 [Google Scholar] [Crossref]

8. Hornby, G. (2020). Parental involvement in childhood education: Building effective school–family partnerships. Springer. https://doi.org/10.1007/978-3-030-55997-9 [Google Scholar] [Crossref]

9. Kakavoulis, A., Mavridou, E., & Tsiantzi, E. (2019). Teachers’ perceptions of parental involvement during the transition from kindergarten to primary school. Early Child Development and Care, 189(7), 1134– 1147. https://doi.org/10.1080/03004430.2017.1369776 [Google Scholar] [Crossref]

10. Krane, V., & Klevan, T. (2019). You notice that there is a lot of support out there, but they are not using it: Teachers’ reflections on home–school cooperation. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882 [Google Scholar] [Crossref]

11. Liu, X., & Gao, Y. (2022). Parental involvement and home–school partnerships: Elementary teachers’ perspectives from China and the United States. Educational Studies, 48(5), 633–650. https://doi.org/10.1080/03055698.2020.1771259 [Google Scholar] [Crossref]

12. Nierva, J. L. (2019). Parental engagement practices and challenges in Philippine elementary schools. Asia Pacific Journal of Multidisciplinary Research, 7(3), 100–108. doi: not available / Retrieved from https://apjmr.com/wp-content/uploads/2019/06/APJMR-2019.7.3.18.pdf [Google Scholar] [Crossref]

13. Obiso, J. L., Dela Peña, M. G., & Llantino, A. M. (2024). Parental involvement and barriers among Grade 1 learners in public elementary schools. Philippine Social Science Journal, 7(1), 45–59. Retrieved from https://zenodo.org/records/11182904 [Google Scholar] [Crossref]

14. Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 3–34). SAGE Publications. [Google Scholar] [Crossref]

15. Ribeiro, L. C., Cunha, J., Silva, A., & Carvalho, T. (2021). Home-school communication and learning transfer: Teachers’ perspectives. Education and Urban Society, 53(8), 941–959. https://doi.org/10.1177/0013124520902132 [Google Scholar] [Crossref]

16. Santiago, R. M. (2020). Exploring parental involvement in inclusive elementary education settings. Philippine Normal University Research Journal, 15(2), 45–61. Retrieved from [Google Scholar] [Crossref]

17. https://www.pnuresearchjournal.edu.ph/articles/PNURJ-2020.15(2).003.pdf [Google Scholar] [Crossref]

18. Santos, M. J., & Ramos, E. P. (2021). Collaboration challenges between teachers and parents in inclusive classrooms: Evidence from Davao City. Asian Journal of Education and Research, 9(4), 12–25. Retrieved from https://ajer.info/index.php/ajer/article/view/3540 [Google Scholar] [Crossref]

19. Sharabi, A., & Cohen-Ynon, N. (2022). Teachers’ and parents’ experiences of home-based learning during COVID-19: Communication, stress, and cooperation. Teaching and Teacher Education, 117, 103815. https://doi.org/10.1016/j.tate.2022.103815 [Google Scholar] [Crossref]

20. Skinner, B. F. (1953). Science and human behavior. Macmillan. [Google Scholar] [Crossref]

21. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

• The Impact of Ownership Structure on Dividend Payout Policy of Listed Plantation Companies in Sri Lanka
• Urban Sustainability in North-East India: A Study through the lens of NER-SDG index
• Performance Assessment of Predictive Forecasting Techniques for Enhancing Hospital Supply Chain Efficiency in Healthcare Logistics
• The Fractured Self in Julian Barnes' Postmodern Fiction: Identity Crisis and Deflation in Metroland and the Sense of an Ending
• Impact of Flood on the Employment, Labour Productivity and Migration of Agricultural Labour in North Bihar