Partners in Learning: A Qualitative Study on How Tenured Teachers Encourage Parental Involvement

Abstract

The purpose of this study was to explore and understand how tenured teachers encourage parental involvement in the education of elementary learners in selected public schools in the DepEd New Bataan District, Davao de Oro. Using a qualitative phenomenological research design, the study involved eight tenured teachers who participated in in-depth interviews to describe their lived experiences. The findings revealed that encouraging parental involvement is both rewarding and challenging, requiring consistent communication, persistence, flexibility, and strong relationship-building. Teachers employed various strategies, including regular parent-teacher meetings, group chats, letters, home visitation, collaborative school activities, home-based learning guidance, and digital communication platforms. Despite these efforts, they encountered challenges such as parents’ limited time, inconsistent participation, communication barriers, varying educational backgrounds, work commitments, and lack of interest. To overcome these obstacles, teachers demonstrated patience, empathy, understanding, teamwork, flexibility, continuous follow-up, home visitation, and the use of alternative communication methods. These experiences enabled them to develop stronger communication skills, greater patience, adaptability, and a deeper appreciation of effective parent-teacher partnerships. The teachers recognized parents as indispensable partners in supporting learners’ academic success and social-emotional development, emphasizing trust, collaboration, and shared responsibility. The study recommends strengthening school-based parent engagement programs, expanding communication platforms, providing professional development on family engagement, and sustaining initiatives that promote meaningful and consistent parental participation in learners’ educational experiences and overall development.