Uncovering the Experiences of High School Teachers in Optimizing Parent-Teacher Partnership in School

Abstract

This phenomenological study explored the experiences of secondary school teachers in optimizing parent teacher partnership in school in Banaybanay District, Division of Davao Oriental. Furthermore, this investigated their coping strategies and insights that were derived from their experiences drawn from the findings of this study. Qualitative –phenomenological study was employed in exploring the views of the ten (10) participants of which primary instrument of data gathering was through in- depth interview. Findings revealed that after analyzing the responses of the participants about their experiences as high school teachers in optimizing parent-teacher partnership in school, the following three themes emerged: encountering uncooperative parents, dealing with parents with different characteristics, and experiencing problems in terms of communication. Furthermore, on their coping mechanisms adopted, the following were the emergent themes namely extending patience in dealing with parents, appreciating parents’ efforts, and involving parents with different school activities. Finally, the participants shared about their insights drawn from the findings of the study, the following three themes emerged: emphasizing parental participation and involvement, implementing proper methods of communication, and respecting the community’s diverse values and views. Results imply that children are more likely to perform well in school and have better social and emotional development when their parents are active in their education. This is especially true for younger children. Parental participation enhances student performance, self-esteem, and conduct. The establishment of solid ties between parents and the schools their children attend is another benefit of this practice. Likewise, the level of performance of teachers may be improved through parental participation. It is easier for parents to understand the job that teachers do and the obstacles they confront when there is more communication between teachers and parents. This, in turn, helps teachers feel valued.