Teachers’ Perspective on Low-Income Family Engagement to Teacher-Parent Partnership

Abstract

The study found that low-income families encounter various challenges that hinder their academic involvement. The target population for this study will be the twelve (12) participants from the line-up of elementary faculty, who are still teaching during the first semester of the school year 2022-2023. The result of the study disclosed the research emphasized that teacher-parent partnerships play a significant role in helping low-income families overcome the barriers to academic involvement. When teachers actively establish connections with parents, it fosters open lines of communication and creates an inclusive environment. Teachers' perspective of family low-income learners related to teacher-parent partnership, barriers to academic involvement among low-income families building trust and rapport with low-income families resources and support for teachers working with low-income families challenges faced by teachers who work with low-income families, strategies that teachers use to engage low-income, families in their child's academic progress the importance of effective communication educational outcomes of effective teacher-parent partnerships incorporating the perspectives and input of low-income families policies and practices to promote educational equity for low-income families. Further, discuss the results in the future, we should explore and implement more flexible assessment models that align with student-centered practices. This may require a shift away from traditional exams and a focus on alternative ways of evaluating student progress.