A Glance on Parent-Teacher Relationship: Tales of Preschool Teachers in Home Learning Activities

Abstract

This study explored the Parents’ participation in their kids’ education as a potential determiner of their kids’ learning achievement. The study utilized qualitative design, a phenomenological approach in describing the experiences of eight (8) public school teachers from Kinanga District, Davao Occidental, who were selected as participants in this study through selection criteria. The researcher used face-to-face interviews to collect the necessary data. The findings revealed that Parents play a crucial role as stakeholders in education. They are responsible for raising their children, and they have a vested interest in and are impacted by the education their children receive. The preschool teacher's experiences of the parent-teacher relationship reveal two themes: ease of teaching diverse expectations and interest in the parent-teacher relationship and improved classroom performance of preschoolers mediated through the parent-teacher relationship—moreover, the coping mechanisms when they have difficulty maintaining parent-teacher Relationships. Two themes emerge: building rapport with parents and acknowledging parents as stakeholders in the learning process. The insights gained from the study include the emergence of the two themes: parents’ collaboration and engagement and professional development and reinforcing their sense of worth and confidence, both as teachers and learners. These insights underscore the critical roles of parents and teacher mindfulness in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.