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

Abstract

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.