Abstract
This mixed-methods study assessed the dynamics and impact of parent-teacher collaboration on student academic performance at Bugtong Kawayan Elementary School to develop a Collaborative Support Program. Anchored in Epstein's, Bandura's, and Social Capital Theories, the research surveyed 48 respondents (teachers and parents) on the extent of parent participation, the level of teacher engagement, the correlation between collaboration and academic grades, and shared challenges. Findings reveal significant socioeconomic and educational disparities: the teaching staff is highly experienced. At the same time, the majority of parents are low-income (82.50% below P10,000) and have low educational attainment (82.50% are High School Graduates or lower). Parent involvement is consistently "Often" for scheduled, responsive engagement and home logistical support (WMs up to 4.07), but dips to "Sometimes" for proactive or logistical volunteering. Conversely, teachers report a "Strongly Agree" level of engagement and satisfaction (Overall WM 4.65). However, the study found no statistically significant relationship between the extent of parent participation and teacher satisfaction (r = -0.388, p = 0.343). Primary challenges include logistical barriers (conflicting schedules), competency and expectation gaps, and severe socioeconomic constraints. In response, the study proposes a Collaborative Support Program.
