Teachers' Perspective on Parental Involvement and their Preferred School Program

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{"abstract":"This study aimed to assess the extent of teacher perspectives on parental involvement in schools, identify challenges faced by teachers in engaging parents, determine preferred programs to enhance parental involvement, and ascertain any significant relationships between parental involvement and challenges faced by teachers. Through quantitative analysis and surveys conducted among elementary school teachers, significant findings emerged. Statistical tools utilized include mean and standard deviations for assessing teacher perspectives, frequency, and percentage for identifying challenges and efforts in parental collaboration. This study contributes to understanding parental involvement dynamics in schools, informing strategies for fostering meaningful engagement between parents and educators. Teachers perceive a high level of parental involvement, indicating regular engagement through meetings, progress updates, and valued participation. However, challenges hindering parental engagement include conflicting schedules, economic constraints, and geographical distance. Despite these challenges, schools prioritize programs such as Parent-Teacher Seminar-Workshops, Volunteer Opportunities, and Peer Support Groups, emphasizing direct interaction and community support. Although no significant relationship was found between the extent of parental involvement and challenges faced by teachers, qualitative factors may influence this dynamic. Further qualitative analysis is recommended to deepen understanding. Recommendations include implementing diverse communication channels, flexible scheduling options, financial assistance, cultural sensitivity, and active engagement methods. Collaborative partnerships between schools, parents, and stakeholders are vital for developing effective strategies to enhance parental involvement and improve student outcomes.","abstract_source":"original","authors":["Eva Meilanie Urbina","Angelina Cacharo"],"date":"2025-08-07","doi":"10.70838/pemj.440405","id":6040,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"08fe833ee0313296b9c649a29e0716737c581449660fbdecb771911b6ff6d3f6","schema":"scimatic-article/1","title":"Teachers' Perspective on Parental Involvement and their Preferred School Program","volume":44}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/6040.json | jq -r .canonical_record)" | sha256sum

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001798"},"latest"]}'

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