Face-To-Face Instruction vis-à-vis Parental Involvement and Teachers’ Performance in Public Elementary School: Management Plan

The implementation of face-to-face instruction brought unique challenges and breakthroughs in the educational landscape. During the implementation, teachers cannot do it alone; they need an extra hand. The parents can assist teachers in providing quality education to the learners. Limited studies focused on how face-to-face interaction with the parent’s involvement is facilitated. This study assessed the implementation of face-to-face instruction in connection with the parents’ involvement and teachers’ performance in Moalboal District as a basis for a management plan. This study utilized the triangulation mixed-method research design wherein there is no sequence in gathering the data. With random and stratified sampling techniques, 278 respondents were chosen to participate in this study. The instruments used in this study were adopted. The data gathered were analyzed and treated according to the statistical analysis and qualitative analysis used in this study. The results showed that there is a significant relationship between the parents’ involvement and the teachers’ performance, with a p-value of 0.00. As to the parents’ and teachers’ observations and experiences, there are three emerging themes – Poor, Pause, and Persistence. With this, education was greatly affected by the pandemic, and the kind of traditional classroom setup now called face-to-face instruction is not the same as before. This means emerging and innovative instructional strategies are required to increase the retention, focus, and motivation of the learners. It is recommended in this study that a management plan be crafted to strengthen the collaboration of teachers and parents.