PARENTAL INVOLVEMENT IN SCHOOLS: THROUGH THE LOOKING GLASS OF SCHOOL HEADS

Education

The goal of this research was to describe the experiences gained by the School Heads in dealing with parental involvement in schools at Monkayo East District, Monkayo, Division of Davao de Oro. Employing phenomenological approach among eight (8) participants, in-depth interview was conducted which answered the four fundamental questions. Essential themes were generated from their responses to the research questions. The results uncovered the participants’ lived experiences, and from it eight (8) themes emerged: support from parents and not responsive parents, parents are not cooperative, low level of parents’ involvement, dealing with parents’ different culture and values, has the power and authority, received the highest respect and favor, and stressful and pressure. The participants also shared the coping mechanisms they encountered in dealing parental involvement, from which emerged twelve (12) themes: crafting school calendar, conduct parents-teacher discussion, involve parents in some activities and projects, regular meetings and open communication, constant communication, reach an agreement, teachers, barangay officials, fellow school heads, parents and stakeholders, technical assistance, and teachers’ assistance. Further, for the best practices they revealed nine (9) essential themes: constant communication to parents, conduct HRPTA meeting, brigada eskwela and foundation day, social media, communication letters, provide venues for collaborative partnerships, homeroom PTA meeting, symposiums and seminars, giving of awards and recognitions, and encouraged parents to became active and participative. Lastly, for the insights they cited six (6) themes which emerged: be open for corrections and suggestions, be transparent, draw support from others, design a program that will increase parents’ involvement in schools, strengthen recognition program for parents, and to develop school community that will provide lifelong learning. In view of the above, these results will undoubtedly guide future educational practices and research efforts, resulting in a more supportive and collaborative educational environment for the benefit of students, teachers, and administrators alike.

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