Unveiling Parental Engagement: A Triangulated Analysis of Stakeholder Perceptions in a Public Secondary School

Social Science – Education

This study explores the nature of parental engagement as perceived by students, parents, and teachers in an educational setting using a quantitative descriptive design. A total of 230 respondents were surveyed to examine how parental involvement is experienced and interpreted across stakeholder groups. Findings revealed that parental engagement is generally perceived as positive but inconsistently practiced across key areas of academic support. Students reported strong parental involvement in motivation and goal-setting, but limited monitoring of assignments. Parents considered themselves active in encouraging healthy habits and academic progress, though acknowledged challenges in maintaining consistent daily oversight. Teachers observed similar inconsistencies, particularly in ensuring students complete academic tasks at home. These triangulated perspectives highlight a shared recognition of the value of parental involvement yet reveal notable discrepancies in its actual implementation. The study underscores the need for strengthened home–school partnerships through improved communication, targeted parent education programs, and collaborative goal-setting. Emphasizing quality over quantity in parental engagement—especially by fostering autonomy-supportive practices—may lead to more effective and sustainable academic outcomes. These findings contribute to the broader discourse on meaningful, context-sensitive parental engagement, offering valuable insights for educators, school leaders, and policymakers.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.