Mixed Methods Inquiry on Parental Involvement Grounded on the Model of Epstein

Education

This study examined the nature and extent of parental involvement among parents of elementary pupils, using Epstein’s framework of six types of involvement as its guiding model. Adopting a mixed methods approach, the research explored both the measurable practices and lived experiences of parents in supporting their children’s education. Quantitative data were collected through a structured survey administered to 100 parents from Mangayon Elementary School. To gain deeper insights, of six parent participants were purposively selected to participate in face-to-face in-depth interviews during the academic year 2024–2025. Ethical standards were strictly observed, including the distribution of informed consent forms and the assurance of confidentiality. The quantitative results indicated varying levels of involvement across Epstein’s six dimensions, with high levels of engagement in parenting and communicating, and relatively lower involvement in learning at home, volunteering, and decision-making. Qualitative findings revealed that while parents value education and strive to support their children, they face challenges such as time constraints, limited resources, and lack of confidence in assisting with academic tasks. Despite these challenges, parents expressed a strong willingness to participate more actively if given proper guidance and support from the school. The study concludes that enhancing parental involvement in elementary education requires a collaborative effort between schools and families. Programs that empower parents and foster home-school partnerships aligned with Epstein’s framework can lead to more meaningful engagement and improved pupil outcomes.

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