PARENTS AS STAKEHOLDERS: EXPLORING THEIR ROLES IN SCHOOL PARTNERSHIPS

ACADEMIC, EDUCATION

This qualitative study explored the experiences, responsibilities, and engagement of parents in selected integrated schools in Maragusan, Davao de Oro, focusing on their roles in supporting their children’s education and participating in school initiatives and policy-making. Using purposive sampling, parents were engaged as primary informants, and data were collected through semi-structured interviews, observations, and document analysis. Thematic analysis revealed that parents perceive themselves as partners in educational development, student support, behavioral role models, first teachers, and bridges between students and the school. Their active involvement enhances understanding of educational processes, strengthens confidence, and fosters commitment to their child’s success. Challenges such as personal or family-related circumstances, socio-economic and educational factors, and institutional barriers were identified, prompting parents to adopt strategies like prioritizing tasks, balancing responsibilities, collaborating with peers, and leveraging online communication to maintain engagement. The study underscores the importance of inclusive and flexible school structures to support parental participation and offers insights for policies, programs, and future research aimed at strengthening parent–school partnerships and improving educational outcomes.

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