Kindergarten Parents' Capabilities, Roles, and Challenges in Home Supported Learning in Bodega Elementary School
DOI:
https://doi.org/10.65339/ijsis.V1.I2.109Keywords:
Early Childhood Education, Educational Resources, Home–School Collaboration, Home-Supported Learning, Parental Capabilities, Parental Involvement, Sustainable EducationAbstract
This study examined kindergarten parents’ capabilities, perceived roles, challenges, resources, and experiences in home-supported learning at Bodega Elementary School, Claveria, Masbate, during School Year 2023–2024. Anchored in the overlapping spheres of influence, social cognitive theory, social development theory, and hierarchy of needs, the study employed a descriptive survey design involving 36 kindergarten parents selected through census sampling. Data were gathered using a structured questionnaire containing closed-ended and open-ended questions and analyzed using weighted mean and percentage. Findings revealed that parents generally perceived themselves as capable of supporting home-based learning (M = 3.86) and recognized their educational responsibilities (M = 4.26). However, they encountered challenges (M = 3.71), particularly in balancing work and household responsibilities, managing time, maintaining children's attention, and accessing appropriate learning resources. Parents sometimes utilized the identified educational resources overall (M = 3.34), relying primarily on school-provided materials, books, and digital platforms. They positively perceived the effectiveness of home-supported learning (M = 3.99) but experienced difficulties balancing work and family responsibilities (M = 3.75). The study concluded that parental commitment and perceived capabilities require sustained institutional support to address practical barriers to home-supported learning. It recommended regular parental training, accessible educational resources, improved home–school communication, flexible arrangements, and community-based support initiatives. The study aligns with Sustainable Development Goal (SDG) 4, Quality Education, and SDG 17, Partnerships for the Goals, by emphasizing early childhood learning and collaboration among educational stakeholders. Its potential contribution to educational, institutional, and community sustainability lies in providing localized evidence to guide continuing parental support and strengthen home–school partnerships.
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