Lived Experiences of Teachers in Assisting Marginalized Parents in the Education of their Children
DOI:
https://doi.org/10.65339/ijsis.V1.I1.38Keywords:
Communication Strategies, Educational Support, Marginalized Parents, Parental Involvement, Qualitative Phenomenology, School-Home Collaboration, Socioeconomic Barriers, Teachers’ Lived ExperiencesAbstract
This study explored the lived experiences of elementary teachers in the Peñaranda District, Peñaranda, Nueva Ecija, in assisting marginalized parents in supporting their children’s education, with emphasis on their experiences, challenges, strategies, and insights for strengthening school-home collaboration. The study was anchored on Epstein’s Framework of School-Family-Community Partnerships, guided by a phenomenological lens, and organized through an Input-Process-Output model. A qualitative phenomenological research design was employed involving 15 elementary teachers selected through purposive sampling based on their direct experience with learners and parents from marginalized families. Data were gathered using a Demographic Profile Form, Semi-Structured Interview Guide, field notes, and observations of teacher-parent interactions and were analyzed through thematic analysis. Findings showed that effective and compassionate communication, parental involvement, and sensitivity to community and cultural contexts were central to supporting marginalized families. Teachers encountered barriers associated with economic hardship, unstable employment, limited educational attainment, inadequate resources, time constraints, limited technology access, language and cultural differences, and insufficient parental support. To address these challenges, teachers used home visits, conferences, phone calls, group chats, flexible schedules, empathetic dialogue, printed learning materials, alternative activities, parent education programs, workshops, guidance sessions, and collaboration with school and community stakeholders. The study concluded that inclusive, flexible, and context-responsive communication and educational support strengthened trust and school-home collaboration. It recommended continued teacher professional development, a year-long parental engagement plan aligned with DepEd policies, stronger collaboration with community stakeholders and government agencies, and innovative strategies for sustained parental engagement. The study aligns with SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals). Its sustainability impact lies in supporting inclusive educational practices, stronger family-school partnerships, responsive institutional interventions, and more equitable learning opportunities for marginalized families.
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