Parents’ perception towards the management of learning among teachers in identified public elementary schools

Abstract

This research determined the parents perception of learning management among kindergarten teachers at the identified public elementary schools in Cebu City and Cebu Province during the School Year 2019-2020. A qualitative and quantitative research method was employed to identify parents perceptions towards learning management among kindergarten teachers. Survey questionnaires were adapted and were answered by 290 parents from two public schools. Gathered data were treated using simple frequency and percentage, weighted mean, chi-square test, and thematic content analysis. Results showed that the degree of perception of parents towards the management of learning among Kindergarten teachers when grouped by schools indicates that they were sometimes involved in home-based and school-based practices. Additionally, age and educational attainment had a significant relationship with home-based practices, while age, educational attainment, and occupation had a significant relationship with school-based practices. Some of the challenges encountered by the Kindergarten teachers in the management of learning were parents' lack of support for their children, overprotective parents, reactions to false reports, confrontational parents, and parents' undesirable behavior. These findings highlight the need for strategies to enhance consistent parental involvement and address the challenges teachers face to improve the overall management of learning. It is recommended that teacher-parent collaborative plan be adopted to create a supportive environment that helps children do well in school and grow in all areas.