Authors : Leah La Luna Tabudlong; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/2y6ycv9t

Scribd : https://tinyurl.com/3suwb46w

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG542

Abstract : The role of kindergarten teachers in fostering a positive relationship with parents is crucial for a child's educational journey. This study aimed to explore the specific challenges, coping mechanisms, and insights that kindergarten teachers encounter and employ. Utilizing a qualitative phenomenological approach, the study involved kindergarten teachers from Sta. Maria, Davao Occidental. Data were collected through in-depth interviews and focus group discussions and were subsequently analyzed through thematic analysis. Two main themes emerged for challenges: Structural and logistical challenges and socio cultural and emotional complexities. For coping mechanisms, the themes were open and honest communication, providing emotional and academic support for students, and individualized problem-solving. Insights gained included the importance of strong teacher-parent ties, good communication to clear misunderstandings, and the role of parent involvement in a child's academics. The study's findings have broad implications for various stakeholders, including educational policymakers and school administrators. The identified challenges point to the need for interventions such as cultural sensitivity training and strategies to increase parental involvement. The coping mechanisms and insights can be integrated into teacher training programs and can inform the development of best practices for family engagement in early childhood education.

Keywords : Kindergarten Teachers, Parent-Teacher Relationships, Phenomenological Study, Challenges, Coping Mechanisms, Insights, Educational Policy, Family Engagement.

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