Authors : Marylyn C. Merto

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/5avzut7d

Scribd : https://tinyurl.com/bdzxtcwr

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN699

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological inquiry delved into the encounters, coping strategies, and educational reflections of eight elementary school teachers in Tibungco District as they synchronized parent-teacher collaborative engagement for student success. The identified themes in their experiences encompassed celebrated students’ achievement together, involved parents in school activities, and engaged in regular communication. Coping mechanisms involved building trust, listening and valuing perspectives, and celebrating achievements. Educational insights comprised enhance students support, shared responsibility, and holistic education. These findings underscore the significance of effective parent-teacher collaborations in influencing student performance and success. Additionally, exploring teachers' experiences not only enriches the understanding of contemporary teaching demands but also provides valuable insights for educators and educational institutions, potentially leading to enhancements in classroom management and collaborative strategies.

Keywords : Parent-Teacher Collaboration, Grade Four Teachers, Davao City, Philippines.

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