Parent-Teacher Collaboration; Level of Engagement and its Effect to Grade 5 and 6

Pupils’ Satisfaction of Pagayawan District, Lanao del sur II S.Y. 2019-2020: Basis for an
Intervention Program

A Thesis Proposal to the Faculty of the Graduate School

ILIGAN MEDICAL CENTER COLLEGE
San Miguel Village, Pala-o, Iligan City

In Partial Fulfillment in the Requirement for the Degree

Master in Management Major in Educational Management

AINAH S. GURO

May 2019
 Chapter 1

THE PROBLEM

Rationale

“A good education begins at home you cannot blame a school for not nurturing values in

your child that you have not instilled.” The saying was been posted on Facebook by a Muslim

missionary named Dr. Bilal Philips. The point is made plainly in today’s observer by Mary

Bousted, general secretary of the association of teachers and lecturers drop a statement that “ Too

many children start school without the social and verbal skills to be able to take part in lessons

and to behave well.” Many parents would agree. It is their children’s education that jeopardized

when a minority disrupts the class. Often disruption can be handled by a good teaching. But not

always; not when bad behavior I learnt at home and encouraged by parents. This is not a

exclusively a class issue. Wealthy and poor parents alike undermine teachers’ authority to refuse

accept that their offspring are capable of doing wrong. But their I also a correlation between

poverty and household struggling provide an environment conducive to learning. It was partly in

recognition of the fact that the Department of Education became, in 2007, the Department for

Children, Schools and Families. Responsibility for issues of children’s well-being was amassed

in one portfolio. The Department of Education’s schools division office in Satiago City releaser

a reminder for parents to instill discipline on their children and teach them good manners as the

child’s first educators. The reminder urged parents to teach their children how to be respectful

and polite by using phrases such as “please,” “you’re welcome”, “I’m sorry” and “thank you”. It

is also noted that children are supposed to learn the basic good manners and right conduct at

home, where they spend their formative years. DepEd stressed that schools initially teach
academics and mold children’s cognitive skills. Moral values an ethics are supposed to be

primarly instilled by parents. We only reinforce the education of the children receive at home

from their parents, we appeal from you to help us instill discipline at all times to your children.

(DepEd, 2019).

The collaboration bring of parents to school is very important for the parents to guide

their children and also look for their children’s needs. The behavior and the performance of the

child is depends on opinion of parents both home and school. Parent and teacher collaboration is

the parts where they help the child meet both educational performance and a good behavior. The

child behavior seen on his/her environment, the first who will nurture the child is the parents and

it takes at home. The parents guidance is the most needed of the child and according to the

principal of the school, the cooperation of parents to school will help the teacher meet their

children according to their academic performance.

Mislan, Kosnin, and Yeo (2014) define collaboration as a process of two or more parties

working together hand in hand to achieve a common objective and goal. Effective collaboration

is based on all parties’ efforts in pursuit of similar goals. Teacher-parent collaboration is

essential for teachers and parents to consult, undertake joint effort and share information in

providing efficient and meaningful education for students with SEN (Christenson & Sheridan,

2012; Hendersen & Mapp, 2002). Teachers and parents needs to collaborate to identify what

areas of students’ development need attention and determine together appreciate goals and

objectives to achieve (Carlisle, Stanley, & Kemple, 2013; Epstein, 2001). Teacher-parent

collaboration is more difficult to promote and maintain if teachers and parents work as separate

units (Barley, 2012). Communication between teachers and parents therefore needs to be in a

variety of forms and should not only be one-dimensional (Taylor, Smiley, & Richards, 2009) Lee
and Low (2013) note that teachers’ communication with parents is important for them to

collaborate and share information. Effective communication between teachers and parents

happens when both parties are honest and supportive of each other’s responsibilities and roles

(Unger, Jones, Park, & Tressel, 2001).

The researcher’s conduct this study for her to get a data why some of parents are not

involve to their children’s learning and some of them are not connected to school. As observe by

the researcher, every PTCA meeting few of the parents are present and some of the children in

Pinalangka Elementary School has a negative feedback to their seatmate especially to the

teachers, you can see the unwell behavior of the child inside the campus as well as in classroom.

Theoretical Framework
 This study supported and inspired by theories that address several facts about

collaboration prior to parent-teacher.

As cited DepED Order: No. 54, s. 2009. Also known as the Revised guidelines

government parents teachers association (PTAs) at the school level stated in general policy that

every elementary and secondary school shall organize a Parent-Teachers association (PTA) for

tha purpose of providing a forum for the discussion of issues and their solutions related to the

total school program to ensure the full cooperation of parents in the efficient implementation of

such program. Every PTA shall provide mechanisms to ensure proper coordination with

members of every of the community, provide an avenue for discussing relevant concerns and

provide assistance and support to the school for the promotion of their common interest. It also

stated in Organization of PTAs at the school level that, membership in a PTA is limited to

parents, or in their absence the guardian, of duly enrolled students, and teachers in a given

school. For this purposed, a guardian is hereby defined as any of the following: a) an individual

authorized by the biological parent/s to whom the care and custody of the student has been

entrusted; b) a relative of the students within the fourth degree of consanguinity or affinity

provided that said relative has care and custody over the child.

As cited Batas Pambansa 232 “An act providing for the establishment and maintenance

of an integrated system of education.” States that: Section 6.1- Parents or guardian of the

institution or foster home which has custody of the pupil or student.

Section 8 - Right of Parents – In addition to other rights under existing laws, all parents who

have children enrolled in a school have the following rights: 1) The right to organized by

themselves and/or teachers for the purpose of providing furom for the discussion of matters
relating to the total school program, and for ensuring the full cooperation of parents and teachers

in the formulations and efficient implementation of such programs; 2) To access to any official

record directly relating to the children who are under their parental responsibility. Section 14.

Duties of parents. In addition to those provided for under existing laws, all parents shall have the

following duties and obligations: 1) Parents, individually or collectively, through the school

system, shall help carry out the educational objectives in accordance with national goals; 2)

Parents shall be obliged to enable their children to obtain elementary education and shall strive to

enable them to obtain higher education in the pursuance of the right formation of the youth 3)

Parents shall cooperate with the school in the implementation of the school program curriculum

and co-curricular.

DepED Order no. 23, series of 2016. Enclosure no. 2. 3) Parent-teacher conference shall be

conducted every quarter and shall be held on a Sturday, except on last conference in April 2017.

The conference is intended to apprise the the parents on the progress of performance of their

children and ensure parental involvement in school activities.

RA 9155 “Governance of basic education act of 2001” Section 1.2 The parent and the

community shall be encouraged for active involvement in the education of the child. The

participation, coordination between and among the schools, the local school boards, the parent

teachers association (PTAs) must be maximized.

Republic Act 10410 “Early years act of 2013” Section 5. (a) Parent education and involvement,

advocacy and mobilization of communities. This component shall harness and develop parents’

strengths as providers of ECCD programs at home, as active partners of other stakeholders, as

advocates for community concerns that affect children, and as pillars of support for local and

national ECCD programs through community organization efforts.

As cited Altschul (2012), Jeynes (2007) and Mau (1997) found that parents’ assistance in

homework produces non-significant or negative results for academic achievement. While these

three studies all focused on adolescents, rather than young children, two of the studies found

positive effects for other types of home-based involvement.

As cited Castro, Expósito-Casas, López-Martin, Lizasoain, Navarro-Asencio, & Gaviria,

2015; Hill & Tyson, 2009; Jeynes, 2007, 2012). All of these meta-analyses concluded that

parental involvement had significant positive effects, although the results of the global effect size

varied significantly. Variables associated with the heterogeneity of these results were wide

ranging but the type of parental involvement, the characteristics of the participants (e.g.

ethnicity, grade) and the type of achievement measure used (e.g. Hill & Tyson, 2009; Jeynes,

2012; Patall, Cooper & Robinson, 2008) were most frequently mentioned. A recent meta-

analysis of parental supervision and control of homework and parents attending school activities

found that these were unrelated to student achievement (Castro et al., 2015). However,

communication with children concerning school activities and school work and the promotion of

reading habits were found to be important variables in explaining the relationship between

parental involvement and academic achievement (Castro et al., 2015). Patall et al. (2008)

emphasize that, despite the fact that parental involvement in homework was usually positively

linked to achievement, this relationship may not be a simple one taking into account the

contradictory results found.

 As cited Jeynes (2012) completed a meta-analysis on the effects of family involvement

programs on urban students’ academic achievement using a sample of 51 studies. Participation in

family involvement programs was positively predictive of academic improvement for both

elementary and secondary students. Shared reading programs had the biggest impact on student

achievement, followed by parent–teacher collaboration and communication programs.

As cited Eisenberg & Mussen, (1989) Prosocial behavior, which involves caring for

others, generosity, kindness, help, sharing, and comforting, makes people genuinely concerned

about the well-being one another (Eisenberg & Mussen, 1989). Both the Western and the Eastern

are taught by parents and teachers to enjoy helping others in the family, school, and the varied

environments. For Chinese, this is closely related to cultural traditions, for Chinese are taught

that "helping others is the origin of happiness", "helping others as priority when people are in

urgent need", "the virtuous people regard others as superior to themselves", "standing up against

injustice", "helping others is a virtue". Prosocial behavior has important impact on children's

psychological development, since it is a hallmark of social competence during childhood

(Wentzel, 2014)[20] and has been related to peer relationships, motivation, and academic

performance (Wentzel, 2005) [21]; positive adjustment at school (Wentzel, Baker & Russell,

2009)[22]; and empathy, levels of moral reasoning, and affective functioning (Eisenberg, Morris,

McDaniel, & Spinrad, 2009)[23]. It can also influence the relationship between the impact of

peer pressure and that of loneliness (Griese & Buhs, 2014) [24] and has a mediating effect on the

relationship between well-being/psychological need satisfaction and the satisfaction of

psychological needs (Weinstein & Ryan, 2010).

As cited Gordon & Cui (2012) Simpkins (2009) parents can act as facilitators and as

protectors (Spera, 2005). In fact, parental behaviours (e.g. warmth, acceptance, support,
involvement) as well as parent-child relationships (e.g. openness, closeness, warmth) have been

touted as powerful tools to promote a positive socio-emotional, behavioural, and academic

development (Garthe, Sullivan, & Kliewer, 2015; Ginevra et al., 2015; Shumow & Lomax, 2002;

Surjadi, Lorenz, Wickrama, & Conger, 2011; Wang, Hill, & Hofkens, 2014; Wang & Sheikh-

Khalil, 2014; Wilder, 2014). Nevertheless, among several parenting practices, parental

involvement in school education is one that is most important regarding educational outcomes

and future success (Bempechat & Shernoff, 2012; Gordon & Cui, 2012; LaRocque, Kleiman, &

Darling, 2011; Wang et al., 2014; Wang & Sheikh-Khalil, 2014; Wilder, 2014).

Herrold and O’Donnel (2008) from the national center for education statistics found

that over 90% of parents of elementary school children reported attending general school

meetings, like those for the PTA/PTO, as well as participating in regularly scheduled parent

teacher meetings throughout the school year. Roughly 80% of parents in the nationally

representative sample reported attending school events and about 60% reported volunteering in

the classroom. Parent involvement is often considered a pathway through which schools enhance

the achievement of underperforming children (Berger, 1991). Consequently, parent involvement

is encouraged by teachers, childcare providers, policy makers, parents, and researchers (Duch,

2005; Sheldon & Epstein, 2005).

Conceptual Framework

Independent Variables Dependent Variables Output

Parent- Teacher Pupil’ Satisfaction I

Collaboration
 Quality of teaching N
 Cooperation
T
between teacher and  Curriculum
school E
 Home facilitator enrichment
 Monitoring children R
 Evaluation  Leadership
 Communication V
between parents  Quality of
 Cooperation E
between school, accommodation
family and N
community  Resources
T

Level of Pupil Engagement O

 Highest grade N
 Rebellion
 Retreatism P
 Ritual compliance
R

Figure 1. Schematic Diagram of the Study

Statement of the Problem

This study, the researcher wants to examine the Parent-Teacher Collaboration; Level of

Engagement and its Effect to Grade 5 and 6 Pupils’ Satisfaction of Pagayawan District, Lanao

del sur II S.Y. 2019-2020.

Specially, it will answer the following questions.

1. What is the responsibility of parent-teacher collaboration toward children in term of the

following aspects:

1.1 Cooperation between parent-teacher and school community;

1.2 Facilitator;

1.3 Monitoring children;

1.4 Evaluation;

1.5 Communication between parents?

2. What is the level of pupil’s engagement in terms of:

2.1 Highest grade;

2.2 Rebellion;

2.3 Retreatism;

2.3 Ritual compliance?

3. What is the Grade 5 and 6 pupil’s satisfaction in terms of:

3.1 Quality of teaching;

3.2 Curriculum enrichment;

3.3 Leadership;

3.4 Quality of accommodation;

 3.5 Resources?

4. Is there a significant relationship between Parent-Teacher Collaboration and level of

Engagement of pupil?

5. Is there a significance relationship between level of engagement and pupil’s satisfaction?

6. What is the intervention plan that can be propose base on the findings of the study to give

possible solutions to the result of the study?

Scope and Limitation of the Study

There are three (3) main focus of this study, the respondents’ Parent-Teacher

Collaboration; the Level of Engagement and the Effect to Grade 5 and 6 Pupils’ Satisfaction

The researcher will choose some schools in Pagayawan District for it is where she is

teaching as an Elementary Grade Teacher and to achieve the number of respondents required in a

research study, researcher choose pupils that have high number of enrollees among the other

elementary schools that represents all Grade 5 and Grade 6 pupils in the District as a whole.

These elementary school are Pinalangka Elementary School, Mapantao Elementary School,

Ayong Elementary School, and Linindingan Central Elementary School.

The researcher conducting standard paper base test. However, the researcher make sure

she personally rendered assistance to help the pupils in answering the question to the best of her

ability.
Significance of the Study

This study will beneficial the following:

Parents. The involvement of parent to school is highly appreciated and very important to

the development of school and also to the academic performance of the children.

Teacher. Teacher will understand the different situation of the parents and make an effort

to put her/his foot on their shoe.

Pupils. They are the main beneficiaries of this study for this is conduct to recognize and

understand their needs and will give. This will allow for the maintenance and possible increase in

the level of teacher competence and pupil learning and achievement.

School Administrators of Pagayawan District. Through this study, they will be able to

come up with a solution base on the result of the study such as trainings, programs, and

activities.

Definition of Terms

For a better understanding of the study, the following terms are herein define

conceptually.

Collaboration. Mislan, Kosnin, and Yeo (2014) define collaboration as a process of two

or more parties working together hand in hand to achieve a common objective and goal.

Satisfaction. Is the act of fulfilling of one’s wishes, expectations, needs, desire, or

appetite, or a feeling gained from such fulfillment.

 Pupils’ Engagement. Refers to the degree of attention, curiosity, interest, optimism, and

passion that students show when they are learning or being taught, which extends to the level of

motivation they have learn and progress in their education.

School community. Typically refers to the various individuals, groups, businesses, and

institutions that are invested in the welfare and vitality of a public school and its community –

i.e., the neighborhoods and municipalities served by the school.

Facilitator. A facilitator often helps a group of people to understand their common

objectives and assists them to plan how to achieve these objectives; in doing so, the facilitator

remains neutral, meaning he/she does not take a particular position in the discussion.

Evaluation. Evaluation is a systematic determination of a subject merit, worth and

significance, using criteria governed by a set of standards. The primary purpose of evaluation in

addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the

identification of future change.

Rebellion. Uprising or insurrection is a refusal of obedience or order. It refers to the open

resistance against the orders of an established authority.

Retreatism. The rejection of culturally prescribed goals and the conventional means for

attaining them (Rndom house, 1997)

Ritual compliance. Is a term usually reserved to describe the way that regulates may

resist regulation by going through the motions of compliance.

Curriculum enrichment. Provides an excellent range of exciting and innovative

learning opportunities to give pupils a rich experience of the world.

 Leadership. Both primary and secondary schools, where leadership by the headteacher

and by key staff is very good or excellent, pupils’ satisfaction is also high unsatisfactory or poor

leadership or poor leadership is more strongly reflected in pupils’ dissatisfaction in secondary

than primary school.