PARENT-TEACHER COLLABORATION: A STUDY ON THE

DYNAMICS OF SOCIAL INFLUENCE

A Thesis
Presented to the Faculty of the Graduate School
HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY
General Santos City

In Partial Fulfillment of the Requirements for the Degree

MASTER OF ARTS IN EDUCATION
Major in Educational Management

by

HANNAH APRIL U. ANDANG

December 2020
ANDANG, AISAH U.
MAT- FILIPINO

Table of Contents

ABSTRACT......................................................................................................3
Chapter I..........................................................................................................4
INTRODUCTION...........................................................................................................4
Background of the Study...........................................................................4
Purpose of the Study.................................................................................9
Research Questions................................................................................10
Theoretical Lens......................................................................................10
Significance of the Study.........................................................................12
Scope and Limitations.............................................................................15
Organization of the Study........................................................................16
Chapter II.......................................................................................................19
REVIEW OF RELATED LITERATURE......................................................19
Research Gap..........................................................................................20
Definition of Terms..................................................................................22
Chapter III......................................................................................................24
METHODOLOGY.......................................................................................24
Research Design.....................................................................................24
Role of the Researcher............................................................................26
Research Participants.............................................................................26
Research Locale......................................................................................27
Selection Process....................................................................................28
Data Collection........................................................................................29
Data Analysis...........................................................................................31
Philosophical Assumptions......................................................................32
Ethical Considerations.............................................................................36
References.......................................................................................................................41

2
ANDANG, AISAH U.
MAT- FILIPINO

ABSTRACT

In this study, I explored the value of intersubjective collaboration

experiences of parents and teachers and generated evidences of social

influence strategies used in their collaboration. I used the qualitative

descriptive methodology specifically the phenomenological approach. I

interviewed five parents and five teachers. The results of my study revealed

that parents and teachers held similar views on the value of intersubjective

collaboration experiences. Thematic analysis yielded eight social influence

strategies. These were Pressure, Legitimating, Exchange, Upward Appeals,

Ingratiating, Rational Persuasion, Personal Appeals, Inspirational Appeals,

and Consultation. I found that these were being used by both parents and

teachers during their collaboration. The outcome of parent-teacher

collaboration which underlies various influence strategies revealed that

compliance and commitment were present. Existing literature shows that

schools, internationally, nationally, and locally, have implemented programs

that advocate for collaboration. However, previous researches have also

shown that there are underlying problems that were encountered in parent-

teacher collaboration. Through this study, I hope to contribute to the dearth in

existing literature. My study recommends that schools design programs and

activities that would strengthen parent-teacher collaboration.

3
ANDANG, AISAH U.
MAT- FILIPINO

Chapter I

INTRODUCTION

In this introductory section of my study, I set out to provide an outline

of the background of my research. I also discuss the purpose, theoretical

lens, significance, scope and limitations, and organization of my study. In

addition, the research questions are also provided in this part of the paper.

Background of the Study

Teachers are not only involved in molding a child. They are also

involved in working with parents to improve educational outcomes. In

practice, in order for schools to make a difference in improving student

learning, team work among teachers and parents is needed. Parents and

teachers need to have a very close relationship with each other in order for

the learners to have better experiences in school and to achieve what they

want to be in the future. This may be possible if it is clear to the parents and

teachers what their responsibility entails and if they see the value of a higher

degree of collaboration.

My experiences as a Grade 1 teacher motivated me to conduct this

study on parent-teacher collaboration. I was determined to understand the

opportunities for and hindrances to parent-teacher collaboration. I utilized

various methods of building collaboration with the parents. I made sure to

work hand-in-hand with the parents towards the progress of the learners.

4
ANDANG, AISAH U.
MAT- FILIPINO

However, I wonder how parents feel about my collaboration practices with

them. I wonder if these are effective and if my collaboration practices

motivate them to collaborate with me or whether these are enough. I wonder

if I need to exert more effort or think of another collaboration practice. I am

always determined to improve my collaboration strategies. As a teacher, I am

very vigilant about these concerns on parent-teacher collaboration. I often

reflect on which areas I could improve on in order to gain more collaborative

parents. I think some of the teachers can relate with me.

Most of the time, I only hear the points-of-view of my fellow teachers

saying something “good” or even the “not good” side of their parents

especially when the parents are not collaborative. This is the reason why I

am interested to conduct this study. I never hear comments or suggestions of

parents regarding our parent-teacher collaboration. It seems that parents and

teachers have no firm or clear idea about the value of parent-teacher

collaboration, and if this is important. The results of my study may be a basis

for parents and teachers to collaborate so that the parents, teachers,

students, and the school as a whole could benefit from this.

For many years, our legislators, educators, and researchers have

explored and searched ways to create stronger student success outcomes in

K to12 education. Many research studies have found that parent-teacher

collaboration contributes to student growth and development (Eskelen, 2012;

Lewis, Severance & Sylvester, 2012). Morin (2016) affirms that the school

5
ANDANG, AISAH U.
MAT- FILIPINO

success of a child can be achieved when parents and teachers are working

together as allies. This implies that learning is best and effective when

parents and teachers collaboratively help each other in educating their

children.

There are initiatives in the international context and in Philippines that

include parental involvement policies and programs geared towards

providing parents with greater accessibility to schools. The No Child Left

Behind Act of 2001 of United States of America was adopted and mandated

in our country. It provided a linking funding for parental involvement

programs in school such as the Pantawid, Pamilyang Pilipino Program (4Ps).

This government directed parental involvement policies seek to provide

parents with greater accessibility to schools and, therefore, give greater

opportunity for parent participation.

There are some scenarios in school where teachers need the

assistance of the parents especially in managing students’ behavior which

are sometimes unpredictable. In a case study conducted by Reist (2014), the

teacher was having a hard time in managing student misbehavior. The

student frequently screams and that screaming and crying became a regular

occurrence at school and at home. So the teacher asked for the

collaboration of the parent. The mother and the teacher tried to find solutions

to handle the misbehavior of the student until it became a routine for both

teacher and parent to act as partners for the child’s development. Meanwhile,

6
ANDANG, AISAH U.
MAT- FILIPINO

they observed that the child became significantly less argumentative, defiant,

disobedient, and threw fewer tantrums at home and school. This illustrates

that parent-teacher collaboration is important to the children’s education and

that both should help each other for the development of the children.

As a teacher, I always want a parent who is supportive of my teaching

techniques and extends classroom activities and learning opportunities at

home. I also appreciate a parent who volunteers when needed. Parents want

the best education possible for their young child. They want a loving, caring

teacher who shows respect to their child, who is knowledgeable about child

growth and development, and who demonstrates a professional attitude in

the classroom. Thus, regardless of our “needs” and “wants”, we have a

common goal which is to provide the best education for the children.

Lavoie (2008) claims that effective, responsive and well-planned home

and school collaboration has the following results in schools: improved test

scores, improved grades, more positive student attitudes, fewer special

education referrals, lower dropout rates and less high risk behavior.

However, in some cases, in our schools, I have observed that some teachers

are experiencing a hard time reaching out to parents and capturing their

attention. On the other hand, parents are also having a hard time knowing

how to get involved in their child’s schooling. I observed that there are some

teachers who give less effort in reaching out to the parents of the learners.

7
ANDANG, AISAH U.
MAT- FILIPINO

They prefer to have the sole responsibility in teaching the child when they

feel that they are having a hard time communicating with parents.

I believe that as a teacher, I should be willing to do whatever it takes

to help my learners learn. I need to accept the responsibility to ensure high

levels of learning and to collaborate with other educators and parents of the

learners who also believe that collaboration can overcome any obstacle that

hinders learning. I want this perspective be shared by my fellow teachers and

by the parents of the learners though this research work.

I chose this research topic because I want to find out the experiences

of parents and teachers on parent-teacher collaboration as well as the

intersubjective value of parent-teacher collaboration, the influence strategies

implemented in the collaboration, and the implications of the collaboration on

social influence. I know that doing this study may be a big help for me as a

teacher because it would be an opportunity for me to understand the parents

of my learners on their view on collaboration. I take this an opportunity so I

could improve my collaboration practices and so that I could also share the

information that I gathered to my fellow teachers since I am also the Grade 1

level curriculum head of our school. The information from my study may be

used to foster more positive parent-teacher communication, parent-teacher

collaboration, parental involvement in schools, and parent-teacher

relationships.

8
ANDANG, AISAH U.
MAT- FILIPINO

Purpose of the Study

The purpose of my study is to explore the value of intersubjective

collaboration experiences of parents and teachers, to investigate the

influence strategies implemented in their collaboration, and to understand the

implications of their collaboration on social influence. I achieved the answers

by eliciting stories of the experiences of parents and teachers as working

allies. My key informants, teachers and parents, helped me obtain an

understanding of the collaboration process in a specific school context.

An integral aspect of parent-teacher collaboration is its implication on

social influence. Social influence is a change in the belief, attitude or

behavior of one person or the target of social influence which can be directly

attributed to another person, the influencing agent. Moreover, this change

evolves from the use of various strategies as methods to obtain commitment,

compliance or resistance. I view parents and teachers as my peers or co-

equals. For this study, I focused on their use of compliance strategies within

their collaboration in a specific school environment. I am hopeful that the

results of my study could assist in the facilitation of enhanced parent-teacher

collaboration.

9
ANDANG, AISAH U.
MAT- FILIPINO

Research Questions

My research study explored the parent-teacher collaboration in Grade

1 of Lagao 2nd Bo. Elementary School and the influence strategies

implemented in this collaboration.

Specifically, I sought answers to the following questions:

1. What is the value of intersubjective collaboration experiences of

of parents and teachers?

2. What are the influence strategies implemented in parent-teacher

collaboration?

3. What are the implications of parent-teacher collaboration on social

influence?

Theoretical Lens

My study is anchored on the Learning Theory of Vygotsky (1930)

which places parents and teachers as partners in their child’s life. He

believes that everything a child learns is through the interactions with

knowledgeable partners. He claims that the so-called Zone of Proximal

Development (ZPD) looks at the way an individual with a better

10
ANDANG, AISAH U.
MAT- FILIPINO

understanding of the world, such as parent or teacher who can guide and

prompt what the child already knows, helps the child to learn more about

the world. In addition, he points out that children can perform more

challenging tasks when they are assisted by more advanced and competent

individuals like their parents and teachers.

Zone of Proximal Development (ZPD) refers to the difference between

what a child can do without assistance and what she can achieve with

guidance and frequent encouragement from skilled partners. To assist a child

to move through the ZPD, educators are encouraged to focus on the

important components that aid the learning process. These are the presence

of a partner with knowledge and skills beyond that of the learner; social

interactions with the partner to yield holistic development of the learner

through modeling; and scaffolding, supportive and interactive activities

provided by the school or by the competent partners to support the child as

he or she is led through the ZPD.

In support, Eskelen (2012) claims that when teachers and parents

work together to support learning, children tend to do better in their academic

endeavor, stay longer in school, and motivate them to like school more.

When parents and teachers work as allies, team or partners, children soar

high. Children feel motivated because they feel that they are well supported

by both parent and teacher. This motivation of the children extends to their

performance in school.

11
ANDANG, AISAH U.
MAT- FILIPINO

Significance of the Study

Hopefully, the results of my study may be of great help to the

following:

My research study may give insights to the DepEd Officials which

may encourage them to draft programs designed to improve collaboration

between teachers and parents. Moreover, they may be made more

knowledgeable on the current issues and concerns related to parents’ role in

the child’s education. This study may be an eye opener to the officials to

focus first on the family and to solve problems in our society that affect the

educational system and the society as a whole.

Through the results of my research, they may implement firm and

effective intervention programs on parent-teacher collaboration in order to

immediately address the issues related to children’s lack of parental support.

My research may motivate them to start campaigning through the use of

media, social media, and other forms of communication about the importance

of parent-teacher collaboration in the development of our children. This may

be considered in developing a program other than Parent-Teacher

Association or an activity like team building in order to strengthen the

relationship of parents and teachers;

12
ANDANG, AISAH U.
MAT- FILIPINO

My study may help the School Administrators to balance issues and

concerns related to parent-teacher collaboration for they are the mediators,

especially when there are cases of misunderstanding. This could motivate

the administration to strengthen and value the parents’ involvement in

children’s academic endeavor. Thus, the Parent-Teacher Association in the

school could be strengthened. They may start to provide motivating activities

in order to build a strong relationship between parents and teachers. The

administrators could serve as the voices of the teachers and parents in order

for higher officials to mandate orders for this cause. Through my study, the

gap between parents and teachers may be eliminated. This study may

provide them knowledge about the importance of parents’ role in child’s

education and find ways it can work better;

The results of my study may provide deeper understanding among

Teachers on how parent-teacher collaboration can be of great help for the

academic endeavor of the learners. This study may enlighten them to

strengthen the collective ways of parent-teacher collaboration. This is

another motivation for the teachers so that their students will learn effectively

knowing that they have allies in educating the children. This is a chance for

them to hear the thoughts and opinions of the parents and weigh each

other’s thoughts and opinions so as to have mutual understanding. This is an

opportunity for them to know that educating a child is not sole responsibility

of a teacher. Parents should also be involved. Moreover, this may provide

13
ANDANG, AISAH U.
MAT- FILIPINO

additional ideas about different effective methods of collaborating with

parents. This is a way for public and private school teachers to hear different

ways of parent-teacher collaboration which they can apply to their respective

classes;

My research study may be a motivation for Parents to respond to the

call of teachers for collaboration so as to develop the children intellectually,

spiritually, physically, socially, and emotionally. They may become more

knowledgeable about the essence of their support towards children’s

development. This may serve as their enlightenment to understand the stand

of teachers about children’s education in which they must be involved.

Through this, they may start to appreciate the initiated collaboration of

teachers and immediately find ways to initiate this collaboration. Further, this

study may provide them insights on how they can help with the teachers for

their children since they are allies in educating them. This may also motivate

them to attend meetings and answer teacher’s text messages and calls. This

is a way towards a strong and effective parent-teacher collaboration;

The Learners are the most affected because they are the number one

beneficiaries of this study. When there is a strong parent-teacher

collaboration, positive outcomes may be observed. They may excel in class

and build positive behavior. They can have fun in their studies because they

know they have some important people beside and behind them, their

teachers and their parents. They may be more motivated in pursuing

14
ANDANG, AISAH U.
MAT- FILIPINO

education. They may become responsible children, responsible students,

and responsible citizens. In the future, they can become assets of our

society;

The results of my study provided greater understanding to me as a

Researcher on different ways of parent-teacher collaboration and how

essential it is to the educational system. This is a challenge for me to help

the DepEd officials, school administrators, teachers, and parents in

addressing concerns on children’s development. This may be a treasure to

be kept and shared with others. My research is open to be reviewed and

corrected. This professional work of mine to be shared to spread the

opportunities; and

The results of my study may be acquired and adopted by Other

Researchers and Future Researches. This research may help them draw

their research questions. Furthermore, the findings of this study may be

utilized and may be included in the review of related literature of their studies.

The findings of this study are subject for change or revision and other

researches may provide additional inputs. This research may serve as a

reference for their research. My study may serve as a guide for developing

research and updating previous researches relating to parent-teacher

collaboration. In addition, the methodology utilized may be enhanced to

acquire and draw new inputs. Future researches may also draw input in this

research and provide recommendations based on their findings.

15
ANDANG, AISAH U.
MAT- FILIPINO

Scope and Limitations

My study focuses on the parent teacher collaboration and its

association on social influence. Specifically, my study is limited to the value

of intersubjective collaboration experiences of parents and teachers. My

study explores the influence strategies implemented in their collaboration and

the implications of parent-teacher collaboration on social influence.

I conducted this study in the School Year 2019-2020. It involved 10

informants, five teachers and five parents of Grade 1 learners who were

selected purposively in Lagao 2nd Bo. Elementary School, a public institution

located at Purok Masunurin, San Isidro, General Santos City.

Organization of the Study

My study explored the value of intersubjective collaboration

experiences of parents and teachers, investigated the influence strategies in

their collaboration and tried to understand the implications of parent-teacher

collaboration on social influence.

In Chapter I, I give a brief introduction of my study. I then present the

research questions, purpose, and significance of the study. I have three

research questions. The first question explores the value of intersubjective

experiences of parents and teachers on parent-teacher collaboration. The

second one is focused on investigating the social influences implemented in

16
ANDANG, AISAH U.
MAT- FILIPINO

the collaboration. The third question tries to understand the implication of

parent-teacher collaboration on social influence.

In Chapter II, I outline studies and literature from internationally and

locally-published articles, studies, and books that are directly related to my

study in order to establish the research gap. I present the literature on

parental involvement in schools and highlight the positive impact this has on

student achievement levels. I present barriers to parent-teacher collaboration

which are discussed from both the parents’ and teachers’ perspectives.

Moreover, an examination of the literature on the differing roles that

parents (and teachers) adopt in schools in relation to teachers (and parents)

is also discussed. All of these assisted me in understanding parent-teacher

relationships. Research on the various forms of face-to-face parent-teacher

communication is also presented. Subsequently, government policies that

influence parental involvement in schools are presented, including local

funding for parental involvement programs. For the purpose of my study, I

view schools as organizations with selected principles of organizational

behavior drawn from literature, including the social influence strategies as

method used to obtain compliance with requests.

In Chapter III, I present the design of the study and indicate how the

data was gathered and analyzed, including the precautions needed to be

considered before, during, and after the data was gathered. Through the use

of qualitative methodology, my study sought to capture parents’ and

17
ANDANG, AISAH U.
MAT- FILIPINO

teachers’ experiences in their collaboration. In addition, I utilized interpretive

approach which helped me in dealing and understanding the responses of

my informants. In this chapter, I also discuss my role as the researcher,

research participants, research locale, the selection process, data collection,

data analysis, philosophical assumptions, trustworthiness, and ethical

considerations.

In Chapter IV, I present and discuss the results of the study

considering the research questions formulated. Moreover, this chapter shows

my interpretations on the generated responses of my informants. I carefully

interpreted these using thematic analysis so as to arrive to the correct

interpretation. I identify the frequency of responses of my key informants

based on the transcripts. In this chapter, I also present the summary of

results.

In Chapter V, the discussions and concerns regarding my study are

converged to support the results of my study. In this part of the paper, my

study reveals the insights, implications of the study to educational practice

and future researches, recommendations, and concluding remarks.

In the succeeding chapter, I present the review on related literature

and studies. This provides an overview of the topics related and associated

to my study. Specifically, the review of related literature presents the topics

about parent-teacher collaboration and social influence.

18
ANDANG, AISAH U.
MAT- FILIPINO

Chapter II

REVIEW OF RELATED LITERATURE

In this chapter, I outline studies and literature from internationally and

locally published articles, studies and books, which are directly related to my

study and establish the research gap.

Parent-Teacher Collaboration

Parent-teacher collaboration is the main focus of my study. Parents

and teachers are said to be partners in education. Both influence the

children’s attitudes about learning and support learning. They play a vital role

to link home and school. When they collaboratively support each other, they
15
make the learning environment of children a better place to learn, grow, and

thrive. Educators and parents generally agree that a positive, supportive

and open relationship between home and school is desirable especially for

the children’s welfare. The Ministry of Education (2010) reveals that

successful parent-teacher collaboration and parent engagement results in

improved educational outcomes for students. As support, (Cox, 2019) says

19
ANDANG, AISAH U.
MAT- FILIPINO

that maintaining parent-teacher communication throughout the school year

can be attributed to student success. 

(McQuillan, 2007) point out that partnership captures the idea that

responsibility is shared across the three contexts of home, school, and even

the community. Intervention programs implemented such as the presence of

Parents-Teachers Association mediate the gap between parents and

teachers. The education system in the Philippines has programs relating to

building parent-teacher partnership.

Moreover, (Eskelen L. , 2012), found that when teachers and parents

work together to support learning, children tend to do better in their academic

endeavor, stay longer in school, and are motivated to like school more. When

parents and teachers work as allies, team or partners, children soar high.

Children feel motivated because they feel that they are well supported by

both parents and teachers. This motivation of the children extends to their

performance in school.

Research Gap

Several researchers found that parent-teacher collaboration

contributes towards academic excellence of the learners (Cox, 2019). This is

20
ANDANG, AISAH U.
MAT- FILIPINO

the reason why the DepEd is continuously strengthening the partnership of

parents and teachers. Additionally, the government implements programs

that provide linking funding for parental involvement programs in schools

such as the Pantawid, Pamilyang Pilipino Program (4Ps). This government

directed parental involvement policies seek to provide parents with greater

accessibility to schools, and give greater opportunity for parent participation.

However, there are only few literature and studies that provide evidences on

the value of intersubjective collaboration experiences in schools.

Most of the studies about parent-teacher collaboration apply

quantitative methodology in seeking knowledge especially on its

effectiveness in promoting and supporting child’s learning (Bowen, 2006).

Meanwhile, I was having a hard time in finding studies that would reveal

about the experiences of parents and teachers in their collaboration. These

experiences could be the basis in determining the value of parent-teacher

collaboration.

In addition, I found that there were several related literature and

studies on social influence (Kipnis, 2000). The studies on social influence are

usually associated with organizational setting. However, I was not able to find

studies that connected social influence with the school setting specifically on

parent-teacher collaboration.

The existing studies on social influence strategies are found to be

more on its contributions in building teamwork in an organizational setting. I

21
ANDANG, AISAH U.
MAT- FILIPINO

was hopeful that the results of this study may be a source of information on

good parent-teacher relationship, parent-teacher communication, parent-

teacher collaboration, and strengthened parental involvement in schools.

Definition of Terms
To have a clearer understanding of the terms used in my study, the

following terms are operationally defined:

Implication. This term refers to the conclusions from something which

is not explicitly stated. In my study, it refers to the outcome of the influence

attempts. It is also the association of parent-teacher collaboration on social

influence.

Intersubjective Collaboration. This refers to the state of having

shared interests or efforts in social or business matters and in school. In my

study, this refers to the collaborative experiences of parents and teachers. It

may involve the shared viewpoints and agreements of parents and teachers

in their collaboration.

Parents. They are the ones who beget or bring forth offspring.

They are the persons who bring up and take care of the child at home and

send them to school to have a better future. They could be the biological

parents or the legal guardians of the Grade 1 learners.

22
ANDANG, AISAH U.
MAT- FILIPINO

Parent-Teacher Collaboration. This refers to the process where

parents and teachers of an inclusive learning community work together as

equals to assist learners in succeeding in the classroom. It refers to the

collaboration practiced or way of reaching out to each other both by parents

and teachers of Grade 1 learners.

Social Influence. It is a change in the attitude, or behavior of one

person, or the target of social influence, that can be directly attributed to

another person, or the influencing agent. In addition, the change in belief,

attitude or behavior is associated with the use of persuasion, manipulation, or

coercion pressure strategies. It refers to the adjustments made by parents

and teachers in order to have a collaboration.

Teachers. They are the ones who teach or instruct the learners in

school. They facilitate education for the learners. In my study, they are

the class advisers of the Grade 1 learners of School Year 2019-2020 in

Lagao 2nd Bo. Elementary School.

Value. This refers to a person’s judgment of what is important. In my

study, it refers to how my parent and teacher informants regard parent-

teacher collaboration in the child’s education. These are the guiding

principles of both parents and teachers to collaborate.

Having completed the review on related literature and studies, where I

established the research gap, in the next chapter, I now present the

methodology of my study.

23
ANDANG, AISAH U.
MAT- FILIPINO

Chapter III

METHODOLOGY

In this chapter, I present the methodology used in this study. I then

discuss the research design, my role as a researcher, research participants,

research locale, selection process, data collection, data analysis,

philosophical assumptions, trustworthiness, and ethical considerations.

Research Design

In my study, I explored the value of intersubjective collaboration

experiences of parents and teachers in Lagao 2 nd Bo. Elementary Schools

using a qualitative phenomenological approach. This methodology attempts

to unveil the world as experienced by the subjects through their life stories

(Kafle, An Interdiciplinary Journal, 2013). I asked my informants to share

their positive as well as the less satisfactory experiences on their parent-

teacher collaboration. My interviews generated data on the value of

intersubjective collaboration experiences of parents and teachers which

transcribed, coded and then interpreted.

24
ANDANG, AISAH U.
MAT- FILIPINO

Qualitative research concerned with the socially-constructed nature of

reality and the intimate relationship between the researcher and the

researched. It seeks to answer questions related to how social experiences

are created and given meaning. (Biklen, 2007) suggest that there are guiding

principles that influence qualitative research. My subsequent discussion

explores these guiding principles that guide qualitative research.

My objective is to understand the value of intersubjective collaboration

experiences of real people in their natural settings (Denzin, N. , 2003).

The qualitative approach allows data to be collected in the field. In this

study, I used inductive method to analyze the data. I did not begin by aiming

to prove or disprove a hypothesis. Instead, I collected stories from parents

and teachers, pieced them together, and examined them from bottom up

(Biklen, 2007). I then identified emerging themes (Hatch, 2002), drafted

generalizations and examined these against the overall data set. My study is

neither a description nor an analysis of text but an interpretation of my

informants’ perspectives through their collective stories.

In summary, (Denzin, N. , 2003) mentioned that qualitative

researchers study things in their natural settings, attempting to make sense

or to interpret the phenomena in terms of the meanings a certain person

brings to them. My present study adopts a phenomenology qualitative

approach. I explore topics on the perspectives offered by the informants that

assist with their social world being understood (Willis, 2007).

25
ANDANG, AISAH U.
MAT- FILIPINO

Furthermore, my research study explored the value of parent and

teacher intersubjective collaboration experiences, explored the influence

strategies implemented in their collaboration, and determined its implications

on social influence. Findings of my study are based on the collective stories

of my key informants, teachers and parents. I analyze their responses

individually and grouped together based on the themes gathered.

Role of the Researcher

In my study, I took and played the role of a researcher as a complete

observer. I was a keen observer and a facilitator in collecting the data. Upon

conducting the research, I set aside my profession as a teacher so I could

effectively play the role as an observer and facilitator. Through this, I was

able to get the very substance of informants’ responses and concerns during

the interviews.

As interviewer and facilitator, I made sure that the flow of the

conversation ran smoothly and it came out naturally. My informants were well

guided by the interview guide during the whole duration of our conversation

until some important concerns were opened up and explored. I kept the

records of the data for future use specifically for the progress of related

studies.

Research Participants

26
ANDANG, AISAH U.
MAT- FILIPINO

My study involved 10 informants, five teacher informants and five

parent informants of Grade 1 learners enrolled during the School Year 2019-

2020 in Lagao 2nd Bo. Elementary School. I purposively selected my

informants because my study involved parents and teachers in Grade 1 only.

I involved all the Grade 1 teachers except myself since I played the role of a

keen observer in this study. My parent informants were purposively selected

through the snow ball sampling method as suggested by Mack (2005). I

purposively selected them through the referrals and recommendations of my

colleagues.

For the purpose of confidentiality, I used corresponding codes to 39

represent my informants. I used the following codes for my teacher

informants, T1, T2, T3, T4, T5, P1, P2, P3, P4 and P5. T1 (30 years old), T2

(31 years old), T3 (40 years old), T4 (29 years old) and T5 (52 years old)

were my teacher informants. They are all female teachers. While P1 (30

years old), P2 (45 years old), P3 (29 years old), P4 (35 years old) and P5 (32

years old) were my parent informants. P1, P2, P3 and P4 are all females

while P5 is a male. All of them are residents of Barangay San Isidro, General

Santos City.

Research Locale

27
ANDANG, AISAH U.
MAT- FILIPINO

My research study was conducted in Lagao 2 nd Bo. Elementary School

of General Santos North District. It is located at Purok Masunurin San Isidro,

General Santos City.

It was established in 1964 under the leadership of a barangay captain.

During this time, it only catered learners in the primary level, Grade 1 to

Grade 3. In the School Year 1976-1977, it had its first set of graduates. The

first set of kindergarten graduates finished in the School Year 1990-1991.

The community surrounding the school and some areas inside the

campus were formerly supported by a banana industry, the DOLE Stanfilco.

Thus, the community relied on this industry as their livelihood. When the

plantation was transferred to another location, the people engaged in scale

farming and gardening.

The school would not progress without the assistance of the Parent-

Teacher Association (PTA) and some stakeholders, who, over the years

have supported the school voluntarily in facilitation of school improvement

and holistic development of the young children.

At present, the school is continuously developing. It has 44 teachers

who educate the rapidly growing population of learners. This school year, the

school accumulated a total enrolment of 1660 of which there are 258

learners in Grade 1. These learners in Grade 1 are distributed in six classes.

Selection Process

28
ANDANG, AISAH U.
MAT- FILIPINO

My research study utilized purposive sampling. Patton (2010)

describes purposive sampling as aligned with qualitative studies through the

selection of information-rich cases to be studied in more depth, providing

greater insights. This non-probability sampling technique is most effective

when one needs to study a particular cultural domain with knowledgeable

experts within. My informants were purposively selected. They were the

teachers and parents of Grade 1 learners.

I purposively selected my informants because my study involved

parents and teachers in Grade 1 only. I involved all Grade 1 teachers except

myself since I played the role of a keen observer in my study. My parent

informants were purposively selected through the snow ball sampling method

as suggested by Mack (2005). I purposively selected them through the

referrals and recommendations of my colleagues or my fellow teachers in

Grade 1.

Data Collection

Before the needed data was gathered, I wrote a letter to the Office of

the Schools Division Superintendent of the Division of General Santos City

requesting permission to allow me to conduct my study among my target

informants. Upon approval, I communicated and asked permission from the

school principal. As I was granted approval by the principal, I approached the

teachers in Grade 1 and walked them through my study. I then asked for

29
ANDANG, AISAH U.
MAT- FILIPINO

their schedule for in-depth interviews. An in-depth interview is defined as a

qualitative research technique that involves an intensive individual interview

Flick (2007). In my study, I interviewed a small number of informants to

understand their experiences, insights, or perspectives on the value of

intersubjective parent-teacher collaboration. With the given schedule, I

started the interview.

Attempting to make sense of the experiences of parents and teachers

is reliant on quality information being collected and the interpretation of how

parents and teachers view their socially-constructed world (Denzin & Lincoln,

2003). I generated rich description from the perspectives of parents and

teachers through the in-depth interview. From their stories, I discerned a

number of themes. I unveiled the value of their intersubjective collaboration

experiences, uncovered the influence strategies implemented in their

collaboration, and determined the implications of their parent-teacher

collaboration on social influence based on emerging themes.

I used an interview guide to collect the data on the value of

intersubjective collaboration experiences of parents and teachers which

could not be observed directly (Patton, 2010). During the interviews, I

allowed my informants to freely express their thoughts and to tell their stories

in a way that made sense to them. I allow them to express both their

satisfactory and less satisfactory experiences on parent-teacher

collaboration. It was constructed with particular questions that were related to

30
ANDANG, AISAH U.
MAT- FILIPINO

my study, while providing my informants the freedom to recollect their

relevant experiences.

The transcripts of these interviews with parents and teachers were

interpreted individually. Triangulation was also employed in my study in

which I used more than one data source and method and asked a qualified

peer to review and examine my study. (Yeasmin, S., 2012) point out that a

simpler way to verify a study is to ask at least two colleagues to read and

analyze the same set of transcripts and then to compare their interpretations.

In complying with the triangulation method, I conducted member checking. I

provided a copy of transcripts to my informants to let them check, verify, and

confirm the transcribed data. So far, none of my informants disputed the

data. All of my informants signified their approval. In fact, my informants

signed a verification form as proof.

43
Data Analysis

I used thematic analysis as a means to gain insight and knowledge

from the data gathered. This method enabled me to develop a deeper

appreciation for the group or situation I was researching. By using thematic

analysis to distill data, I was able to determine broad patterns that allowed

me to conduct more granular research and analysis. Highly inductive themes

31
ANDANG, AISAH U.
MAT- FILIPINO

emerged from the data that I gathered and these were not imposed nor

predetermined by me.

I interpreted individually the transcripts from the interviews with my

informants. After transcribing my informants’ responses, I recorded the core

ideas and grouped them according to their emerging themes. I then tallied

the frequency of my informants’ ideas.

I also described the frequency of data as general, typical and variant.

General means all key informants responded with the same core idea. While,

it is typical when half of my informants responded the same particular idea

and it is variant when very few informants responded the same core idea. I

interpreted their responses and supported their responses with a related

literature.

Philosophical Assumptions

My study employed a qualitative phenomenological approach since I

sought to explore the value of intersubjective collaboration experiences of

parents and teachers. I also investigated the influence strategies

implemented in parent-teacher collaboration and the implications of

collaboration on social influence based of my key informants’ responses.

Ontological Assumption. The key ontological belief of the

interpretive paradigm is a relativistic view of the world. Parents and teachers’

32
ANDANG, AISAH U.
MAT- FILIPINO

reality is not objective and is not studied in isolation or from a distance. It is

the subjective truth of their intersubjective experiences. The reality of parent-

teacher collaboration differs with each individual because their experiences

are defined and redefined in light of new experiences. Thus, infinite individual

constructions and co-constructions of reality are present which are relative to

the person.

My study is qualitative and embraces the interpretive paradigm.

Therefore, my study acknowledges that reality is multiple. In my study, I

surfaced the realities of my informants who were the parents and teachers of

Grade 1 learners.

Epistemological Assumption. The epistemological view adopts an

intersubjective nature. Since my study is qualitative, it answered the key

question on the nature of knowledge. Therefore, the knowledge I surfaced is

the knowledge of my informants. This implies that the knowledge gained was

not my knowledge as a researcher but the knowledge shared by my

informants who are the parents and teachers of the Grade 1 learners.

My study explored the experiences of my informants that transpired

through shared understanding with me, the researcher. Our interactions that

created the data emerged from the inquiry. I explained how my informants

made meaning of their lived experiences and clarified how these meanings

were interpreted from their embodied responses. I made this through

undertaking reflexive practice of maintaining a journal of ideas, observations

33
ANDANG, AISAH U.
MAT- FILIPINO

and expressions to limit opportunities for bias while interpreting the gathered

research data.

Rhetorical Assumption. Aristotle (1946) defines rhetoric as the art

of persuasion. The rhetorical structure of my research work included my

desire to persuade the readers that what I am implying is worth something. 

Literary style of writing through personal voice was employed in my study.

The theme of my study used the common language of qualitative research

which is personal and literary in nature.

In addition, I used the exact words or quotations of my informants

because these words represent their reality. These quotations were gathered

from their direct experiences as shared during the interviews. I did not allow

myself to share my experiences so that the persuasion would come from my

informants and their stories were not influenced.

Methodological Assumption. My study is inductive. I allowed the

data to formulate a theory. I did not test a theory rather I generated a theory

based on the data. I started from the explicit items before going into the

generalizations with depictions of the context of the inquiry and implications

from the gathered information.

The methodology adopted in this constructivist paradigm sought to

reveal the constructions made by the parents and teachers in order to

provide opportunities for them to critique the interpretations in terms of new

experiences and to allow for revision when new meanings emerged.

34
ANDANG, AISAH U.
MAT- FILIPINO

Therefore, I used a hermeneutic methodology, in which the elicited

information was referred back to my informants for approval.

Axiological Assumption. This assumption revealed my research

subjective values, intuition, and biases, and that these played a role in the

dialog of social construction and informed my interpretation of the data. I

presented the value of my study. I surfaced how this study was valuable to

my informants, the parents, and the teachers.

Additionally, I emphasized to my informants how the results of my

study could benefit the learners, parents, teachers, school and the

community. I added that the results of my study may be used for the

improvement of the education. During the interpretation phase, I shared my

own point-of-view in conjunction with my informants’ responses.

Trustworthiness

To ensure the trustworthiness of my study, I asked my informants to

review both the data collected and my interpretation of that interview data.

Informants were informed that they would have a chance to read the

transcripts of their responses and verify their statements.

Considering the complexity of the method, I asked assistance from the

qualitative research expert for the checking of the interview guide questions

and sought other insights on how to make the paper better aside from the

personal support coming from my research adviser. To obtain the

35
ANDANG, AISAH U.
MAT- FILIPINO

trustworthiness of the study, I observed credibility, dependability,

transferability, and confirmability. The credibility of my study is anchored on

the approach cited by Creswell (2007) where I applied the drawn-out

engagement with the informants of my study to assure that the responses

gathered were not a picture view of the phenomenon, otherwise, I take hold

of every detail of a phenomenon.

Triangulation was also employed in my study in which I used more

than one data source and method and asked a qualified peer to review and

examine my study. Accordingly, an easier way to verify a research work is to

ask at least two colleagues who would read and analyze same set of

transcripts and then compare their interpretations (Yeasmin & Rahman,

2012). In complying with the triangulation method, I conducted member

checking. I gave my informants an opportunity to verify their statements by

providing them a copy of transcripts. So far, all of them verified the

correctness of the transcripts. The informants signed a verification form

which served as proofs. To establish confirmability of the study, my personal

opinions, assumptions, and judgment were set aside in order to guard

against distortion of data. The audio recordings and notes were kept which is

one way of ensuring confirmability.

Transferability was properly observed in my study. I described in

detail the research context that showed all data rich with descriptions so that

the findings of this inquiry could be applied and transferred beyond the bound

36
ANDANG, AISAH U.
MAT- FILIPINO

of this study. In addition, I included in the Appendices several data used to

generate answers from the research questions. The complete set of data

analysis were kept on a file for an immediate availability upon request so that

an individual who wishes to transfer results to a different context can then do

it. To address the dependability of my study, consistency during the data

collection was strictly conducted and the analysis was done by doing the

code-recode system during data reduction. Triangulation of the data

gathered and interpreted was also applied.

Ethical Considerations

I ensured that all ethical considerations were followed as mandated by

the Holy Trinity College of General Santos City’s Ethical Review Board

because it helped me to avoid engaging in practices which may implicitly or

explicitly abuse or exploit those whom I sought to do research with.

Risk-Benefit Assessment. I ensured that the research risks were

minimized, allowing the benefits to be maximized. I observed that there are

potential benefits that my study could give to my research informants. These

include improved knowledge on their current consideration in handling

parent-teacher collaboration through their direct interaction with me, as a

researcher; comfort in discussing their collaboration experiences; opportunity

to participate in my research work; pleasure that the data provided may help

37
ANDANG, AISAH U.
MAT- FILIPINO

both parties, the parents and the teachers; and, the satisfaction that the

information provided may help the organization under my study to improve.

In addition, the following research risks were eliminated in my study:

physical discomfort such as boredom and fatigue; social harms such as

alienation, loss of status, and destruction of personal relationships;

psychological harm such as fear of loss of privacy, eventual ramifications,

discomfort and reluctance to answer some questions being asked; and, loss

of time.

Content, Comprehension and Documentation of Informed

Consent. Prior to the actual participation of my study, the prospective

informants were notified about the purpose, procedures, and the anticipated

potential benefits of my study. I reminded them about their rights in the

research process including being allowed to withdraw from my study at any

time. I also informed them the procedures of the data collection phase. I

prioritized securing their consent before conducting the study.

Additionally, I did not include my informants’ status, study goals, type

of data, procedures, nature and commitment, sponsorship, participant,

selection, potential risks, potential benefits, alternative compensation,

confidentiality pledge, voluntary consent, right to win withdraw and withhold

and contact information.

Authorization to Access Information. I included all information

necessary for the study in my in-depth interview guide. In addition, the

38
ANDANG, AISAH U.
MAT- FILIPINO

transcripts of the interview was also included in my study. Thus, no

authorization to access private information was needed.

Confidentiality Procedures. All data about my informants were held

confidential. They were protected from unauthorized access, use, alteration,

theft, or loss. This information was secured in my personal locked cabinet

and in my password-protected computer. I allowed my informants to disclose

or not disclose information, such as their names, in the informed consent

form and in the interview. I also used corresponding pseudonyms to secure

their anonymity. The data gathered based on their responses were reported

in aggregate.

I included a statement that guarantees that confidentiality would be

safeguarded in the informed consent form to ensure that my informants’

identities are duly protected in my research. All information gathered after the

completion of my research work would be deleted completely in my computer

files. My informants’ data written in paper would also be shredded.

Debriefing, Communication and Referrals. All information about my

research were fully disclosed and discussed to my informants. There was no

debriefing and referrals except for the communication in discussing the

content of the informed consent form to ensure clarity and understanding of

the nature of my research and the commitment expected from my informants.

Incentives or Compensation. I made sure that were no monetary

and non-monetary compensations given to my informants except for my

39
ANDANG, AISAH U.
MAT- FILIPINO

personal expression of gratitude for their participation in my study and my

promise that the result of the study may draw significant findings that would

benefit them and the school. I gave tokens of gratitude after conducting the

interview to my research informants so as to prevent influencing their

decision to take part in the study and their responses on the interview guide

questions.

Conflict of Interest. I selected my informants based on inclusion

criteria prior to their actual participation in my study. All of my informants

were of legal age and were capable of deciding and giving consent.

Additionally, I did not have any financial conflicts of interest in the conduct of

the study. I personally funded this study as an academic requirement for the

degree of Master of Arts in Education major in Educational Management in

which the gathered data and results would be objectively used for research

purposes only.

I declared all intangible conflicts of interest being one of the teachers

in the school in which my study was conducted. During the conduct of my

study, I managed to avoid giving my personal beliefs. In safeguarding the

integrity of my study, I strictly observed placing limits on interaction with my

fellow educators and to the parents of the learners during the conduct of my

study, abstaining from any discussion related to my study, and withdrawing

anticipated situations such as informal group discussion.

40
ANDANG, AISAH U.
MAT- FILIPINO

References

Alisauskiene, S. a. (2016). Shared Responsibilities of Parents and Teachers

in Inclusive Early Childhood Education. 8601-8611.

Biklen, S. a. (2007). Qualitative Research for Education: An Introduction to

Theories and Methods. Boston, USA: Pearson Education, Inc.

Bowen, N. a. (2006). ). Parent Involvement, Cultural Capital and the

Achievement Gap among Elementary School Children. American
Educational Research Journal.

Cox, J. (2019). Parent-Teacher Communication. Retrieved from

https://www.thoughtco.com/parent-teacher-communication-2081926

Denzin, N. . (2003). Collecting and Interpreting Qualitative. In Collecting and

Interpreting Qualitative. California: SAGE Publications, Inc.

41
ANDANG, AISAH U.
MAT- FILIPINO

Eskelen, L. (2012). Survey Finds Parents-Teachers Relationship Strong

Teachers Given Grade of "A". Washington, DC: National Education
Association.

Kafle, N. (2013). Hermeneutic Phenomenological Research Method

Simplified. An Interdiciplinary Journal, 181-200.

Lee, N. B. (2006). Parent Involvement, Cultural Capital and the Achievement

Gap among Elementary School Children. American Educational
Research Journal.

Lewis, S.D. (2012). Educators Maneuvering the Challenges of RTI

conferences: Guidelines for Success.

Willis, J. (2007). Foundations of Qualitative Research: Interpretive and

Critical Approaches. In Foundations of Qualitative Research:
Interpretive and Critical Approaches. California: Sage Publications,
Inc.

Yeasmin, S. (2012). Triangulation Research Method as the Tool of Social

Science Research.

42