CHAPTER I

PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

In many countries, Parent-Teacher Associations (PTA) or some other

organizations under similar names, play important roles in enhancing

student’s achievement and school effectiveness, providing support in

many crucial areas. PTA has been a valuable tool, working on behalf of

students and parents as well as of schools and teachers in solving school

problems and creating a fruitful learning environment. In our time, to meet

the educational goals, it becomes a necessity for the schools to cooperate

with the families and other state or civil organizations and community

members, since schools may be affected by multi-dimensional factors

inside and outside of schools; and schools may affect the community as

well. Based on the results of many researches, they find that school and

parent cooperation as one of the key factors in improving student

performance. Parent-Teacher Association (PTA) is a formal organization of

parents and teachers that is formed to gets parents involved in their

children’s academics as well as to help and reform the school systems. The

main focus of any PTA is to work for the prosperity of the school going

children. PTA’s provides parents and teachers a mutual platform to work for

the betterment of the school, teaching and everything that influences the
 2

physical and intellectual growth of a child. PTA meetings help both parents

and teachers to involve and discuss and solve any particular issues they are

facing. In this study, the researchers will attempt to provide a concrete

explanation about their vital roles, actions, and strategies that they have

done for educational development of children of selected schools in

Rodriguez, Rizal.

Background of the Study

The involvement of parents in the management of various issues in

schools is a development that seems to challenge practitioners engaged

in school reform despite being a required component of many school

improvement initiatives. A growing body of research such as Charles and

Senter (2017), Johnson and Duffet (2019) and Iqbal, Tatlarand Zafar (2017),

show that successful parent involvement improves not only student

behavior and attendance but also positively affects student achievement.

Despite this important observation, many schools in most countries

including Kenya continue to struggle with defining and measuring

meaningful parental involvement, and many do not feel that their efforts

are successful. The findings of a survey conducted in the United States of

America revealed that approximately 20 percent of new teachers and

nearly one fourth of principals identify their relationships with parents as a

cause of significant stress in their jobs (MetLife, 2018). There is therefore need
 3

for parents to step in through the Parents Teachers Association (PTA), and

forge a good relationship between teachers and students, as this will go a

long way in enhancing school activities and programs.

According to survey conducted by the Institute of Education and

Sciences (2017), in the United States, the most common school-related

activity that parents reported participating in during the school year 2015-

2016 was attending a general school or a parent-teacher organization or

association meeting (89 percent). Seventy-eight percent of students had

parents who reported attending a regularly scheduled parent-teacher

conference; 79 percent had parents who attended a school or class event;

43 percent had parents who volunteered or served on a school committee;

59 percent had parents who participated in school fundraising; and 33

percent had parents who met with a guidance counselor. Parents reported

attending an average of 7.5 meetings or activities at their children’s school

during the 2015-16 school year.

According to Hong Kong Institute of Education, as found in the survey

they were conducted, there were only 3 percent of kindergarten (K)

parents, 4 percent of primary school (P) parents and 8 percent of

secondary school (S) parents that felt they did not need the PTA. However,

more than one third of the parents, i.e., 37 percent, 34 percent and 42

percent in settings K, P and S respectively, indicated that it did not matter

 4

whether there was a PTA in the school or not. Though there were some

parents who were enthusiastic about running the PTA, many parents

expressed in the interviews that "having a PTA is just better than nothing."

According to the research made by ISSY RESEARCH, there is a need

to enhance the teaching-learning process in order to facilitate learning

among the students and to achieve the objectives of the education. There

are also various factors that could influence students' achievement in

schools, such factors include, teaching aids, school authority, teachers and

parental influence. This means that the educational development of a

student and school can also be associated with the communication

between the parents and the teacher.

The Department of Education (DepEd) through its subordinate rule-

making power issued DepEd Order No. 54 s of 2009 as amended by DepEd

Order No. 83, s of 2010, or the "Revised Guidelines Governing Parents-

Teachers Associations (PTAs) at the School Level. It is a school-based

organization that enables parents to support the operations of their

children's school. Its mission is to make the school a better place for children

to learn. According to study.com, parents of students work together with

teachers to volunteer in classes, raise money for school supplies, and

generally support the school's efforts. The importance of having a parent-

 5

teacher association in school is that it provides opportunity to open a two

ways communication for the welfare of the child.

PTAs may have varying aims and objectives depending on the

country where they operate, but there are some universal aims and

objectives that seem to cut across all regions (Iqbal et al. 2017). They are

charged with the responsibility of working for the well-being of every

student of the institution, in the home and in the society. They can also

enhance awareness and understanding of parents to the fact that they

have a vital role to play in the provision of quality education. They

encourage parents‟ involvement in improving the standard of the

institutions.

PTA also aims to motivate parents especially in the rural areas, to

send their children to school. It is their responsibility to find ways and means

to decrease students‟ dropout ratio and teacher absenteeism in the

institutions. They can achieve all these by developing a congenial and

harmonious relationship between parents and teachers avoiding

bureaucratic rigidity on either side (Iqbal et al. 2017). The researcher sought

to find out if the PTAs in Amittyville Elementary School and Burgos

Elementary School were carrying out the above stated roles effectively,

which can enhance the educational development and produce good

results.
 6

Review of Related Literature

Foreign Literature

Anderson et al. (2017) mentioned on their study that as the

community becomes more involved in the education process, parents

become more familiar with business leaders, and the contacts made,

benefit both students and parents. Full-service community schools involve

the school, community partners, and service organizations in the

community for the benefit of the student. The idea is to create a

“neighborhood hub” in which the school holds a vital place in the

community and entities in the community form relationships with the

educational system.

Hauseman et al. (2017) said that community involvement can

promote student achievement in a number of ways. The Ontario Ministry of

Education employs several methods of community involvement. School

boards within the Ministry have established community engagement

offices throughout Ontario to promote involvement in schools. Business

owners visit local schools and volunteer as tutors or mentors and, in turn,

students are encouraged to participate in service-based activities

sponsored by community business. Regardless of the method of community

involvement, positive outcomes are gleaned from the involvement of area

leaders in the school system.

 7

Jay et al. (2017) found that due to the parents’ lack of confidence in

their ability to do Math, many of them simply refused to become involved

with this part of their child’s education. Head teachers from four primary

schools allowed the researchers to carry out a series of workshops that

targeted parents of students ranging from ages 4-11 years old. With the

implementation of a series of workshops, parents began to feel more

confident and took more prominent roles in their children’s math instruction

at home. As parents became more confident in their own analysis of the

mathematics in everyday family life, they were able to develop new

strategies for sharing the mathematical thinking and awareness with their

children.

Mapp et al. (2017) stated that engaging with families was seen as a

commitment and a key component of a school’s functioning. Families were

seen as true partners in the teaching and learning process and are valued

as knowledgeable and important contributors to school and student

improvement.

Bilgen and Yusuf (2019) emphasized that PTAs are the key to making

high academic performance of school students due to the quality of

established communication with children, parents, teachers and school as

well as the level of cooperation with school is also very important to school

academic performance. In connection to our studies, this means that

 8

having a parents-teachers association in school can be a great help for the

students to have a high academic performance, for the reason that the

communication that is built through them can make the different parties

(teacher, parents and school) understand the things in their both side which

can influence the students’ academic development.

Ibezimako (2017) claimed that the association is built on structures,

both human and material. It comprises an executive committee called a

School Committee. In most cases, it is made up of twelve members, of

whom four are selected from among the school staff, including the head

of the school known as the headmaster/headmistress, the principal, a

teaching staff and a counsellor of the school.

Mariba (2017) conducted a study on parental role in Tarime District.

One of the objectives of the study was to find out the perception of parents

towards academic performance of their children in secondary schools. The

researcher found out that majority of parents were only concerned about

their children attending school. It is also evident that majority of parents

were aware of priority in skills development as a key strategy for economic

competitiveness and growth. From the study, it was recommended that

parents should support their children in various schools matters.

Bunijevac and Durisic (2017) argued that it is true, educators cannot

do it alone and therefore there is a need for parental involvement toward

 9

children’s academic performance. Parents have a very important role to

play in the education of their children because they act as the mediators

between students and the school. Parental involvement would

consequently elevate not just children’s cultural identity but would also

facilitate their socialization, improving their attitudes and behavior towards

those around them within and outside their communities. Parents are the

ones who can shape the behavior of their children and make them to

behave according to moral standards of the society. Therefore, the

government and policy makers should recognize that parents are the first

and important teacher; hence they need to participate actively in their

children’s academic performance.

Murray (2018) emphasized that our observations of parental

collective action in several North Carolina elementary schools indicate

that, despite this limited financial impact, by bringing parents into schools,

PTAs provide a setting for parents to informally track their children’s

educational progress, get to know one another, and learn about the

institution’s day-to-day operations.

Sari & Maningtyas (2020) stated that parents are expected to be able

to guide children to learn from home and replace the role of teachers at

school. Thus, parents and teachers need to communicate to ensure that

children's education is smooth and on track.

 10

Reeves (2017) maintained that from one perspective, PTAs are

dream hoarders, institutions that help facilitate the unequal distribution of

educational opportunities both within and across schools.

Ogochukwu (2021) stated that the parent-teacher association (PTA)

is a non-commercial, non-sectarian, and non-partisan body that comprises

parents/legal guardians of students, teachers, and administrative staff of

the school whose aim is to collaborate with the school to promote students'

educational success and wellbeing.

Adedeji (2018) defined that PTA refers to all parent teachers’

associations in the context of South Sudan teachers and parents are bound

together by common goals for promoting education for all children

irrespective of gender, culture, socio-economic status, race, tribe, clan,

religion or belief. Parent means the biological father and mother who are

behind the child in school, guardian to the child, poster parents who are

responsible for child education and any other member of the community

in which the school.

Novianti & Puspitasari (2021) asserted that parents are expected to

be able to guide children to learn from home and replace the role of

teachers at school (Sari & Maningtyas, 2020). Thus, parents and teachers

need to communicate to ensure the children’s education is smooth and on

track.
 11

Spencer (2017) cited that Parent Teacher Associations (PTAs) are a

common practice in most schools, but more often than not, they aren’t

celebrated or their benefits highlighted. PTAs are a powerful tool for

teachers and SLT alike.

Garbacz et al. (2017) revealed that the degree of parental

involvement is a critical element in teaching children, especially during their

first school years highlighting the need to generate scientific evidence from

the Chilean context. Most of the studies in this area come from anglophone

countries while in the Latin American context research is still scarce. Results

from our study corroborate that parental involvement can contribute alike

in other cultural contexts, pointing to the need to also implement policies

to promote it.

Eichin and Beach (2018) said that most of the studies on parental

involvement in education hail from anglophone countries and are based

on cross-sectional and correlational designs while in Latin America research

remains scarce. In a recent systematic review of the literature on parental

involvement in education in Latin America, only one Mexican study from

1998 was found which was also heavily influenced by interventions from the

United States.
 12

Local Literature

Gonzales & Gabel (2017), said that he findings of their study also

showed language as a major barrier for teachers to communicate with

parents who spoke English as a second language. Unfortunately, research

continues to find a recurring theme of teachers not being adequately

prepared to interact with parents.

Simmons et al. (2017), asserted that while schools do seek parental

involvement, especially in regards to help with homework assignments,

when parents are not proficient in math themselves, they do more harm

than good. In an effort to combat these results and continue to encourage

parental involvement, schools are asking parents to help their children “find

the math” in everyday situations.

According to Department of Education (2020), from establishing

radio stations to committing to their roles as key stakeholders, the Parents-

Teachers Associations (PTAs) of various regions delivered initiatives to

support distance learning in their respective schools in preparation for the

opening of School Year 2020-2021. Despite of cancelling the limited face-

to-face class in the Philippines on the said year, students still continue their

studies through the help of guide of their parents.

Education plays a vital role on individual, social and economic

development of the nation. It aims to develop the innate potential of every

 13

individual and produce a well equip citizens that can help not only

themselves but their environment and social at large also.

The roles of parents-teachers association can influence the

educational development of the school. According to Sarkari Guider.com,

in complete development of the student, parents’ contribution is very

important. Parents should always get involved in PTA meetings, parent

should be in constant contact with the teacher and should keep complete

information about school and the students. While the role of the teachers is

to inform the parents regarding entire activities of the school and related

activities from time to time. Moreover, if any fund is being collected for any

kind of purpose in school, teacher should make parents aware regarding

this subject. The main role of Parent-Teacher Associations is to build strong

relationship between parents, teachers, and the whole school community.

Review of Related Studies

Foreign Studies
 14

Barrows, et al. (2017), cited that charter schools from across the

United States are found to practice the greatest amount of parent

communication, and therefore, have more parental involvement. The

researchers found that charter school parents’ perceptions showed that

they were less likely to see serious problems at their children’s school and

were more satisfied with most aspects of the school. Parents of children

attending charter schools expressed higher levels of satisfaction and

communication than parents of children attending assigned district

schools. Charter parents are less satisfied than private-school parents but

report more 33 communications within the school. Parents whose children

attended public schools reported the largest amount of dissatisfaction with

the communication level from their children’s schools. According to

Barrows et al., private schools see at-risk students’ grades improve, higher

homework completion rates, more classroom participation, and fewer

absences as a result of successful parent communication and involvement.

Kaiser & Rasminsky (2017), mentioned that the National Association

for the Education of Young Children [NAEYC] stresses the importance of

shared decision making and responding to family choices without

abdicating responsibility to support the child’s development and learning.

Akahomen (2018), pointed that PTA has a greater influence in the

development of the school academic performance where that school

 15

members and PTA members build up activities that could be performed by

school. This means that those activities can be a factor in developing the

academic performance of the students.

Shija (2017), showed in their study about assessment of parent’s

participation in academic performance in public secondary schools in

Tanzania. The findings revealed that there is poor engagement of parents

in education, which has led to poor academic performance. The study

came up with some appropriate measures to be adopted to ensure

effective participation of parents so that to improve academic

performance. The mechanisms include hooks communicating with parents,

establishment of parents-teachers associations and eradicating negative

cultural values. The researcher found that poor communication between

parents, according to leads to poor academic performance. Effective

communication mechanisms between schools and parents should be

established by school committees. Students' academic performance will

improve as a result of this.

Anderson (2017), observed that parents and teachers interact

because of their shared responsibility for the welfare of the children in their

care. Research indicates that teachers value parental involvement in their

students’ education There is also evidence that parents place a great deal

of trust in their children’s teachers. This interaction, with significant influence

 16

on the learning outcomes of students, occurs within a complex set of legal

frameworks and cultural contexts

Obayopo (2017), described that in the Nigerian educational context,

Parent Teachers Associations (PTA) facilitated parental involvement and

ensured that civil society supports the government to give all Nigerian

children access to quality education.

Iremeka et al. (2020), said that the function of the PTA is to assist the

school in various activities for the benefit of the children who study at the

school. Apart from that, PTA also has the role of seeking contributions from

members and the public whether in the form of money, materials or energy

for the benefit of students. Now, more than ever, PTA must be utilized to

narrow down “lost generation" gap and to actively facilitate the teaching

and learning activities.

Rohayani (2020), claimed that during the Covid-19 pandemic,

children and their parents must be at home continuously. The learning

alternative chosen during the COVID-19 emergency is online learning.

Online learning has been carried out almost all over the world. Online

learning is a distance learning process by utilizing internet-based digital

media that is able to support the learning process without physical contact

between teachers and students, that can make boredom and stress on

children, even parents. Parents must have a way to reduce children’s

 17

boredom while at home. Parents need to pay attention to children's

psychosocial needs.

Septiana & Mohamed (2021), included in their study that the role of

parents in online learning is to provide support in terms of facilities, internet

and gadgets. Recent research emphasized that parent’s involvement has

a crucial impact for children in the distance and online learning.

Olayemi (2019), examined the role of the Parent Teacher Association

(PTA) in promoting school education. The study concluded that even

though PTA does many activities in schools, but they have neglected the

very important roles that contribute to student discipline as well as parents

should attend all school meetings regularly, and especially those called to

deal with discipline matters and they should visit the school occasionally

uninvited to monitor children’s progress.

Domina et al. (2019), included in their study that PTA’s form in a wide

variety of school contexts, but high-revenue PTA’s form primarily in affluent,

predominantly white schools. Students in schools with active PTAs enjoy

relatively strong achievement growth compared to their peers in schools

without active PTAs.

Carver et al. (2017), mentioned that engaging with families was seen

as a commitment and a key component of a school’s functioning. Families

were seen as true partners in the teaching and learning process and are
 18

valued as knowledgeable and important contributors to school and

student improvement.

Alvarez-Alvarez and Carmen (2020), included in their study that the

involvement of families in Spanish schools is a legally recognized right, a

social demand, an educational need and a permanent challenge.

However, there are limited opportunities for families to become engaged

with schools in Spain. Their primary avenues for involvement are Parents'

Associations ("Asociaciones de Madres y Padres de Alumnos," known as

AMPAs), but there has been little research on them to date. This article

describes a qualitative study carried out in collaboration with 36 AMPAs

from Spanish state schools, aimed at understanding how their members

describe, interpret and assess their current situation. The findings showed

that AMPAs foster activities to galvanize schools, but that they demanded

increased decision-making powers, additional training and support in

managing the association. It can be concluded that AMPAs are a means

of promoting significant parental involvement, which merits further study

and a wider social dissemination.

Local Studies

School of Education (2020), observed that effective parent-teacher

communication can also benefit parents. Since parents are not always
 19

directly involved in the classroom, regular conversations with teachers can

help them understand which subject areas their children are doing well in,

and which ones they are struggling with. It can also help them feel valued

and more confident in engaging in the learning process. Parents who want

to be involved can develop a greater role in their child’s education by

supplementing lessons at home and explaining complicated homework

problems.

Ariola (2019), stated that an effective Parent-Teacher Association

(PTA) participation is a pivotal linchpin in the enormously complex Philippine

educational system towards school development.

Blake et al. (2020), supported the idea that positive family/school

community partnerships during middle school can enhance student

success. Thus, schools are partnering with local universities to increase

school and student outcomes.

Nucum (2021), stated that PTA meeting is just one of the various

activities conducted by the Parent-Teacher Association of schools. The

main role of Parent-Teacher Associations is to build strong relationships

between parents, teachers, and the whole school community.

To conclude, the focus of our study is to assess the roles of the school

parent-teacher association on the educational development of the

selected schools in Rodriguez, Rizal. The study aims to know what are the
 20

roles does the PTA in San Jose Elementary School and Amitty Ville

Elementary and how does it influence the educational development on

the said schools.

Synthesis of Review

While reading all articles and studies that were used in this research,

there were some articles that have similarities like the parent involvement in

their children education due to global pandemic. They were assigned to

guide their children of using any technologies for communication between

teachers and students as part of online class. Septiana & Mohamed (2021),

the role of parents in online learning is to provide support in terms of

facilities, internet and gadgets. Recent research emphasized that parent’s

involvement had a crucial impact for children in the distance and online

learning. The Department of Education also mentioned that Parent-

Teacher Association and other school staff and stakeholders’ members

mentioned to delivered their initiatives support for distance learning

preparation of students due to pandemic.

From the different articles mentioned above, it also highlighted that

Parents-Teachers Association (PTA) is providing a platform for the discussion

of issues and their solutions relating to the overall school program, as well as

to ensure that parents participate fully in the program's execution.

According to Bilgen and Yusuf (2019), PTAs are the key to making high
 21

academic performance of school students due to the quality of established

communication with children, parents, teachers and school as well as the

level of cooperation with school is also very important to school academic

performance. Parent-Teacher Association also play a vital role in school to

help their students to have good performance in academic.

According to Akahomen (2018), PTA has a greater influence in the

development of the school academic performance where that school

members and PTA members build up activities that could be performed by

school. This means that those activities can be a factor in developing the

academic performance of the students.

The most important objective referred was as "a means of

communication". Based from the articles provided, effective

communication mechanisms between schools and parents should be

established by school committees. Many researchers suggest that effective

communication between parents and students will lead to improve their

child academic performance.

This study is recommending to strengthens the programs and

activities of Parent-Teachers Association to do their responsibilities in school

and help all students in their academic performance for everyone’s

educational development. Parent-Teachers Association must have

enough budget to support and fulfill their whole involvement in raising our
 22

kids, to support the specific needs of our school, and most importantly is to

strengthen our community.

Theoretical Framework

Bronfenbrenner (1979) The study is based on Urie Bronfenbrenner’s

Ecological Systems Theory. Bronfenbrenner's ecological systems theory

views child development as a complex system of relationships affected by

multiple levels of the surrounding environment, from immediate settings of

family and school to broad cultural values, laws, and customs (Evans, 2020).

In his masterpiece, The Ecology of Human Development (1979), he

described ecology as the settings and institutions that impact humans as

they grow. The ecological environment is pictured as a nested

arrangement of concentric structures, with each of these structures

contained within the next. Bronfenbrenner arrayed these ecological

systems as micro-, meso-, exo-, and macrosystems. This theoretical

approach focuses on the developing child and the child’s interactions with

people, objects, and symbols in “proximal processes” across multiple

settings, contexts, and environments (Prior & Gerard, 2007).

“A microsystem is a pattern of activities, roles, and interpersonal

relations experienced by the developing person in a given setting with

particular physical and material characteristics”. This is the layer that affects

the child most closely. Family, school, teachers, peers, child health services,
 23

and the neighborhood are some of the main settings and institutions that

he mentioned in his definition. Children experience a reciprocal face-to-

face relationship with these immediate surroundings. These institutions

within the microsystem also interact with and influence each other. For

example, school affects neighborhood and neighborhood affects the

family members of the child.

The exosystem consists of one or more settings that do not involve the

child as an active participant. Extended family member, parents’

workplaces, local school board, and the media are considered some of

the settings and institutions in the exosystem. These elements indirectly

influence the child. For example, if extended family members support the

parent psychologically and financially, this parent tends to have a more

positive attitude at home.

The mesosystem connects the microsystem and exosystem. This

system includes the interrelations among two or more settings in which the

child is an active participant. For example, the relations among school,

home, and neighborhood comprise the mesosystem. The development of

a child is enhanced when the linkages among components of this system

are strong and positive (Prior & Gerard, 2007).

Another layer is called the macrosystem, which refers to consistencies

“in the form and content of lower-order systems (micro-, meso-, and exo-)
 24

that exist at the level of the subculture or the culture as a whole”

(Bronfenbrenner, 1979, p. 26). This system includes attitudes and ideologies

of the cultures such as laws, morals, values, customs, and worldviews.

Although these elements of the culture are not readily parts of children’s

immediate world, they can be very prominent in their development. For

example, family values in Turkish society certainly affect childrearing

practices, which have a direct impact on children’s development in that

culture.

Moreover, Bronfenbrenner inserts another system known as the

chronosystem. This system refers to change or consistency over time in the

life of a person. For example, changes in family structure over time, such as

its demographic characteristics, which also were taken into account in this

study, have effects on a child’s development.

In conclusion, based on Bronfenbrenner’s theory, one can easily

argue that children’s school experience is not just made up of interactions

between them and the school or teacher. It also includes a broader system

involving parents, family, and community. As a result, based from this

theoretical support, understanding the Roles of Parent-Teacher Association

has greater impact on children’s school performance through their direct

involvement with school activities, such as supervising and helping with

schoolwork, attending parent–teacher conferences, offering

 25

encouragement for success, and establishing high expectations on

educational development of students.

Conceptual Framework

INPUT PROCESS OUTPUT

San Jose Elementary School Preparation of The Roles of

Amittyville Elementary School research School Parent
Burgos Elementary School instrument. Teachers
Southville 8-C Elementary School Association in the
Kasiglahan Village Elementary Educational
School Development of
Selected Public
1. Demographic profile of Demographic Schools in
parents, teachers, and school profiling of the Rodriguez Rizal
staff members as respondents parents, teachers, Amidst
 26

FEEDBACK

Figure 1
Research Paradigm
Assessment on the Roles of School Parent Teachers Association in the
Educational Development of Selected Public Schools in
Rodriguez Rizal Amidst Pandemic.

Statement of the Problem

This research has a chief concern on the Roles of School Parent

Teachers Association in the Educational Development of Selected Schools

 27

in Rodriguez Rizal. To obtain all the essential knowledge, data, and

information, the research would to answer the crucial questions as follow:

1. What is the demographic profile of parents, teachers, and school staff

members as respondents in terms of:

1. 1. age

1. 2. sex

1. 3. civil status

1. 4. category/position

2. What are the Roles of School Parent Teachers Association in the

Educational Development of Selected Public Schools in Rodriguez

Rizal?

2. 1. Academic Performance of Students

2. 2. School Programs and Activities

3. Is there a significant relationship between the demographic profile

and the Roles of School Parent Teachers Association in the

Educational Development?

4. What would be the Parent Teachers Association total school program

enhancement plan?

Hypothesis

The following hypotheses were tested in the study.

 28

1. There is no significant relationship between the demographic profile

and the Roles of School Parent Teachers Association in the

Educational Development?

Significance of the Study

The findings of the research will be beneficial to the following groups.

Students - to improve the learning environment for students, ensuring that

they learn to as higher standard as possible.

Teachers - they will be able to address any academic or behavioral issues

that their students may be dealing with.

Future Researcher - this will give information which will be relevant to the

future researchers who would pursue a study similar to this.

Parent/Guardian - they will be informed about how the school works, what's

coming up and any issues of teachers and students will come across.

Community - identify and integrate resources and services from the

community to strengthen school programs, family practices, and student

learning and development.

Government - they will be aware of the materials and resources needed

that can be used by the Parent-Teacher Association to execute their vital

roles in education.

Scope and Delimitation

 29

The study was limited only to the member of the Parent-teachers

Association (PTA) in selected schools in Rodriguez, Rizal. Therefore, the main

purpose of this study is to assess the roles of school parent-teacher

association in the educational development of the selected school in

Rodriguez, Rizal to support the activities that promote education and meet

the compulsory needs of the students for their educational development.

The existing limit of every member in their designated position.

The extensive intent of this study is to know the roles of Parent-

teachers association at San Jose Elementary School and Amitty Ville

Elementary School. The researchers know that each member of the PTA has

a role that need to be performed and it has a huge part in educational

development.

Definition of Terms

For better understanding of the study the following terms are defined

in the context of this research.

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Assessment: The evaluation or estimation on the Roles of Parent-Teacher

Association on the educational development of selected school in

Rodriguez Rizal.

Demographic Profile: It includes the age, sex and civil-status of parents,

teachers, school staff members as part of PTA organization.

Educational Development: It is how the Amittyville and Burgos Elementary

School function effectively as teaching and learning communities.

Parent-Teacher Association (PTA): Is an organization which represents

parents and teachers, administrator, and all school staffs in Amittyville and

Burgos Elementary School.

Roles: Is a responsibility of parents, teachers, and school staffs in Amittyville

and Burgos Elementary School.

Students: Person in a formal setting, for example a school, being taught to

follow some course of instructions or training e.g., the secondary school

students in Amittyville and Burgos Elementary schools.

Work Position: Refers to parents, teachers, and school staff who are

members of PTA on the said schools.