SURVIVING AGAIN: A POST-PANDEMIC PARENTAL JOURNEY IN

EDUCATION

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Elementary Education

Burtanog, Noime Q.

Suplagio, Donna Mae P.

Verano, Carelle C.

June 2023
 Table of Contents

Chapter 1

Introduction………………………………………………………………….. 1-4

Purpose of the Study………………………………………………………...4

Research Questions…………………………………………………………5

Theoretical Lens………………………………………………………………5-6

Significance of the Study……………………………………………………..6

Definition of Terms ……………………………………………………………7-8

Delimitations and Limitations………………………………………………….8

Organization of the Study……………………………………………………..9-10

Chapter 2

Review of Related Literature (RRL)…………………………………………11-25

Synthesis………………………………………………………………………..26

Chapter 3

Method …………………………………………………………………………27

Research Design………………………………………………………………27-28

Role of the Researcher……………………………………………………….28-29

Research Participants………………………………………………………….30-
31

Data Collection………………………………………………………………….31-
32
Data Analysis……………………………………………………………..........32-35
 Chapter 1

INTRODUCTION

The grim reality of pandemic has shifted the paradigm of education into

online platform. The sector of education was one of the worst-hit by the

coronavirus outbreak. Ericka and Nicholas (2020) stated that, longer school

closures result in a poor academic interest and performance of the students.

During the corona virus it has created a lot pressures and stress on the lives

of many especially students, teachers and parents. In the post-pandemic,

being a parent in these times is not an easy task especially as a parent of a

college student, every day is a struggle, each day they face different

challenges. Some challenges are searching for a new job after pandemic,

switching to stay-at-home mom life, and a new normal for work schedules

(Sokol, 2022). According to Donellan (2020), one of the most challenging role

that parent’s play, particularly in the time of post pandemic, where everything

seems new and needs adjustment is knowing how to manage the household

budget, balancing work and family life, dealing with stress, and raising

children in a digital age.

Parents have experienced many pressures related to the pandemic,

particularly on post pandemic time. According to UNESCO (2020), unplanned

school closures undoubtedly have a negative impact on parents’ and kids’

mental health, so it’s critical to hear from parents about the pros and cons of

reopening schools in order to assess whether it would be feasible and

effective, to inform decision-makers in schools, and to enhance current

prevention programs. After a year and a half struggling to survive a global

pandemic, the world is finally starting to get back to normal. COVID-19

pandemic has altered work-life balance for parents globally, creating new

difficulties as well as providing rare possibilities for sustaining productivity.

That pandemic made parenting even more difficult, parents encountered a lot

of struggles specifically the increased of workloads brought on by moving

work from face-to-face to virtual platforms, and now from virtual platforms to

face-to-face interactions. On the other hand, some parents also found an

opportunities on this pandemic, parents discovered chances in flexible work

schedules, gaining knowledge and skills related to and utilizing new digital

tools and cloud settings, and as well as a greater level of involvement on their

children’s education (Berkeley, 2020).

Insession (2020) the official newspaper of the parliament of Republic of

South Africa stated that, the Covid-19 pandemic in South Africa has strongly

illustrated the intensity of the three problems that their country is currently

dealing with: unemployment, poverty, and inequality. To overcome the

ensuing socio-economic problems that will persist with us after this pandemic,

South Africans will need to maintain the human solidarity and unity that has

developed in the fight against this perilous invisible enemy. Additionally, Ward

(2012) said in her journal that South African parents face a variety of

difficulties because parenting does not take place in a vacuum. Parenting

poses a particular risk when one is poor. Parenting becomes much more

challenging when parents are unable to give their children with adequate

nutrition, healthcare, and education. Poverty-stricken parents are more prone

to experience depression, and depressed parents are more likely to discipline

their children severely and respond inconsistently to their children's behavior.

In this circumstance, mothers are more inclined to employ physical

punishment on their kids than they are to show them affection. The social

support that helps better-off parents with their parenting is also less likely to

be available to parents who live in poverty.

In the Philippines, classes were abruptly suspended for an

undetermined period of time, and students who were disadvantaged faced a

number of difficulties, including unequal access to technology and online

resources. This was yet another setback for the nation, which was already

battling to improve the standard of basic education before the pandemic. The

DepEd declared in March of 2022 that developing a recovery framework that

schools can use is one of its post-pandemic actions to support schools

(Bisnar, 2022). Pandemic in the Philippines, shows how Filipino parents are

so eager to support their children in terms of academic, and in fact parents

are frequently reminding their children the importance of going to school

amidst the pandemic. Given that children from disadvantaged families in the

Philippines do not get the same opportunity as the fortunate family gets and

as well as the support they need just like; insufficient school materials,

shortages of classrooms and teachers, and specifically lack of financial

assistance. Moreover, many Filipino parents are not equipped with skills to

support their children’s education at the time of the pandemic, but they still

find a way to help and contribute on their children’s academic success

(Garcia, 2020). Since the start of the school year in October, parents have

voiced a variety of problems, including the difficulty of educating their children

at home, the scarcity of gadgets for online learning, and poor internet access.

While teachers must receive training in order to be capable, students must

also be ready to participate in the new normal, after years of online distance

learning. Financial considerations for adopting technology-supported learning

modalities are involved in the transition from teaching and learning (Benson &

Kolsaker, 2015).

Schools throughout the Philippines headed back to new normal, as

classes are began to fully restart for the first time in more than two years,

ending one of the world’s longest pandemic related shutdowns in a school

system. According to Vice President Sara Duterte (2022), she said that

Philippines could no longer allow to delay the education of young Filipinos,

because it could really affect their learnings, since Philippines had among the

world’s largest education gaps, numbers of learners are unable to read and

comprehend simple texts by the age of 10 and longer school closures could

lead to a more serious academic problems of Filipino children. In line with this,

parents were hesitant to reopen classrooms, for concern that their children

might bring the virus home to any of the members of the family since there are

still multiple of COVID cases outside their house (Gutierrez, 2022).

The researchers, will start to investigate the effects of the post-

pandemic on parents (Craig & Churchill, 2020). Thus, a need exists for

exploring parents’ experiences after the COVID-19 pandemic. The result of

this study may provide insights and parental roles support for the college

students. For the academe, this may also provide a tool for reflection to

support the students and parents who experienced challenges after the

pandemic.

Purpose of the Study

 The purpose of this phenomenological study is to understand central

phenomenon of the study for surviving again after the pandemic at Davao

Oriental State University- San Isidro Extension Campus. At this stage in the

research, the parental journey will be generally defined as the experiences of

participants of the study.

Research Questions

1. What are the different challenges and opportunities of the parents to

their students after the pandemic?

2. How did the participants cope from the challenges they experienced?

3. How these experiences do shaped their beliefs and principles as

parents?

Theoretical Lens

This section delineates two major theories related to the study.

Vygotsky’s sociocultural theory and Atkinson's expectancy-value theory.

These two theories have a great impact on the research field, and thus are

discussed with respect to this study.

Affected partially by Piaget’s views, Lev Vygotsky placed an emphasis

on the interaction between people--especially parents and their physical and

social environments. He believed that the social and cultural factors on

development and learning are abundant (Vygotsky, 1978). Human beings are

surrounded by family members and are impacted by the culture in which they

live (Rieber & Robinson, 2004). Since the parents are the child’s first teachers

and where they learn to learn, children’s interactions with parents are crucial

to their learning and development. Children learn about the world through this
engagement as a result and parents contribute greatly to the development

and academic achievement of a child.

In the notion of expectancy-value theory, people's expectations for

success and the value placed on success is seen to be a significant motivator

to carry out various duties (Eccles & Wigfield, 2002). It is very challenging for

parents as they are always expected by the eyes of the society especially on

how they carry out their duties on their children and how they influence their

child to reach achievements. Eccles and Wigfied (2002), at its foundation,

asserts that parents play a crucial influence in supplying their children with

learning opportunities as well as they are given an interpretation on the results

of those experiences. Parents carry out these duties in light of their own

worldviews, which are represented in their expectations, values, and beliefs.

Parent's belief systems are subsequently molded by a combination of the

experiences and the feedback that they get on their behalf.

Significance of the Study

This study aims to shed light on the journey of the parents in the post

pandemic time. Additionally, the research might be beneficial to the following:

To the Academe, as this may provide information about parental roles

and a tool for reflection to support the students and parents who experienced

challenges after the pandemic.

To The School and Universities, as this may guide students and

teachers to dig deeper on the importance of parental journey in education.

Definition of Terms

For clarity, the following key terms are defined in this study

conceptually and operationally.

Surviving Again. In this study, the term is used as to describe the

continuation of living, that despite all the hardships being encountered by

parents during the pandemic, they tend to survive again with their students in

the transition of education to online learning.

Post- Pandemic. In this study, the term is used as to describe an era

of decreasing pandemic outbreak in the life of the participants of this study. It

is the transition in the life of the participants, after years of learning how to

deal with the fears of virus transmission, health protocols, and social

distancing, people now face the inevitability of having to re-enter the society,

physically returning to the work place and interacting with others.

Parental Journey. In this study, this term is used as to describe the

experiences, challenges and opportunities that occurred in the life of the

participants of this study. It also, talks about a winding road of emotions and

adjustments that parents must learn to understand and have to deal with, in

the times of pandemic.

Parents. In this study, this term is used as to describe the participants

of this study; it is the person who acts the mother and the father or the

guardian, and one of the persons around the globe who experience

challenges and opportunities in this post-pandemic time

 Education. In this study, this term is used as to describe the field that

has been affected by the corona virus disease; it is the purposeful activity that

is concerned with methods of teaching and learning in schools; school-like

environment as opposed to various non-formal and informal means of

socialization.

Philippines. In this study, this term is used as to describe the

archipelagic country in Southeast Asia. In the Western Pacific Ocean, that

consists of 7,641 islands which are broadly categorized into three main

geographical divisions from North to South: Luzon, Visayas, Mindanao; and it

is where the location of this study will be conducted.

Delimitations and Limitations

The limitations of this study, the researchers is constrained by the

suitability of the theoretical lens. This is limited to same data collection

method that we used in the participants. This study is limited to the parents of

Davao Oriental State University-San Isidro Extension Campus students and

their challenges in the post pandemic period. Also, it assumes the

phenomenon under investigation is not applicable to the general public. And

the participant’s experiences are subjective to their personal views or

opinions.

The delimitations of this study includes the area where the study will be

conducted, the selected parents whose willingness to participate will be

measured, and the knowledge that may be limited when answering the

questions. Their participation is expected if it is based on their personal

viewpoints and experiences, and the length of this proper response will be

kept confidential.

Organization of the Study

Chapter 1 presents the study's introduction which states the problems of

the study followed by the purpose of the study which helps the subject assess

the importance of the study. The research questions is also presented which

address the questions in the participants and can give direction for the study

design and data collection. Theoretical lens to design a research question

guide the selection of relevant data, interpret the data, and propose

explanations of the underlying causes.

Chapter 2 presents a collection of previous literature relevant to the

study, including relevant information about the post-pandemic parental

journey in education. Literature review of the research problem under this

study is also provided.

Chapter 3 this chapter is considered as technical review of related

literature that includes the research design which is justified and

contextualized. The role of the researcher including descriptions of relevant

aspects of self, expectations and experiences and such. Research

participants is also present in this chapter with description of how the

participants are chosen and the criteria. Data collection and data analysis is

also mentioned together with the specifics about the research's

trustworthiness.
 The results of the study are presented in Chapter 4, the data is

systematically following the sequence of research questions. The findings are

realistic and accurate and actual transcripts are with English translation to

support important themes.

Chapter 5 discusses the research findings and each important findings is

supported with corresponding implications and suggestions are made.

Concluding remarks is seen in this chapter with a brief summarization of the

discussion section followed by the references and appendices.

 Chapter 2

REVIEW OF RELATED LITERATURE

This section presents the literatures and studies related in this

investigation. This gives the readers a clearer picture about the focus of this

study.

Parental Journey

Journey as defined in Merriam Webster Dictionary, it is an act or instance of

travelling from one place to another. The word used to literally mean the

length one could travel in the course of a day; it is now frequently used in a

metaphorical sense to indicate a process through which a person has adapted

to change and challenges. It is particularly noticeable on reality TV programs,

where it has become something of a cliché.

Mukherjee (2018) stated that being a mother or a father is the greatest

delight in life. When a child is born, your perspective dramatically changes

from I, me, my, myself to you, his or her. For a mother, the entire world

changes. A child's universe is their own. Life is seen from many angles.

Responsibility follows a child's wonderful birth. Parenting is a journey that

must be taken, and it is one that must be taken well since parents are

ultimately responsible for the future of their children, their generation, their

society, their country, and the entire globe. But very little of us are aware of it.
Furthermore, being a parent is a combination of art and ability. Like a

professional sculptor, painter, or artisan, parents must focus all of their energy

on creating a beautiful person who is also kind. Everyone wants to bring up

kids who become resilient, prosperous, and independent adults. But along

with it, we need to make sure the child gains wisdom as well as knowledge,

success as well as goodwill, independence as well as responsibility, strength

as well as compassion, and most importantly, teach him not only to take life

seriously but also to enjoy the flavor of humor and fun. Additionally, if parents

don't take the time to learn from the children on this trip, parenting will fall

short. Parents progressively gain wisdom, develop self-control, and transform

into much better people. Since kids imitate their parents, you can spot your

flaws in their actions. They transform as soon as you fix yourself. Life is brief.

Never miss these priceless moments that you will treasure for the rest of your

life. Moments pass quickly and your child grows up. So, take pleasure in the

parenting experiences and revel in the blessing of a lovely relationship, which

is the greatest of all. The bond between a child and parent (Mukherjee, 2018).

The journey is full of wonder, awe, joy and learning. Along with the child the

parents also grow in understanding and wisdom. The parent child relationship

is the most beautiful of all relationships and so we should nurture and handle

it with care.

Peterson (2022) defined parental journey as a preparation of their

children for adulthood. Every day, parents make decisions and do actions with

intention to help mold their kids into successful individuals with character,

respect, a sense of duty, motivation and abilities. Leading relates to this

preparation and indeed parents’ actions are much stronger than their words.
Additionally, as a parent you go on a path that is both difficult and fulfilling.

One of the most rewarding and challenging experiences you may have in life

is raising a child. The love and bond you have with your child are unbeatable,

and helping them grow into responsible and successful adults is a duty that

calls for compassion, understanding, and affection. As a parent, it’s critical to

recognize that each child is a unique person with their own set of abilities,

limitations, and passions. Respecting their individuality and encouraging them

in their endeavors, while also establishing limits and teaching them right from

wrong are necessary (Gavinamos, 2022). The journey of parenting involves

love, patience, and understanding. You may aid your child in developing into a

responsible and successful adult by being open about with them, providing

clear limits, modeling good behavior, allowing them some freedom, showing

them love and affection, and practicing patience. You must always remember

that each child is special and that your role as a parent is to support and love

them.

Globally, the work-life balance for academic parents has changed as a

result of the abrupt commencement of lockdowns linked to the COVID-19

pandemic. This has led to both new obstacles and uncommon chances for

preserving job productivity. Parents also had to get used to the added time

demands brought on by the increasing childcare responsibility (Crepaldi,

2021).

Parental Journey in Education

Education today is more about the learners' multifaceted and

multidimensional progress in all facets of life than it has ever been about just
getting grades and passing exams. The best combination of education—at

home and at school—helps shape a child's actual learning experience. In light

of this, parents are the first teachers of children's minds, and they play a

crucial and valuable part in determining how well children turn out generally.

Parental involvement can broaden children's learning horizons and help them

develop strong and broader skills and abilities as they grow up (Mangalam,

2020). During the first years of the pandemic, millions of parents had to

decide what their child will learn about in order to seem to be like when

classes resumed. It was clear that parents were worried about the thing that

they had to face, the higher potential for their children to become infected with

COVID-19. With a very little known about this virus, it was really a challenge

for parents to choose wisely, between the education of their child, or its

safety. Whether they will agree on continuing face-to-face classes or remote

learning, and most parents opted for the latter, for the safety of their kid and

kept them at home, so they may keep learning in a virtual setting (Becker et

al.,2020). Having a paraprofessional present to aid in instruction or having a

services like having a test read to a student couldn’t always be provided on

some learners using distance education.

Parental Journey on education has really been a wide range. The

parent's responsibility is to develop relationships with their child and show

interest in their wellbeing. They are tasked with choosing the school that will

best serve their child's interests and with making sure they conduct extensive

research before enrolling their child in the program. Once at school, students

must continue to participate. A student's involvement and learning may be

impacted by any significant life events or changes. For the school to better
meet the child's special requirements and offer the necessary support, it is

crucial to let them know. It is important to instill in kids the importance of

perseverance (Hugo, 2022).

Moreover, parental involvement in education, which refers to parents'

involvement in their children's education at home and at school, is one of the

steps toward learning how to be a good parent. This might come in a variety

of forms, like assisting with schoolwork, going to school functions and parent-

teacher conferences, taking part in decision-making processes, or speaking to

the child's teacher frequently. A key element in ensuring that children's

education is successful is parental engagement. Children are more likely to

perform well in school and develop socially and emotionally when their

parents are involved in their education. Student achievement, self-esteem,

and behavior all increase when parents are involved. Additionally, it fosters a

sense of partnership between parents and their child's school (Llego, 2022).

From the time of the outbreak since 2019 the coronavirus illness first

appeared (COVID 19). People have experienced effects of one kind or

another. Lockdowns across the nation have greatly influenced the lives of

people of all ages and professions. The escalation has also changed people's

life and the school system around the world. Especially among many students

in all nations (UNESCO, 2020). Lockdowns have ended put the governments

under an extraordinary amount of pressure to ensure that there be learning

progression (Chang & Yano, 2020). Many nations are adopting a variety of

solutions to the educational difficulty.

Emotional stress of Parents

 Families’ quality of life abruptly and significantly changed. The

educational role of parents for children in the home setting has grown much

more important than previously. In order to foster a child’s positive

development and provide new learning opportunities for toddlers and

preschoolers, children only have their parents nearby (Wang et al., 2020).

Parents have been left to manage their children and the environment in their

homes on their own, in addition to caring for their children’s homeschooling

needs. Babysitters, grandparents, and peer contact are prohibited, and all

other educational services are closed. Many parents must also work

intelligently, and managing time and spaces to work while children are present

can be very challenging. Quarantine increases the amount of time that can be

spent with loved ones, but it also puts heavy responsibility on parents

because they are expected to play an educational role in addition to trying to

live on their own life and do their regular professional obligations. The

likelihood of experiencing this problem has increased the risk of experiencing

psychological distress such as depression, stress, irritability, and negative

emotions in parents (Sprang and Silman, 2020).

Parental roles at times of Pandemic

The World Health Organization (WHO, 2020) has formally launch its

declaration of COVID-19 to be a pandemic. This statement and the following

cancellation of classes substantially changed how education is carried out

worldwide (Bansak & Starr, 2020; Lee, 2021). One day, students departed the

school buildings without realizing it would be several days later. It would be

several months before they actually returned to school. The result of closing

schools was meant. In order to continue providing classroom instruction,

instructors have to reevaluate how they are going to deliver it to meet the

pupil’s educational needs (Bansak & Starr, 2020). Different school districts

had their strategies to continue meeting their pupils' educational demands

throughout this unknown period. Some districts created packets of

assignments, while other provinces and schools shifted to online remote

learning in an emergency. Several districts closed completely. Due of the

global Covid-19 outbreak, there are now unusual limitations in place in terms

of travel and gathering, both domestically and internationally. While it is

understandable that the majority of the attention to date has been on how

these limits have affected activities related to teaching, learning, and the

continuation of education, these constraints have also had an influence on

huge influence on academic gatherings all throughout the world (Bozkurt et al.

2020; Hall et al. 2020).

According to UNESCO (2020) many of the ongoing issues facing

humanity have been worsened by this pandemic. In reality, it appears that the

differences in opportunity that separate people inside and across countries

are getting worse. A wide distribution of resources is necessary for resilient

communities that maximize human potential abilities as well as a variety of

talents. Public health and public education are closely connected because

they both demonstrate the unquestionable value of working together, rising

together, and taking action as a community. Health measures alone won't be

enough to stop this worldwide health epidemic. Building public trust,

increasing human empathy, advancing knowledge, and recognizing our

shared humanity will all help to find a solution. The administration of

education should coordinate its efforts with public health officials. Each
emphasizes by a realization of the interconnections that emerge in a public

place, which is why each is necessary. The pandemic has caused a

significant shift away from traditional settings for learning and teaching that

involve physical interactions. This is a major problem for children living the

poverty world who depend on their schools' physical environment for

educational resources, guidance, and occasionally, the only nutritious meal of

the day. Children may experience various types of abuse and violence in their

homes, particularly during confinement or quarantine. The conditions of

overcrowding and a general shortage of resources, especially digital devices

and connectivity, the current health issue often has the largest costs for

schooling and general well-being for people that are already at risk.

Parents highlighted a number of factors that affected their ability to help

their children, including space in the home environment, support networks,

and their own mental health. The influence of COVID-19 on parents' welfare

was diverse. Despite the difficulties, some parents spoke of the pandemic's

effects as strengthening family ties. Parents emphasize the value of flexible

work schedules and family-friendly employment practices also stress the need

for parental support so that they can care for their children and themselves

(Shum et al., 2020). Parental involvement is crucial for children's success in

traditional education settings. Support from parents has been shown to make

a big difference in students' achievement in a virtual learning environment

(Borup et al., 2014; Feng and Cavanaugh, 2011; Lee and Figueroa, 2012;

Makrooni and Woofter, both of 2019). Parents, nonetheless, must assume

novel and unfamiliar duties and duties as their kids attend online school while

dealing with rising assuming educational obligation for their child's education
(Liu et al., 2010). Consequently, parents frequently struggle to comprehend

what part they should take in their kids' online education (Murphy &

Rodriguez-Manzanares, 2009; Boulton, 2008). Parents' attitudes regarding

online learning are complicated. Some parents have greater connection,

some view this as an added stress on their child's academic obligations

(Selwyn et al., 2011). Sorensen's (2012) study identified the most difficult and

advantageous characteristics of online learning for parents. Keeping their kids

on track and doing their schoolwork is a parental responsibility, interactions

among the youngster and their virtual teachers. Additionally, educators and

schools only lack sufficient direction to enhance the parental engagement

experience, particularly with the effective application of technology (Goodall,

2016).

The impact of parenting self-efficacy during the first COVID-19-related

national lockdown in Italy was studied at the individual level by Morelli et al.

(2020). They discovered that parental emotional self-efficacy served as a

mediator between parental psychological distress and parental emotional self-

efficacy's effects on children's emotional control. The data from the COVID-19

pandemic is still accumulating, but research from other significant calamities,

such as previous epidemics and recessions, can offer important insights into

how social and economic factors affect parenting. Numerous studies have

shown that a decrease in family income during a recession results in income

is linked to detrimental changes in parental mental health, marital relationship,

and child behavior also good parenting (Puff & Renk, 2014). According to

early studies, parents have generally experienced a variety of difficulties

during the epidemic (Christie et al., 2021). Homeschooling responsibilities and

child care duties seem to be linked to a decline in parental mental health

(Fong & larocci, 2020; Pierce et al., 2020). Spending more than 20 hours per

week on childcare or homeschooling was linked to working parents' mental

health deteriorating during the epidemic (Cheng et al., 2021). Most notably

mothers who work the majority of the responsibilities, spending a great deal

more time than fathers caring for and home-educating their children (Adams-

Prassl et al., 2020).

According to Sankowski (2021) after a year of COVID-19 countries,

societies, and individuals are craving for normalcy and beginning to explore

what life will be like in post-pandemic. Efforts and experiences of countries in

the European Union, Asia, Asia-Pacific, Australia, Africa, Latin America, the

Caribbean, and the United States are reviewed as they face obstacles to end

the pandemic and prepare for post-pandemic reality.

Parental Journey: Challenges and Opportunities in Post-Pandemic

Millions of parents had to decide what their child will learn about in

order to seem to be like when classes resumed. It was clear that parents were

worried about the risk that they may face once their child will be the potential

victim to be infected with COVID-19. With a very little known about the virus, it

was challenging for parents to choose wisely, whether they will allow their

children in face-to-face classes or the remote learning, and most parents

opted for the latter which is to continue the education through online platform

and the distribution of modules, this is to keep their kid at home, so they may

look up to them while learning in a virtual setting (Becker et al., 2020).

 The reality of receiving formal education from home could be very

challenging to many teachers, students, and parents especially if they are

undeveloped nations where technology is not widely accessible, available, or

used in education. Several other factors such as network problems, a weak

power supply, and the cost of accessing online education, in addition to the

cost, smooth home study might be hampered by interruptions, bad computer

skills, inaccessibility, and availability concerns. The issue of time to learn new

technologies that may be necessary to learn from home, as well as

disturbances, are other issues that comes from neighbors and neighborhood,

either internally or externally. Prolonged school closures could deprive

millions of students’ access to education particularly those in third world

countries, rural areas, and people with special needs (Education Task, 2020).

However, in today’s digitally connected world, parents have to manage

their own relationship with the internet and mobile devices, along with

managing their children’s use of, and exposure to the same technology. This

brings with it a host of both benefits and challenges. Emergency remote

learning were adopted by many schools. An instructor had to employ a video

streaming during an emergency remote learning session that provide pupils a

real-time guidance through Zoom using their laptop, tablet and smartphones.

It was referred to as emergency because it was hastily built up to satisfy the

short-term educational needs of students (Khalaf et al., 2021).

Having a paraprofessional present to aid in instruction or having a

service like having a test read to a student couldn’t always be provided on

distance education. Children throughout the pandemic experienced the reality

of isolation from peers, instructors, and coaches, which parents had to learn
to manage, and in which this are some of the challenges that parents

experience (Soland et al., 2020). Some students found it more challenging to

seek teachers for assistance or to pay attention in class because of their

home isolation. Other parents found it difficult to have numerous individuals

trying to study synchronously online, while living in the same room.

Inequalities between households and districts became obvious, district

leaders raced to find solutions to the technology gap (Angelico, 2020). Other

parents had to deal with the stress of being unemployed or juggling

employment obligations, while caring for kids who were now living at home

full-time (Lee et al., 2020). As parents, children, and school administrators

reflected on the lived experience of the first year of pandemic, a clearer

picture of how parents should adapt to this new reality emerged. Additionally,

on the study of Angelico (2020) parents changed from playing a passive part

in their child’s life during the COVID-19 pandemic to from daily education

participation.

The pandemics remote learning experiences tipped the balance of

educators’ and parents’ involvement in a child’s education further in favor of

the parents. Due to schools being forced to close, parents have to find other

ways to provide a learning environment that would be suitable for learning in

an online setting at home (Hylton-Fraser & Hylton, 2021). A greater

understanding on methods for this kind of setting in the future will be made

possible by a greater knowledge of the parental experiences during this peak

level of educational involvement, which will also help us identify any potential

learning gaps to current pupils that are present. To improve the procedure
and get the most out of the first few months of learning in this new paradigm,

trial and error adjustments were done on the fly (Lee et al., 2020).

Coping Mechanism of Parents

Although the COVID-19 pandemic goes together with high levels of

stress and reduced wellbeing for many, people normally show resilience when

facing disaster (Polizzi et al., 2020). Resilience has been defined as the

capacity of a system to adapt to challenges that the system is facing (Masten

& Motti- Stefanidi, 2020). Specifically, for the COVID-19 pandemic we

expected that active coping skills might give families the resources to deal

with new parenting challenges, even when they are facing high demands like

stress as a result of the pandemic. Parents are a crucial link between children

and schools. In the post-pandemic, parents and other caregivers have to play

a more significant role in the learning and development of their child than they

have done traditionally. More so, because most education is now taking place

in the home environment instead of the school campus, without the physical

presence of teachers (Krents, 2020). All parents and other caregivers want

the best for their children. Krents (2020) added that by working in partnership

with teachers, they can contribute to the learning and well-being of their

children. The demands of the education system in the new normal of post-

pandemic require parents to play a multifaceted role in minimizing the impact

of the previous pandemic on their children’s academic performance and well-

being.

Synthesis
 This literature review talks about the different experiences and journey

of parents at the times of pandemic, wherein during pandemic family ties

becomes more strong and their bond becomes more closer, but on the other

hand this literature shows that online learning has become a burden to

parents specially, those who are in rural areas, where they lack of digital

devices and poor network connection, and parents requires to learn the skills

on digital, in order for them to teach their children, also to parents who

balance their work and their role as a new teacher to their child. They

emphasizes the value of flexible work schedules. During the times of

pandemic parents survived the struggles and challenges of stress and

anxiety. After the pandemic parents also tend to become stress emotionally,

because of the abrupt change of family life. The educational role of parents for

children in the home setting has grown much more important than previously,

but despite all of the challenges they encountered parents cope up with it,

through being resilient amidst the pandemic.

 Chapter 3

METHOD

This chapter presents the description of the research process. It

provides information concerning the method that was used in undertaking this

research as well as a justification for the use of this method.

Research Design

This study used a phenomenological qualitative research design.

According to Creswell (2003), the participant’s perspectives, understanding,

and perceptions are explored and described. It allows the researchers to

illuminate rich descriptions and dig deeper into discovering the lived

experiences related to the parental journey of parents and what insights can
the participants share to the education sector in terms of parental journey in

education in general.

With the use of participant’s subjective accounts of their experiences,

Creswell’s (2007) phenomenological method analyzes phenomena. This will

provide access to numerous reliable data sources to facilitate thoughtful

experiences about the post-pandemic parental journey in education.

According to Creswell (1998), it is an unfolding model that takes place in a

natural setting and allows the researcher to gain a top level of information via

direct participation in an experience. The phenomenon being researched from

the perspective of the participants recounts the experiences of the participants

so that the researcher may comprehend and describe what the underlying

meaning of the experience is. Giorgi (2009) stated that this phenomenon is

one way to identify a qualitative research.

As recommended by Creswell (2007), the researcher used exacting

data collection techniques. This indicates that the researcher adequately

gathers data in a variety of forms. An interpretative, naturalistic perspective is

used in this (Denzin & Lincoln, 2005). This design empowers people to

express their stories, hear their voices, and reduces the power dynamic that

often exists between the researcher and study participants. Furthermore,

qualitative researchers seek to comprehend from the views of those who live

within it (Hatch, 2002). These viewpoints are based on the participant’s actual

interactions with the phenomenon. Throughout the process, the researchers

will attempt to elicit meaning and insight from the occurrences. The

researcher would investigate the qualitative data inductively, beginning with

themes, dimensions, codes, or categories and progressing to more broad

viewpoints (Creswell, 2007).

Role of the Researcher

The researcher’s role in qualitative research is a crucial consideration

in the successful analysis of any social phenomenon. In qualitative studies,

the role of the researcher is quite different. The research is considered an

instrument of data collection (Denzin & Lincoln, 2003). This means that data

are mediated through this human instrument, rather than through inventories,

questionnaires, or machines. Greenbank (2003) stated that the qualitative

researcher needs to describe relevant aspects of self, including any biases

and assumptions, any expectations, and experiences to qualify his or her

ability to conduct the study.

In this study, the researchers are highly inclined and qualified to pursue

this investigation as the researchers have the ability, excellent observation,

and a strong desire to assist the participants if ever they have difficulties

understanding the questions. Although the researchers have some biases,

namely the ability to feel what the parents are feeling. However, the

researchers ensure that theories and relevant studies are respected and

taken into account. In terms of the basic roles, the researchers followed the

principles that state that qualitative inquiry is for researchers who are willing to

devote significant time to data collection, data processing, reflexivity, and

writing large passages on their own. As a result, the researchers filled a

variety of tasks as a researcher including interviewer, transcriber, translator,

analyst, and encoder.

 The researchers quickly created a connection and camaraderie with

the participants. The researchers called all of the informants and asked them

whether they would be willing to participate in the study. Furthermore, the

researchers used personal empathy to encourage participants to disclose

their stories. To go to deeper layers of the discourse throughout the interview

and observation, the researchers used tactics such as asking probing

questions, then listening and thinking, then asking additional probing ones. As

a transcriber and encoder, the researchers correctly translated and structured

all of the recorded interviews into Standard English sentences. Finally, as an

analyst, researchers used appropriate qualitative analytic methodologies and

processes, such as thematic analysis, numeration, and cross-case analysis.

Research Participants

In this study, ten local parents was approached via Facebook chat and

phone calls. Five participants will be invited to the conducting Focus Group

Discussions (FGD) and another five participants will also be invited to, In-

Depth Interviews (IDI). Ten of the participants show up from the San Isidro

Municipality planned to take part in the Focus Group Discussion, and were

chosen for an in-depth interview. The criteria for choosing participants were

determined by enquiring if they have at least two children studying at Davao

Oriental State University-San Isidro Extension Campus. Participants in terms

of location were those who hailed from the Municipality of San Isidro.
 To adhere to the number of participants in this, Creswell (1998)

proposed five to twenty-five people for his study would be appropriate for

phenomenological research, whereas Morse (1994) advised at least six

participants. The sample size was chosen in terms of the allocated time,

resource availability, and viability concerned were the research aims.

The study's subjects were chosen on purpose and was done with the

objective of learning about the peculiarities of whether the participants are

qualified to respond to the study's research questions, or in another way

around. The division of participants, on the other hand, was for each of their

verification and triangulation replies tied to the research questions.

There were preliminary questions, such as whether the participants

have two or more children that are currently studying at Davao Oriental State

University-San Isidro Extension Campus. This would be used as a criterion in

this study's intended subjects are a good fit. As a result, the researchers

would have a better understanding of identifying people who could best

respond to the research questions and improve comprehension of the

phenomenon under investigation.

Data Collection

The researchers planned a semi-structured interview that includes a

series of fundamental questions that aided in defining the regions to be

studied investigated, as well as allowing the interviewer or deviate to explore

a concept or response in the interviewee. This method’s adaptability,

especially when contrasted to structured interviews, find or expand on

previously unknown facts relevant to the participants that might not have been
mentioned already considered by the researcher (Stewart et al, 2008).

Furthermore, the researchers scheduled for an interview. It was critical to ask

questions that were likely to yield results as much information regarding the

phenomenon under investigation as possible viable and capable of

addressing the goals and objectives of this research.

Furthermore, Creswell (2009) noted that semi-structured interviews

disclosed pasts, feelings, and happenings. Personality profiles, preferences,

dislikes, disagreements, and more. As a result, in this investigation, the

researchers listened and constructed comprehension of the participants’

experiences and ideas. According to phenomenological interviews, Creswell

(2003) stated that may be somewhat lengthy, and the use of semi-structured

interview questions help with the creation of a structure for the content

analysis.

Following that, the FGD and IDI guide questions were validated by the

professionals. These participants lived in various places in the municipality of

San Isidro and researchers organized the interview during the procedure

details and inquiry flow, as well as verification of the responses. There was a

consent letter and the assurance of the respondents’ confidentiality profile, as

well as the study’s findings.

Data Analysis

Thematic analysis will be applied in this investigation. This will be

employed to assess classifications and display relevant themes its data

exhibited detail and dealt with a variety of issues. Boyatzis (1998) defines

subjects through interpretations. Thematic Analysis was deemed the most

suited for every situation. The use of interpretations in research to uncover

new things. It gives a methodical element to data analysis. It enables the

researcher to link an analysis of the The occurrence of a topic in one of the

entire material. This would improve accuracy and complexity. The overall

significance of the research. Qualitative investigation necessitates

comprehension and collection of several aspects as well as data. Thematic

analysis allows for the possibility to more broadly comprehend the potential of

every issue Marks and Yardley (2004).

Thematic extends beyond counting explicit words or phrases. Words,

with an emphasis on recognizing and defining both ideas, both implicit and

explicit. Codes created for concepts as well as themes were then applied to or

related to raw data as summary indicators for future analysis, including

determining the relative frequency of themes or subjects seeking for code co-

occurrence inside a data set, or graphical representation of code relationships

(Namey et.al, 2008). There is the possibility of applying thematic analysis.

capability of connecting various concepts and opinions the participants'

responses and compare them to the data that has been obtained in various

situations at various times Several times throughout the process. All possible

outcomes for Namey (2012) mentions the possibility of interpretation.

If the data was collected by observation that is dependent on the

participants' visions - feeling or attitude. Data research and theme analysis

are combined with its analytical element (Crawford et al. 2008; Braun and

Clarke 2006). This is especially useful when the researcher's goal was to

examine the data for common themes and patterns, thoughts from more than

one individual. It is advantageous to assign a story to the various data sets to

improve your logical comprehension to transmit the participant's views and

experience (Crawford and colleagues, 2008).

Thematic analysis is divided into three stages: data, analysis, and

interpretation. Data reduction, data display, and data conclusion are all

possible. In data analysis, the initial stage is compression model developed by

Miles and Huberman (1994). Data reduction is a type of analysis that

sharpens, sorts, and concentrates discards and arranges data in a manner

that It is possible to draw and verify a conclusion (Miles & Huberman

(Huberman, 1994). It could be as a result of selecting by summary or

paraphrase, or by being absorbed in broader pattern. The second stage of

The Miles and Huberman Model (1994) is data display. The data display is the

ordered, compacted collection of information. It seeks to make sense of the

data that is available gathered (Coffey and Atkinson 1996). Data visualization

organizes data, aids in the organization of concepts and the ideas (Miles &

Huberman 1994). The third stage is the data conclusion (Miles & Huberman,

1994). Among these are the significance of any remark, grouping or creating

information categories can coexist, which should be achieved in the end to

investigate the validity of the findings so that they suit the theoretical lens of

the study.

By grouping text or visual data into discrete groups, researchers

construct codes. Creswell and Bazeley (2013) stated that, as beginners

frequently generate lengthy lists of codes when “lean coding” is all that is

required, this procedure is known as “winnowing” when only the pertinent data

is used. Researchers are urged to hunt for themes-large blocks of code that
have a similar concept-as we code. The researchers can start interpreting

data only after developing themes.

Trustworthiness

In the research, researcher must obtain data are valid. This part of research

points how the way data can get the trustworthiness. To check the

trustworthiness of the data, the researcher used theoretical triangulation,

credibility and dependability in this research.

Theoretical Triangulation. Moleong (2011) states that Triangulation is

a technique that utilizes data validity that exploits something else. Outside the

data for checking purposes or as a comparison against the data. Triangulation

was a method to enhance researcher’s understanding about what was being

investigated. Denzin in Moleong (2011) states that there are four kinds of

triangulation: source triangulation, method triangulation, theories triangulation

and investigator triangulation. In this study, the writer used theory triangulation

because the researcher used more than one theory to gather data.

Credibility. According to Ary, et al (2010), credibility in qualitative

research concerns the truthfulness of the inquiry’s findings. Credibility or truth

value involves how well the researcher has established confidence in the

findings based on the research design, participants, and context. In this case,

the researcher used theories triangulation because we used more than one

theory in analyzing data to find some language functions and how language

function can help the reader in understanding the messages. After the

researchers got the result of data analysis then decided the conclusion

whether or not the data contain language functions and message.

 Dependability. Dependability is a way to make and get consistency of

data will be found by the researcher so that the data can be dependable.

Qualitative researchers speak of dependability rather than reliability. Recall

that reliability in quantitative research has to do with consistency of behavior,

or the extent to which data and findings would be similar if the study were

replicated. However, unlike quantitative research, in which tight controls

enhance reliability, qualitative studies expect variability because the context of

studies changes. Thus, consistency is viewed as the extent to which variation

can be tracked or explained. This is referred to as dependability or

trustworthiness. One way to make the dependable data was by applying

triangulation. Thus, to get the dependability of data analysis, the writer used

theories triangulation. In this study, the writer watched and read the script of

“Enchanted” movie many times and then classified data based on language

functions theories and messages to get consistency.

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