Exploring Parent-Teacher Collaboration on School Activities in Soar High Knowledge Foundation, Incorporated
Abstract:
This study investigates the dynamics of parent-teacher collaboration at Soar High Knowledge Foundation, a private kindergarten in Marawi City, with a particular focus on how cultural, socio-economic, and educational factors shape these interactions. Using a qualitative narrative-inquiry design, data were collected through focus group discussions with five participants. The findings reveal that cultural diversity, socioeconomic status, parental education levels, teacher dispositions, and communication practices significantly influence the quality of collaboration. Positive partnerships were found to enhance student engagement, empower parents, and increase teacher motivation. Effective strategies such as regular face-to-face meetings and inclusive communication were identified as key to building trust and improving educational outcomes. Conversely, challenges such as miscommunication, cultural misunderstandings, financial constraints, and limited parental involvement were found to hinder collaboration. The study underscores the need for targeted interventions and sustainable practices to overcome these barriers and strengthen parent-teacher relationships. These insights offer valuable implications for schools operating in similarly diverse and resource-limited contexts.
Keywords: early childhood education, parent-teacher collaboration, qualitative case study, socio-cultural factors
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