Paper Contents
Abstract
Abstract This phenomenological study explored the lived experiences of nine (9) teachers from three secondary schools within the Surallah South District, South Cotabato Division, focusing on parentsclassroom support. While parental involvement is widely recognized as a critical factor in students academic success, boosting motivation, performance, and engagement both at home and in school, teachers in this specific district faced persistent challenges in fostering meaningful and sustained parental support. Socio-economic barriers such as low household income and limited parental educational backgrounds emerged as significant constraints to active involvement. Moreover, communication gaps, mismatched expectations, and limited awareness of their roles in their children's education further hindered collaboration between parents and teachers. These factors collectively contributed to minimal parental presence and support within classroom settings, affecting the overall teaching-learning process. The study found that teachers faced multiple challenges regarding parental support, including poor communication, unrealistic expectations, socio-economic limitations, and parental defensivenessall of which created obstacles to effective collaboration.The teachers coped by employing strategies such as setting professional boundaries, practicing self-care, engaging in peer support systems, and attending professional development activities to enhance their skills and resilience in dealing with parental disengagement.The study provided valuable educational management insights, recommending stronger home-school partnerships, culturally sensitive communication, and inclusive programs that empower parents to become more active in their children's education.This study aimed to understand how teachers in Surallah South District navigate these challenges and adapt their strategies to bridge the home-school gap. The findings offer critical insights and practical recommendations to strengthen parental engagement, enrich classroom dynamics, and enhance student learning outcomes within the local educational context. Future researchers are encouraged to explore the perspectives of parents to complement teachers experiences and provide a more balanced understanding of classroom support. Studies may also focus on how cultural, social, and economic factors influence parental involvement. Comparative and longitudinal studies across different school contexts are recommended to develop more inclusive and effective strategies for home-school collaboration.Keywords: ParentsClassroom Support, Teacher Experiences, Parental Involvement, Home-School Partnership, Surallah South District
Copyright
Copyright © 2025 Juvy B. Barcelona. This is an open access article distributed under the Creative Commons Attribution License.
