Parental Involvement in Elementary Education: A Phenomenological Study of Parents’ Experiences and Perceived Barriers

Abstract

Parental involvement plays a critical role in children’s academic and socio-emotional development, yet many Filipino parents continue to face barriers that limit their engagement in elementary education. This qualitative phenomenological study explored the lived experiences, coping mechanisms, and insights of parents in supporting their children’s learning. Semi-structured interviews were conducted with parent-participants to capture their narratives, which were analyzed using reflexive thematic analysis. The study generated three major thematic clusters reflecting the realities of parental involvement: (a) Parents’ Experiences, which included navigating daily work–school responsibilities, struggling with limited communication from schools, and finding emotional fulfillment in academic support; (b) Parents’ Coping Mechanisms, which highlighted reliance on household and community support, adjustments in routines, and the creative use of tools and improvised strategies; and (c) Parents’ Insights, which emphasized the importance of strengthened school–home communication, inclusive engagement programs, and the belief that parental involvement is essential to children’s holistic growth.

Findings revealed that while parents demonstrate a strong willingness to participate, their ability to engage is shaped by socio-economic constraints, communication gaps, and competing responsibilities. The results affirm the applicability of Epstein’s Overlapping Spheres of Influence, Bronfenbrenner’s Ecological Systems Theory, and Social Capital Theory in explaining how family, school, and community contexts influence parental involvement. The study highlights the need for responsive school communication structures, parent-friendly programs, and collaborative partnerships that recognize diverse household conditions.

Implications point to the need for systemic support from the Department of Education, school leaders, and teachers to foster meaningful and sustainable parental engagement. Recommendations include strengthening communication channels, designing flexible parent programs, and creating supportive school cultures that value family participation. Future research may consider conducting quantitative or mixed-method studies to measure specific predictors of parental involvement and further validate the qualitative findings. Overall, the study contributes to a deeper understanding of the lived realities of parents and underscores the importance of context-driven strategies in strengthening school–home partnerships.