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Indonesian Journal of Education Research (IJoER)

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School-Home Collaboration In Remote Teaching-Learning: Evaluating Policy Implementation Through Teachers’ and Parents’ Perspectives

Rhey L Dizon
University of San Carlos ROR
Philippines
rldizon@usc.edu.ph
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  • Purpose of the study: This study looked into the perspectives of teachers and parents toward remote teaching-learning including its perceived effectiveness, parental roles, and the challenges encountered during its implementation.

    Methodology: The study employed a sequential explanatory mixed-methods research design involving 346 respondents, comprising 46 teachers and 300 parents. Quantitative data were gathered through survey questionnaires and analyzed using descriptive statistics and appropriate inferential statistical procedures to examine the respondents’ perspectives and their relationship with demographic characteristics. The quantitative findings were subsequently complemented and explained through qualitative data, allowing the researchers to further explore the experiences and perspectives of teachers and parents regarding remote teaching-learning.

    Main Findings: The quantitative findings showed no significant relationship between the respondents’ demographic profiles and their perspectives on remote teaching-learning. On the other hand, the qualitative findings generated three emerging themes: (1) teachers and parents perceived remote teaching-learning as different from face-to-face instruction in terms of effectiveness, interaction, feasibility, and learning approaches; (2) parents primarily viewed their role as assisting their children in the learning process, particularly in completing schoolwork and other academic tasks; and (3) both teachers and parents experienced financial challenges, particularly the additional expenses associated with acquiring teaching and learning resources needed to support remote education. Policies must move beyond demographics to address actual stakeholder needs, learning conditions, and the financial burdens placed on families and teachers, providing equitable resource and connectivity support while strengthening school-home partnerships through clear parent orientation, communication, and clear boundaries on family responsibilities.

    Novelty/Originality of this study: Rather than focusing on a single stakeholder group, the study compares and integrates the experiences and perceptions of both teachers and parents, providing a more comprehensive understanding of remote teaching-learning.

  • How to cite

    [1]
    R. L. Dizon, “School-Home Collaboration In Remote Teaching-Learning: Evaluating Policy Implementation Through Teachers’ and Parents’ Perspectives”, Ind. Jou. Edu. Rsc, vol. 7, no. 4, pp. 572–600, Aug. 2026, doi: 10.37251/ijoer.v7i4.3527.

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