A Phenomenological Inquiry on the Role of Parenting Style to Support Student Learning
DOI:
https://doi.org/10.64612/ijiv.v2i6.154Keywords:
parenting styles, parental involvement, student learning, phenomenology, elementary educationAbstract
Parenting style plays a fundamental role in shaping children's learning experiences, academic engagement, and overall educational development. This study explores the lived experiences of parents in exercising their parenting styles to support the learning of Grade 4–6 pupils enrolled at Elizalde Elementary School and Kinuban Elementary School during the School Year 2025–2026. Using a qualitative phenomenological research design grounded in the interpretivist paradigm, eight purposively selected parents participated in in-depth interviews. Thematic analysis was employed to identify patterns across participants' narratives. The findings reveal that parenting practices are dynamic and responsive to children's developmental needs and family circumstances. Parents described balancing discipline with emotional support, monitoring academic activities despite work and household demands, and adjusting parenting approaches according to children's personalities and learning needs. They encountered challenges associated with limited time, insufficient academic knowledge, financial constraints, and children's behavioral difficulties. To address these challenges, parents adopted various coping mechanisms, including emotional regulation, seeking support from family members and teachers, strengthening communication with their children, and relying on faith and prayer. The findings further demonstrate that responsive parenting, active parental involvement, and positive parent–child relationships enhance children's motivation, responsibility, and engagement in learning. The study concludes that effective parenting extends beyond academic supervision by integrating emotional, behavioral, and relational support. It recommends strengthening home–school partnerships through sustained parent education programs, collaborative communication, and school-based interventions that promote meaningful parental involvement.
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