Prolonged Parental Presence in the Classroom: Perspective of K-3 Teachers

AUTHOR(S)

MARIVIE A. PARCON

ABSTRACT

—— This study examined the experiences of Kindergarten to Grade 3 teachers in Paquibato District, Davao City regarding prolonged parental presence in classrooms. Using a qualitative design with interviews and a focus group, five key challenges emerged: disrupted routines, teacher stress, undermined authority, reduced student independence, and strained parent-teacher relationships. Teachers coped through boundary-setting, communication, peer support, and structured parent involvement. While parental support is valuable, the study highlights the need for clear policies and school support to manage extended presence. Strengthening teacher-parent partnerships can improve both teaching and the classroom environment. Keywords — Prolonged parental presence, classroom teacher experiences, K-3 teachers coping strategies, independence, teacher-parent relationships, classroom management