Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 9 (2025)

Parent Involvement in Performance Monitoring: Perspectives from Kindergarten Teachers

Severina Gruezo | Melinda Marquez

Discipline: others in psychology

 

Abstract:

Parental involvement is broadly acknowledged as a vital contributor to children's academic achievement and overall development. Hence, this study aimed to assess the level of parent involvement in performance monitoring as perceived by the kindergarten teachers, explore the strategies employed, and the challenges encountered. Using a descriptive-correlational research design, data were collected from a sample of kindergarten teachers and analyzed quantitatively. The findings revealed that parent involvement in performance monitoring was "observed", with the highest mean in Parent-Teacher Communication (M=3.37, SD=0.458), followed by Responsiveness to Teacher's Feedback (M=3.26, SD=0.507), Participation in School Activities (M=3.21, SD=0.565), and Support for Home-based Learning (M=3.06, SD=0.516). In terms of strategies employed, teachers were found to highly implement a range of strategies to communicate student performance, with parent-teacher conferences (M=3.59, SD=0.504) and digital communication (M=3.61, SD=0.539) being the most used. However, challenges such as scheduling conflicts (M=3.26, SD=0.582) and limited access to digital communication tools (M=3.14, SD=0.572) were identified as barriers to effective involvement. Significant correlations were found between communication strategies and levels of parent engagement, especially with more personalized methods like home visits (r=0.545, p=.000). The study concludes that strengthening direct and personalized communication can significantly enhance parental involvement, ultimately contributing to improving student outcomes.



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