PARENTS AS TEACHERS: A PHENOMENOLOGICAL INQUIRY ON DISTANCE EDUCATION

Abstract

This phenomenological study aims to explore and gather the experiences and insights of the parents who have become the teachers at home in times of distance education implemention. Operationally, distance education is a form of education implemented by the government amidst the pandemic in response to school closure to ensure continuous education of learners at home, supervised and accompanied by the parents. With this, the greater burden is carried by these parents, who are also unprepared for this humongous task; hence it is timely and relevant to explore and conduct this study. The following are the key findings in answering the research questions clustered as themes and the affecting factors identified by each of the themes: (1) Socio-demographic Characteristics of Parents with factors affecting such as educational background and geographical location; (2) The Positive Experiences of the Parents in Distance Education with included factors such as safety benefits, behavioral pattern and stronger relationship; (3) The Negative Experiences of the Parents in Distance Education with affecting factors such as lack of learner's focus, lack of socialization, errors in some modules and lack of content knowledge; and (4) The Totality of Experiences of Parents as Teachers with the underlying factors such as the silver-lining of distance education, blended learning modalities is preffered, role transition consequences, unsatisfactory learning outcomes, and the teachers' effectiveness.