Challenges in Communication among Parents and Coping Mechanisms for Quality of Teaching and Learning

Abstract

Teachers' schools encounter several obstacles in terms of student problems after class and the transfer of learning quality. Teachers adopted their own coping mechanisms to address the difficulties. Teaching may be challenging and demanding, particularly in these hard times. Even while teachers work hard to help students learn to read and write, some students are unable to attend class every day for a variety of reasons, such as financial constraints, difficulty communicating with parents, or a lack of willingness to learn. Some students are difficult to teach since they did not learn quickly due to a lack of guidance from their parents in prior years. As a result, the goal of this study is to address communication issues with parents on the quality of teaching and learning. Additionally, it was participated by one hundred teachers from Cornelia M. de Jesus Memorial Central School, Division of Bulacan for the school year of 2023-2024 who served as the respondents of the study. As data being gathered, it shows and implied that there is a significant indirect effect of the coping mechanisms to the challenges with communication with the parents of the students and the quality of teaching and learning, therefor hypothesis is rejected. The complex relationship between coping mechanisms, challenges with communication with parents, and the quality of teaching and learning, offering valuable insights into strategies for mitigating barriers to effective parent-school communication. The significant indirect effect of coping mechanisms on the quality of teaching and learning through the mediation of challenges with communication underscores the importance of adaptive coping strategies in navigating obstacles within the educational environment.