Exploring Parent–Teacher Partnerships during the Pandemic: A Single Case Study of Social Studies Teachers in Davao City, Philippines

Abstract

This qualitative single case study examines parent–teacher partnerships during the COVID-19 pandemic in Davao City, Philippines, using Bronfenbrenner’s Ecological Systems Theory as a framework. Data were collected through six in-depth interviews and six focus group discussions with social studies teachers from a private secondary school, guided by semi-structured questions. The study identifies parent-centered challenges, including inconsistent communication and limited parental involvement, alongside teacher-centered barriers, such as adapting to new learning modalities and managing excessive workloads. Teachers employed coping strategies like self-directed learning and optimized time management to address these challenges. Findings highlight how the pandemic redefined educational partnerships, emphasizing the importance of institutionalized communication policies, enhanced professional support, and resilience across the interconnected systems of home and school. These insights have practical implications for schools and educators, suggesting the need to strengthen teacher support programs and develop structured strategies for engaging parents effectively. This study also offers directions for future research, encouraging investigations into parent–teacher collaboration across different subjects, educational contexts, and perspectives to inform evidence-based policies and practices for sustaining educational resilience during crises.