Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 1 (2025)

Parent-Teacher Conferences: A Tool for Enhancing Student Learning Outcomes

Keres Catamora | Daisy Obiso

Discipline: others in psychology

 

Abstract:

This study examined the dynamics of parent-teacher collaboration, parental involvement, and perceptions of parent-teacher conferences (PTCs) in relation to student learning outcomes. The research focused on examining respondents' profiles, assessing the level of parental engagement, identifying strategies for effective communication, evaluating the role of school culture and leadership, analyzing the relationships between perceptions and involvement, and determining barriers to collaboration. Data were collected from parents and teachers through structured questionnaires and analyzed using descriptive statistics, correlation analysis, and graphical representations. Findings revealed that most parents belong to lower-income households with limited educational attainment, while teachers possess diverse experience levels and qualifications, ensuring a balanced instructional workforce. Both parents (M = 4.47 ± 0.64) and teachers (M = 4.80 ± 0.40) strongly agree on the effectiveness of PTCs, though teachers rated their impact slightly higher. Parental involvement in school activities was generally high (M = 4.50 ± 0.55), with consistent participation observed in PTA meetings. Effective strategies for communication include mutual respect, scheduled conferences, active participation in the PTA, problem-solving, and culturally responsive practices. School culture and leadership play a pivotal role by fostering collaborative problem-solving, open-door policies, inclusive practices, and structured communication. Correlation analysis revealed a very weak positive relationship between parents' and teachers' perceptions of PTCs (r = 0.189, p > 0.05), as well as a moderate positive relationship between parents' perceptions of PTCs and their general school involvement (r = 0.571, p = 0.001). Major barriers to engagement include work-life balance, personal challenges, low educational attainment, and time constraints. The study recommends structured communication, flexible participation options, parental support programs, and strategies to overcome barriers, thereby enhancing effective parent-teacher collaboration and promoting student development. Moving forward, the findings underscore the importance of integrating parent engagement policies into school leadership practices to enhance home-school partnerships and support sustained efforts toward improved student learning outcomes.



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