Parental Involvement, Teachers’ Strategies and Development of Diverse Learners’ Social Skills
Larisa V. Abangan, Ed.D
larisavabangan@gmail.com
https://orcid.org/0009-0002-1111-3935
Guimaras State University
Buenavista, Guimaras, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/149912
ABSTRACT
The study explores the impact of parental involvement and teachers’ strategies on the development of social skills among diverse learners in the Schools Division of Iloilo City for the school year 2023-2024. Utilizing a survey and correlational research design, data were collected from 138 kindergarten teachers across ten districts. Statistical tools such as descriptive statistics were used to analyze the levels of parental involvement and teachers’ strategies, while Pearson correlation was employed to examine relationships between these variables and the development of social skills. The findings revealed that while certain social skills, such as giving compliments and effective time management, are emphasized in classrooms, others, like volunteering and conflict management, require further development. Teachers’ strategies and parental involvement were found to influence the development of these skills, although no significant correlations were identified between them. The study underscores the importance of a collaborative approach involving parents, teachers, and other stakeholders in fostering social skills among diverse learners, suggesting that a holistic and inclusive approach is necessary for effective social development.
Keywords: parental involvement, teachers’ strategies, social skills development, diverse learners, educational collaboration, kindergarten education, Iloilo City