Home-School Partnership Experiences and Shared Educational Responsibility in Parent-Teacher Associations
DOI:
https://doi.org/10.5281/zenodo.21399003Keywords:
collaborative decision-making, home-school partnership, inclusive participation, parent-teacher associations, relational trust, shared educational responsibilityAbstract
This study examined how home-school partnership experiences shaped shared educational responsibility within the Parent-Teacher Association of Cumabao Integrated School in Tumauini, Isabela. A predictive explanatory cross-sectional design was employed to determine the contributions of reciprocal communication, relational trust, inclusive participation, and collaborative decision-making to role clarity, coordinated learning support, joint problem-solving, and mutual accountability. Data were gathered using a validated researcher-developed questionnaire with acceptable internal consistency. Partial least squares structural equation modeling, PLSpredict, and importance-performance map analysis were used to assess the measurement model, structural relationships, predictive capacity, and priority areas for improvement. The findings showed that relational trust, reciprocal communication, and collaborative decision-making significantly predicted shared educational responsibility, while inclusive participation did not produce a significant direct effect. The model explained a substantial proportion of the variance in shared educational responsibility and demonstrated moderate out-of-sample predictive performance. Relational trust emerged as the strongest partnership dimension, whereas collaborative decision-making was identified as the principal improvement priority because of its meaningful influence and comparatively lower performance. The results indicated that PTA participation became more valuable when parents and teachers were involved in consultation, joint planning, and follow-through rather than merely attending meetings or supporting predetermined activities. The study concluded that strong home-school partnerships required trust, two-way communication, shared influence, and clear accountability. It recommended more inclusive consultation, documented action agreements, flexible participation arrangements, and capacity-building activities on family engagement and participatory decision-making.
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