The Accidental Educator: Role Transformation in Home-Based Learning
DOI:
https://doi.org/10.5281/zenodo.23639470Keywords:
alternative delivery modalities, home-based learning, parental role transformation, para-teachers, transcendental phenomenology, home–school partnershipAbstract
This transcendental phenomenological study examined the lived experiences of parents who became frontline instructional facilitators during the implementation of Alternative Delivery Modalities (ADM) at Tabayag Elementary School, Argao, Cebu, in School Year 2025–2026. Guided by Husserlian phenomenology and Epstein’s framework of parental involvement, the study explored parents’ daily experiences, transition into para-teacher roles, perceptions of instructional competence, and proposed forms of institutional support. Fifteen purposively selected parents or primary caregivers of Grades 1–3 learners participated in individual, semi-structured interviews conducted in Cebuano. Interview accounts were transcribed, reviewed with participants, and analyzed following Moustakas’ procedures of epoche, horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. The findings identified competing caregiving, livelihood, and instructional responsibilities; emotional and pedagogical strain; and constraints involving content knowledge, time, learning resources, and children’s behavior. Parents nevertheless adopted time-management routines, simplified or translated lessons into Cebuano, sought help from teachers and neighbors, and developed greater confidence and appreciation of shared educational responsibility. These experiences informed a proposed Parent Support and Empowerment Program emphasizing instructional training, accessible learning resources, communication, psychosocial assistance, community partnerships, monitoring, and early literacy support. The study concludes that parents acted as indispensable linguistic and instructional bridges in home-based learning, although sustained participation requires structured and context-responsive school support.
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