Exploring First-Time Parents’ Experiences of Teacher Communication in Preparing Children for Kindergarten
DOI:
https://doi.org/10.5281/zenodo.20489066Keywords:
Teacher Communication, Kindergarten Readiness, First-Time Parents, Home–School Partnership, Parental Self-Efficacy.Abstract
This phenomenological study explored the lived experiences of first-time parents regarding teacher communication in preparing their children for kindergarten. Grounded in Epstein’s Theory of Overlapping Spheres of Influence, the study examined how home–school communication shapes parents’ understanding of school readiness and their corresponding actions at home. Six first-time parents from a Catholic school in Olongapo City, Philippines, participated in semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis. Findings revealed five interrelated themes: (1) clear and accessible communication, where parents consistently described teacher messages as organized and easy to understand; (2) relational quality and approachability, highlighting trust, openness, and responsiveness of teachers; (3) communication as emotional assurance, where guidance from teachers strengthened parental confidence and reduced anxiety about school readiness; (4) translation into home-based practices, demonstrating how communication informed structured learning routines and academic support at home; and (5) transformation of parenting practices, reflecting deeper shifts in parental awareness and responsiveness to children’s developmental needs. The study found that teacher communication functions not only as an informational process but also as a relational and emotional mechanism that supports kindergarten readiness. Effective communication strengthened parental self-efficacy and facilitated alignment between home and school expectations, thereby enhancing children’s preparedness for formal schooling.
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