Parent-Teacher Relationship: Its Implication on the Development of Grade five Pupils' Moral Values of San Ignacio Elementary School

Abstract

INTRODUCTION

The researcher often noticed children's misbehavior in her class. This situation urged the researcher to assess the implication of parent-teacher relationship for the development of moral values of the grade five pupils at San Ignacio Elementary School, SY 2017-2018.

METHODS

The researcher used the Descriptive Research Methods where the qualification of the teacher in terms of knowledge, skills, and attitude were assessed. Survey-questionnaires were distributed to the 35 respondents (31 pupils and 4 teachers). Weighted mean was used to interpret the data gathered.

RESULTS

The 3 most serious disciplinary problems encountered by teachers were cheating, discourtesy and lying. Based on the data gathered, the teacher's management skill got the overall weighted mean of 4.65 which is very high. Among the skills that teachers must have, the good command of the language instruction got the highest weighted mean of 4.91; the attitude, mental health, and stability had a weighted mean of 4 89, very high. Based on data gathered, these 3 ways of establishing a good relationship with parents had very high weighted mean; visit a parent in their homes,4.62; respect parents and pupils as a human being, 4.76 and show interest in the parent, 4.56.

DISCUSSIONS

Parent-Teacher relationship is vital to the development of pupils' moral values. Transparency between and among teachers and parents build a harmonious relationship that is very important for guiding learners to develop good moral values and right conduct. A strong partnership between parents and teachers is key for building good discipline among children.