NAVIGATING PARENTAL BELIEFS: TEACHERS’ STRUGGLES IN ENGAGING FAMILIES WITH CONFLICTING EDUCATIONAL VALUES

Abstract

Educational research highlights that teachers frequently encounter cultural and value-based mismatches with parents, which impede effective engagement in schooling. This study employed a qualitative phenomenological design to explore and describe the lived experiences of teachers navigating parental cultural differences that limited participation in Lambayong District III. Through in-depth interviews and focus group discussions, the research examined how educators confronted conflicts arising from divergent cultural, religious, and educational perspectives. The findings revealed that parental beliefs, traditional expectations for discipline and memorization, and socio-economic responsibilities significantly influenced participation in school activities. Teachers responded to these challenges by practicing cultural sensitivity, balancing empathy with professional responsibility, employing open communication and mediation, reflecting on their teaching, and fostering strong teacher–family relationships. These strategies enabled teachers to respect diverse beliefs, adapt instructional approaches, address learners’ needs, and build trust with families. Additionally, teachers emphasized the importance of professional development in cultural competence, effective communication, flexible and inclusive school policies, community engagement, and strong institutional support. Training in cross-cultural understanding and culturally responsive teaching enhanced teachers’ confidence in managing conflicts and collaborating with families, while flexible policies and participatory programs facilitated inclusive parental involvement. Community-oriented activities and access to mentorship further supported teachers in addressing cultural gaps and promoting equitable learning environments. The study concludes that effective teacher–family engagement requires a holistic, context-sensitive approach that integrates professional development, policy, and community partnership. By prioritizing mutual understanding, respect, and collaborative problem-solving, schools can foster inclusive and supportive learning environments that strengthen both student outcomes and community trust. Keywords: cross-cultural communication, parental engagement, culturally responsive teaching, teacher professional development How to cite this work: Fontanilla, M. P., & Ngag, J. B. J. (2026). NAVIGATING PARENTAL BELIEFS: TEACHERS' STRUGGLES IN ENGAGING FAMILIES WITH CONFLICTING EDUCATIONAL VALUES. MËTILËDTËD: International Multidisciplinary Journal in Language, Education, and Culture (Vol. 1, Number 1, pp. 300–315). Zenodo. https://doi.org/10.5281/zenodo.20111877