PARENTAL INVOLVEMENT: TEACHERS’ PERCEPTIONS AND THEIR ROLE IN TEACHER WELL-BEING
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Abstract
The online learning process at the Kindergarten education level prevents direct interaction between teachers and children. The pattern of collaboration between parents and teachers to support the learning process has also changed. However, parental involvement in children's education is not always according to the teacher's expectations. Parental involvement is the participation of parents in the process of their children's educational experience. Teachers can perceive barriers to parental involvement in their children's education. This study aims to examine the role of teachers' perceptions of the barriers to parental involvement on the well-being of Kindergarten teachers. This study uses a non-experimental quantitative method, with purposive sampling technique to find participants who are willing to provide the information needed. The study sample numbered 67 Kindergarten teachers in Tangerang, who are actively teaching during the COVID-19 pandemic. The results show that teachers' perceptions of barriers to parental involvement have a significant role in the well-being of Kindergarten teachers, meaning that if teachers perceive barriers to parental involvement, teacher well-being is affected.
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