Parents as Para-teachers

A para teacher is commonly known as paraprofessional teacher or paraeducator who

portrays a role as an assistant to the lead teacher. They are called by the Department of

Education or DepEd as “Learning Support Aides”. They qualify in assisting teachers in

order to provide different learning opportunities using learning delivery modalities in

order to help learners attain academic achievement and progress. They assist schools

in various ways and they also monitor the progress of students especially those who are

located in remote areas. They are of great help towards the education system especially

in the midst of coronavirus disease pandemic (ProFuturo, 2020; Siegel, 2020; Petinglay,

2021).

Moreover, the limitations in terms of interactions which is brought by this pandemic is a

great challenge towards the education system of every country around the world.

Various learning modalities are being considered and explored in order to make sure

that the method chosen will best fit towards the interest and needs of students in

continuous learning. The most popular methods used especially in the Philippines

during this crisis are administering modules and conducting online classes. Thus,

parents became the assistant of teachers in raising up the education amidst the world

crisis especially those who have children who are elementary learners (Varkey

Foundation, 2020; Seale, 2020; Haller and Novita, 2021).

Furthermore, parents are making their efforts in involving their selves in their children’s

education. They consider this as a tough role but is a fulfilling one. They view this role

as a test towards their flexibility because it challenges them to effectively manage their

time. Aside from their usual roles at home and at their work, they have to help and guide
their children academically. Moreover, it has been their implied duty to assist their

children and most of them have no choice but to take the role. They have to be more

involved in their child’s learning especially in this present time. Meanwhile, other parents

see this as an opportunity in order to monitor their child and be able to directly involve

themselves in their learning (Javed, 2020; Packman, 2020; Arias, 2020).

With the new challenge that the parents who are referred as “proxy educators” by some

researches currently face, the increasing pressures in emotional, mental, and physical

aspects are also evident among them. Furthermore, studies concluded that the

important modifications in the education system during this time such as the school

closures and distance learning have caused psychological problems not only for

children but as well as for parents. Moreover, with their role in assisting their children

throughout the learning process, various researchers found out that they have

experienced heightened levels of mental distress. In the Philippines, parents have

encountered different difficulties that have triggered their stress levels such as financial

difficulties, struggles with the use and availability of technology, and other personal

problems (Davis, Grooms, Ortega, Rubalcaba, and Vargas, 2020; Crisci, Mammarella,

Moscardino, Roch, and Thorell, 2021; Zalaznick, 2020; Huang, 2021; Kentucky

Counseling Center, 2021; Agaton and Cueto, 2021)

Meanwhile, the collaboration of parents, teachers, and schools is the key in order to

lessen the burden that the parents face during this crisis. In raising the education amidst

challenges, the unity between them plays a crucial role. Thus, keeping strong ties is

very important through building proper communication system and monitoring in order

to address the concerns in their children’s learning. It has been stated that the
connectedness between parents and teachers will help improve the academic

performance of learners, increase the efficacy of parents, and reduce the stress and

anxiety that the parents and teachers experience (Patterson, 2020; King, 2021;

Profuturo, 2020).