Parents’ involvement in their children’s primary education: a phenomenological study of Indonesian mothers’ experiences

Abstract

This study seeks to uncover the experiences of Indonesian mothers as they navigate the challenges of supporting their children’s education. To achieve this, a total of eight participants, all of whom are highly educated with advanced degrees, were recruited from various university settings. This study aims to analyze and reflect on the experiences of individuals who have helped children with their learning at home. The focus is on using theme analysis to gain a deeper understanding of these experiences. The data was collected through interviews and Focus Group Discussions , and subsequently analyzed using thematic analysis. The results reveal that the mothers employ diverse strategies to support their children’s learning, tailoring their approach to the child’s educational level. They also engage other individuals, including fathers, grandmothers, older siblings, and tutors, in supporting their children’s learning. However, the primary responsibility for aiding their children in their education lies solely with the mothers. The mothers face various challenges when it comes to supporting their children’s learning, such as the need to fully grasp the subject matter, adeptly utilize technology, manage physical exhaustion, adapt to different teaching approaches, and find time for mentoring. These mothers are advocating for the enhancement of partnership programs between parents and schools, with the aim of fostering stronger relationships and collaboration.

Keywords

• Educational workers
• elementary school
• learning assistance
• parental involvement
• Working mothers
• Theories of Learning