Parent-Teacher Partnership, Collaborative Norms in Promoting Organizational Success in a Modular Distance Learning

Abstract

This study aimed to determine the relationship of parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning. Specifically, it sought to know the extent of parent-teacher partnership experienced in school as to: parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. This also found answer to how the respondents perceived the manifestation of collaborative norms in terms of: community, cohesion, communication, camaraderie, commitment, compromise and courage; as well as the perceived level of organizational success as exhibited in the modular distance education as to academic performance, leadership, environmental/cultural, organizational structure, interpersonal and intrapersonal. This study utilized a descriptive correlational study to examine the relationship of parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning. In addition, purposive sampling was used to determine the respondents. Results revealed that there was a significant correlation between parent and the teachers’ perception. Furthermore, the parent-teacher partnership was correlated to the organizational success. The null hypothesis, of no a significant difference between the perception of the teachers and parents as to parent-teacher partnership, collaborative norms and organizational success was not sustained. The null hypothesis of no a significant relationship between parent-teacher partnership, collaborative norms in promoting organizational success in a modular distance learning was not supported except on teachers’ perception because there was a significant relationship on parent-teacher partnership.