Arete Volume 3 No 2 PDF of Arete

Αρετή (Arete) Journal of Excellence in Global Leadership | Vol. 3 No. 2 | 2025

Question 17 asked, “If you have any other information or experiences concerning parental involvement in your students’ learning that was not mentioned above, please share your views.” The following responses were provided. • None or N/A (Not Applicable) • None or N/A (Not Applicable) • None or N/A (Not Applicable) • None or N/A (Not Applicable) • In addition to academic support, emotional encouragement, and understanding are also very important. Parents should be attentive to their children's emotional needs and help them cope with stress and challenges • None or N/A (Not Applicable) • Parents hope their children can return to school as soon as possible, as they will be overwhelmed trying to balance work and supporting their children at home. • What follows next is a discussion of the results of this study, possible areas of future research, and conclusions. To reiterate, the goal of this study was to gather teachers’ insights and perspectives into how the COVID-19 pandemic impacted parental involvement in the at-home online learning experiences of students at a middle and high school in Tainan, Taiwan. Discussion The analysis indicates that the findings from this study provide valuable insights into teachers' perceptions of how parental involvement in students' at-home online learning experiences at a middle and high school in Taiwan was impacted by the COVID-19 pandemic. The results reveal several key trends and shifts in parental involvement due to the pandemic, and how this involvement impacted students' learning experiences. Prior to the pandemic, the majority of teachers believed that parents were involved in their children’s learning to varying degrees. This suggests that even before the pandemic, a significant portion of parents were engaged in supporting their children’s education at home, though the level of involvement was not universally high. The evidence suggests that this baseline of involvement set the stage for the increased parental engagement observed during the pandemic. When the pandemic forced a migration to an entirely online learning format, nearly three-quarters of the teacher participants reported an increase in parental involvement, with some observing a significant increase. It is reasonable to infer that this move to at-home learning, where students were no longer physically attending school prompted many parents to take a more hands-on approach, as they became increasingly more directly responsible for overseeing their children's learning. This increased involveme nt could also reflect the teachers’ awareness of parents’ need to monitor and support students in the absence of face-to-face classroom instruction. What follows next is a discussion of the results of this study, possible areas of future research, and conclusions. Discussion, Future Research, and Conclusions

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