High Tuition Fees and Parental Expectations: Balancing Demands with Educational Realities in Private Schools
Description
Parental involvement significantly enhances student achievement, as highlighted by frameworks like Epstein's (2001) and Hoover-Dempsey & Sandler's (1997). However, excessive parental expectations, particularly in high-tuition private schools, can lead to unintended consequences. In such institutions, the substantial financial investment often correlates with heightened demands for academic excellence and personalized attention. This can create significant pressure on teachers, administrators, and students. Teachers may experience increased workloads, stress, and burnout, while students face anxiety and disengagement from learning. In the context of private institution with premium tuition fees, these dynamics are pronounced. Filipino cultural values emphasizing education as a pathway to social mobility further amplify parental expectations. These heightened expectations can affect teacher-parent relationships, the teaching environment, and educational outcomes. This study aims to explore how high tuition fees influence parental expectations of Private School, examining their impact on teachers’ stress, workload, and interactions with parents. By addressing this gap, the research seeks to offer insights into managing parental expectations to support teacher well-being and student success. This dataset examines the balance between teacher independence and collaboration in private schools, highlighting how institutional policies, peer relationships, and individual characteristics influence professional practices. Data was collected through surveys (200 respondents), interviews (20 participants), and document analysis, capturing teacher perceptions of autonomy, collaboration, and job satisfaction. Key findings reveal that while independence fosters personal growth, it is often constrained by rigid policies, and collaboration enhances professional support but can lead to conflicts without clear guidelines. Analysis using descriptive statistics and thematic coding underscores the role of institutional factors, such as workload and administrative support, in shaping these dynamics. This dataset offers valuable insights for educators, administrators, and researchers aiming to design policies and programs that promote effective teaching practices while balancing autonomy and collaboration.