Teacher–Parent Collaboration, Lesson Transparency, and Learner Preparedness in Inclusive Preschool Education: A Correlational Study

Abstract

Background: Teacher–parent collaboration and lesson transparency are key, yet underexplored, factors that may jointly influence learner preparedness in inclusive kindergarten settings. Aims: This study aimed to examine the relationship among teacher–parent collaboration, lesson transparency, and learners’ preparedness in inclusive education. Specifically, it determined parents’ perceptions of these variables and examined the relationships among them in a preschool setting. Study Design: This study employed a descriptive-correlational research design. Place and Duration of Study: Green Fields Integrated School of Laguna, Inc., City of Santa Rosa, Laguna, Philippines, School Year 2025–2026. Methodology: The respondents were 51 randomly selected parents of preschool learners. Data were gathered using a validated researcher-made questionnaire. The study utilized weighted mean to describe the level of the variables and Pearson’s r correlation coefficient to determine the relationships among teacher–parent collaboration, lesson transparency, and learner preparedness. Results: Teacher–parent collaboration and lesson transparency were both perceived at very high levels. Significant positive relationships were found between teacher–parent collaboration and lesson transparency (p < .001). Teacher–parent collaboration was also significantly related to learners’ cognitive preparedness (p < .001). Likewise, lesson transparency showed a strong significant association with cognitive preparedness, particularly in reinforcement activities (p < .001). However, no significant relationships emerged in relation to learners’ independence in learning and social-emotional preparedness. Conclusion: The findings suggest that teacher–parent collaboration and lesson transparency are associated with improved cognitive preparedness among preschool learners, while their influence on independence in learning and social-emotional preparedness appears limited.