Beyond The Classroom: Examining Teacher-Parent Social Partnerships in Early Childhood Character Education
Abstract
This study examines teacher and parent role dysfunction in the implementation of character education in early childhood, focusing on the discontinuity between school-based practices and family reinforcement. The study addresses the problem of inconsistent character development among children, particularly in discipline, responsibility, compliance with rules, and social interaction. A descriptive qualitative approach was employed at KMH Early Childhood Education Institution (a pseudonym), focusing on Class B. Six informants were purposively selected: the principal, two teachers, and three parents. Data were collected through passive participant observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Sugiyono, involving data condensation, data display, and conclusion drawing and verification. Source and method triangulation were used to strengthen data credibility. The findings reveal that role dysfunction is manifested in inconsistent teacher role modeling and habituation, limited capacity to plan and assess character education, insufficient school family communication, restricted parental supervision due to work commitments, and inconsistent parenting practices. These conditions contribute to the uneven reinforcement of character values between school and home, affecting children’s discipline, responsibility, respect, empathy, and social-emotional development. The study argues that role dysfunction is not merely an individual failure but a relational problem arising from limited coordination between teachers and parents. It therefore recommends strengthening teachers’ practical competencies, establishing reciprocal communication, and developing shared character-building routines across school and family settings.
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