Voices Behind the Contributions: Stakeholders’ Experiences with Homeroom PTA Fees
DOI:
https://doi.org/10.67903/ijroms0262Keywords:
Homeroom PTA Fees, Stakeholder Experiences, Educational Equity, School Governance, Financial TransparencyAbstract
This study explored the lived experiences of stakeholders regarding homeroom PTA fee collection in Tubo-Tubo National High School, with a particular focus on parents, teachers, and PTA officers at Tubo-Tubo National High School. Guided by a qualitative phenomenological research design and analyzed using Colaizzi’s descriptive phenomenological method, the study gathered data through semi-structured interviews and examined recurring patterns in stakeholders’ experiences and perceptions. Findings revealed eight interrelated themes: (1) Systemic Role Ambiguity, (2) Implementation Rigidity and Psychological Distress, (3) Equity Paradox, (4) Affordability Crisis, (5) Systemic Discrimination, (6) Governance Failure, (7) Legitimacy Crisis, and (8) Structural Inequity Reinforcement. These themes illustrate how homeroom PTA fee collection, while intended to support school improvement and resource generation, often creates challenges related to role confusion, financial burden, inequitable access to educational opportunities, transparency concerns, and social exclusion. The findings further reveal that the existing PTA fee collection system may unintentionally reinforce socioeconomic inequalities and contradict the constitutional principle of free public education. The study highlights the need for income-sensitive fee assessment mechanisms, strengthened transparency and accountability measures, inclusive participation policies, clearer stakeholder roles, and enhanced governance capacity among PTA officers. Ultimately, the study underscores the importance of developing equitable, transparent, and participatory school financing practices that support educational improvement while protecting the rights and welfare of all learners and stakeholders in the public school system.
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