Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Children ideally grow in a family setting where both mother and father take their

respective roles in the upbringing of their child. Over the years, there has been a sudden

rise in the number of single parent families. One parent is present to bring up the children

without the assistance of the other parent. This situation presents challenges to the parent

whose custody the children are in. The parent faces difficulties in adequately providing

for the child alone. He or she may face resource challenges and ways of properly

nurturing for the children.

Single-parent families encounter many problems in their daily lives. These

problems include parenting, child care, chores, drop in the level of income, lifestyle,

nature of job, social life, and also the use of time. As a result of these problems, learning

and development of school-age children, which is one of the indicators of their quality of

life, can be affected.

An important part of growing up is learning to interact and socialize with others.

During the school-age years, there will be noticeable change in a child. He or she will

move from playing alone to having multiple friends and social groups. Friendship

becomes more important but they will still be fond of their parents. They usually long to

being part of a family. Provision of the children’s learning and development needs, care

and support is one of the parents’ most important responsibilities in the upbringing of a
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child and supporting his or her learning. Bruce and Meggit (2005) explain that during

Early Childhood Care and Development, children also depend on their parents in school

readiness, preparation, learning and development, provision of care and support. Waander

and Shaffer (2005) in their studies point out that children learn best when they are given

adequate learning and development materials and psychosocial support. It then follows

that parents are obliged to fend for their children’s education needs. It is most likely that

single parents face challenges in the provision of care and support on their children’s

learning and development needs especially when the parent is working.

In the United States, studies have consistently found that there are challenges of

single-parent families on the child’s educational achievement and learning. For example,

in reviewing research results from large longitudinal data (Zill, 1996) found that, students

from nuclear intact families had the best academic performance, while students from

alternative family types such as single-parent families performed not so well. Children

who are raised in a single parent family home are at risk of not reaching their full

potential (Sander, 2001).

As schools across the Philippines close to stop the spread of 2019 coronavirus

disease (COVID-19), millions of children are obliged to remain at home and this is quite

a new normal for them. During this time, it is helpful for parents to consider their child’s

needs for structure, education, exercise, social contact, appropriate leisure time, and calm,

rational explanations about the situation. Setting a schedule for the school-age children

over the weekdays and weekends is also a need. Children and teens do their best if there

are plans for each day, especially the weekdays when they would have been in school.
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Moreover, COVID-19 crisis is tough on all families. But for single parents,

having to suddenly manage kids whose schools and playgrounds are closed and whose

caregivers can no longer come to work can be especially overwhelming. Getting through

the actual day-to-day of life under quarantine and juggling work from home is stressful

enough. Homeschooling is as another pressure that adds to the tasks of single parenting.

On the other hand, working single parents with school-age children are faced with

the challenge of how to ensure that their children are in a safe learning setting while they

work. In 2019, about 15 million or 76 percent of mothers whose youngest child was

between the ages of 6 and 17 were employed, and 80 percent of them were employed full

time. Employment rates were even higher for fathers with children in the same age range:

almost 14 million, or 92 percent, were employed and almost all (96 percent) of them were

employed full time (“Press Release: Employment Characteristics of Families—2019,”

Bureau of Labor Statistics, July 2020).

Quick and comprehensive steps are needed to ensure that working parents are

supported in balancing their family priorities and those after-school programs and

caregivers are supported in both supervising children and assisting with their distance

learning. Failure to respond to these needs will likely create negative outcomes for

parents and their children, after-school and child care providers, employers, and the

larger economy. Further, these costs are likely to happen with working single parents and

their school-age children.

The Department of Social Welfare and Development (DSWD) acknowledges that

the 14 million solo parents are included among the disadvantaged and vulnerable sectors
 4

of Philippine society, citing the Autonomous Region of Muslim Mindanao (ARMM)

having the highest number of poor solo parents, and National Capital Region (NCR) with

highest population of non-poor (De Vera, 2016).

As children grow up in a rather different kind of household environment, as

oppose to the standard mother-father children structure, adjustments are being done by all

of the family members. Struggles of resource management, making up for missing parts,

dealing with guilt and shame, and feeling of lack of self-worth, anxiety and fear are

common in this kind of circumstance (Poythress, 2018).

These changes incur several problems affecting all members along the way.

Considering the parents’ end, the responsibility of minding everything regarding their

household and family members that is suddenly being assumed by one parent comes

usually with a shock and it usually entails depression and anxiety. As a solution, the lone

parent usually trains the children share with these responsibilities, like taking care of

younger siblings and doing household chores. The effects are not limited to tangible

areas, one of which is the possible effect on the children’s school performance.

The purpose of this research is to give an overview of the challenges encountered

by single parents who are currently working and raising a school-age child. Their key

issues will be identified and summarized as they try to ensure that their school-age

children are safe, supervised, and able to engage in quality distance learning while they

are working during the COVID-19 pandemic. It then lists corresponding strategies that

may be helpful to working single parent families with school-age children during the

current crisis.
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Statement of the Problem

This study identified the challenges encountered by working single parents in the

learning of their school-age children during the COVID-19 pandemic.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents according to the following:

1.1 Age

1.2 Sex

1.3 Educational Attainment

1.4 Position/Designation in the Office

1.5 Number of Family Members

1.6 Length of being a Single Parent

1.7 Salary Range

2. What are the challenges encountered by working single parents in the learning

of their school-age children during the COVID-19 pandemic in terms of:

2.1 Working Schedule

2.2 Nature of Job

2.3 Child’s Mode of Learning

2.4 Academic Cost

2.5 Hours of Supervised Learning needed by School-Age Children with

Distance Learning

2.6 Leisure Time

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2.7 Self-Care

3. What are the plan of actions that can be done to help the working single

parents ensure quality learning and development of their school-age children?

4. What are the implications of the study to social work practice?

Scope and Delimitation of the Study

The study was focused on identifying the challenges encountered by working

single parents in the learning of their school-age children during this COVID-19 crisis. It

was identified in terms of working schedule, nature of job, child’s educational structure,

cost of learning module, hours of supervised learning needed by school-age children with

distance learning, leisure time and self-care.

Likewise, corresponding actions and recommendations addressing the challenges

experienced by the proponents was conveyed.

The subject of the study was limited to the twenty – five (25) solo parents who are

currently working in different departments of the City Government of Tarlac. They are

also supporting an enrolled child age 6 to 12 years old in a private or public school

anywhere in the Province of Tarlac. A survey questionnaire was utilized to look into

challenges they are facing during this time of pandemic in the learning of their school-age

child.

Significance of the Study

The findings of the study would be of valuable help to the Department of Social

Welfare and Development and its devolved agencies especially in addressing the
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challenges encountered by solo parents in the learning of their school-age children during

this COVID-19 pandemic. As it affects social functioning, the results and strategies it

may recommend as interventions may be efficient and effective for implementation and

adaptation.

To the agencies, establishments and other institutions, considering the challenges

encountered by single parent employees as identified by this research is not only

important for the current and future success of the children and families themselves, but

for their health and economic recovery as well.

The results could also help teachers and school administrators reconsider their

supervised learning strategy for school-age children as working single parents have

challenges in meeting the demands brought about by learning during COVID-19

pandemic.

To the working and all other solo parents, the results and corresponding strategies

will be useful considering the challenges they have in the learning of their school-age

children during this time of worldwide crisis.

To the local officials, policy makers and other partners, the research outcome can

help them in establishing policies to address these parental challenges, and then laying

out a list of suggested policy steps that could help parents meet their goals while they

fulfill their responsibility at work.

Interested researchers and scholars may gain views and insights in connection

with the study as well as students and other groups who would like to acquire

understanding about single parenting during this time of COVID-19 pandemic. This will
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also contribute in the academic field and research work, specifically in the practice of

Social Work.

Definition of Terms

The following terms are defined for better understanding of the research study.

Challenges. As to this research, this refers to the difficulties encountered by the

working single parents in regard to their working schedule, nature of job, child’s mode of

learning, academic cost, hours of supervised learning needed by school-age children with

distance learning, leisure time and self-care.

Single or Solo Parent. In this study, he or she is a person who lives with a child

or children and does not have a spouse or live-in partner. Reasons for becoming a single

parent include divorce, break-up, abandonment, death of the other parent, and childbirth

by a single person or single-person adoption.

Working Single Parent. He or she is an employed person in the City

Government of Tarlac who lives with a child or children and does not have a spouse or

live-in partner. Reasons for becoming a single parent include divorce, break-up,

abandonment, death of the other parent, and childbirth by a single person or single-person

adoption.

Learning. In this study, this refers to the acquisition of knowledge or skills by the

school-age children through homeschooling or online classes.

Child Development. This refers to the process through which school-age children

typically grow and mature from infancy through adulthood. The different aspects of
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growth and development that are measured include physical growth, cognitive growth,

and social growth. Child development focuses on the changes that take place in humans

as they mature from birth to about age 17.

School-age children. The age range of children normally attending school. As to

this research, it refers to children who are 6 to 12 years old and is attending school.

COVID-19. COVID-19 is a disease caused by a new strain of coronavirus. 'CO'

stands for corona, 'VI' for virus, and 'D' for disease. Formerly, this disease was referred to

as '2019 novel coronavirus' or '2019-nCoV.'

Pandemic. This is an epidemic occurring worldwide, or over a very wide area,

crossing international boundaries and usually affecting a large number of people. In this

research, it refers to the COVID-19 outbreak that caused the new normal setting in terms

of education.

Working Schedule. Generally, in this study, it refers to the challenges of working

single parents spent in days per week and the hours per day that an employee is expected

to be at their job.

Nature of Job. The nature of an employee's work is best defined as the type

of work that he does in the City Government of Tarlac in this study.

Mode of Learning. In this study, this pertains to the challenges the working

single parents have as to whether their school-age child is homeschooling or having

online learning. Homeschooling, also known as home education, is

the education of children at home or at a variety of places other than school. While online

learning is education that takes place over the Internet. It is often referred to as
 10

“e- learning” among other terms. However, online learning is just one type of “distance

learning” - the umbrella term for any learning that takes place across distance and not in a

traditional classroom.

Academic Cost. This refers to the single parents’ struggle as to the expenditures

which are directly related to getting their school-age child formally educated in this

research.

Hours of Supervised Learning needed by School-Age Children with

Distance Learning. This pertains to the number of hours spent by the school-age child in

learning as to this research. It also refers to the challenges they had while supervising

their school-age children in distance learning.

Leisure Time. In this study, this is the challenges encountered by single parents

in terms of quality of experience or as free time. Free time is time spent away from

business, work, job hunting, domestic chores, and education, as well as

necessary activities such as eating and sleeping.

Self-Care. It is any activity that we do deliberately in order to take care of our

mental, emotional, and physical health. In this research, it is the difficulties faced by

single parents in the said activities.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the related literature and studies that have significant

bearing in the study contended.

Related Literature

It is when the family bond between parents is broken that a family becomes a

single parent family. Sibanda, Chingove and Munyati (2012) describe a single family

style as a family with either father or mother living with their children from their

previous marriage. Tassoni (2002) in his findings on causes of single parent families in

the United States sites divorce and death as some of major causes of single parent

families. In recent years, the phenomenon of teen pregnancies has given rise to single

parent families as both parents will be immature to make a lasting family. New York

Times (2004) made studies in the southern part of Africa and found out that poverty and

teenage pregnancies led to a rise in single parent families. These teenage pregnancies

actually perpetuate the poverty cycle as the children born will likely be unable to get

good education. Single parenting family system can be as a result of a death, divorce or

having children out of wedlock.

Provision of children’s learning and development needs, care and support is one

of the parents’ most important responsibilities in the upbringing of a child and supporting

his or her learning. Bruce and Meggit (2005) explain that during Early Childhood

Development children depend on their parents in school readiness, preparation, learning

 12

and development, provision of care and support. Anthony, Glanvile, Naaman, Waander

and Shaffer (2005) in their studies point out that children learn best when they are given

adequate learning and development materials and psychosocial support. It then follows

that parents are obliged to fend for their children’s education needs. It is most likely that

single parents face challenges in the provision of care and support of their children’s

learning and development needs.

Tassoni (2002) in his findings on causes of single parent families in the United

States sites divorce and death as some of major causes of single parent families. New

York Times (2004) made studies in the southern part of African and found out that

poverty and teenage pregnancies led to a rise in single parent families. Therefore, the

current study sought to establish the major cause of single parent families in Zimbabwe.

Due to poverty, illness or unemployment most single parent families fail to provide

adequate financial and material resources for their children’s learning and development.

Marther (2009) explains that a family is defined as poor when their family income is less

than 100% of their official poverty threshold. Studies by Tassoni (2002) shows that most

single families in the United States of America fall into low income bracket where they

did menial work as a way of raising their income. The authority above goes on to explain

that due to low income most single parent families may not afford to pay bills, buy food

and provide adequately for their children’s education resources such as computers, books

and other various learning materials to help their children learn concepts at home to

achieve success at school. Marther (2009) reveal in her research findings that some single

parents may fail to provide their children’s basic needs because of unemployment. The
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studies reveal that some single parents may not have the opportunity to take their children

to various education sites such as museums, zoos, educational centre and other places to

equip their children with various educational concepts they learn at school. Marther

(2009) also supports Tassoni (2002) that because of economic hardships and

unemployment some single parents fail to provide their children’s educational material

needs, for their children to acquire academic and skills competence during their

childhood development period. From the above previous findings it is clear that it is

difficult for most single parents to provide for their children‘s education in order for the

children to experience quality learning and development at home during the early years

of life for children to perform well at school. The current study sought to go deeper into

analyzing the extent to which single parents in the high density area of

Glenview/Mufakose in Harare can afford to adequately provide for their children’s

educational material resources both at home and school.

While the family income is in an influential factor in their children’s learning and

development success, Case (2009) in her research study sites the family size and parent

child relationships as other contributing factors to single parent challenges for provision

of their children’s quality learning and development. The size of the family contribute to

single parent challenges in the provision of children’s education needs. Kail (2002)

whose research findings reveal that in most parts of Asian and African continents single

parents with many children find it difficult to adequately provide for their children’s

education hence they tend to seek assistance elsewhere. It then follows that the smaller

the size of the family, the more affordable for the single parents to provide for their
 14

children’s education needs. It was this current research’s intention to reveal the impact of

family sizes and affordability of educational material needs of most single parents in

Glenview/Mufakose District Case (2009) supported by Anthony et al (2005) explain that

sound parent-child relationship contribute positively to the children’s learning and

development. However, if the parent child relationship is not supportive the parent may

fail to supervise, control, monitor and guide their children’s socio emotional aspects

which enhance positive school achievements and positive behavior too. Craig (2005) in

his research studies on single parent families in Australia found out that parental stress

has direct impact on children’s learning and social competences thus compromising

quality child care. Craig (2005) explains that quality child care means consistent response

to children’s signals, being available for communication, stress alleviation and creating a

base for attachment bond with child. Quality child care enables the child to have

confidence in the parent as well as other care givers as teachers whom the child interacts

with during school time. Craig (2005) is supported by Musiiwa and Muzembe (2011)

who clarify Mary Ainsworth’s ethological theory as supporting the need to have positive

attachment bond between the child and parent in order for the child to develop a sense of

security and trust in later life. It is imperative from previous studies that as a family unit

the parent should be there for the needed child rearing practices. It was then the purpose

of this current study to investigate whether the single parents of the targeted areas were

always available for their children to provide the needed psychosocial support for their

children to develop a sense of security and trust in other adults such as teachers.

Cognitive development theory by Vygotsky’s (1978) points out that, all adults including
 15

both parents and teachers are very influential in how children or students perform

academically. We have to be very conscientious and systematic in the way we model

behaviors and attitudes in regards to education (Davison, 1994).

According to Vygotsky’s cognitive development theory developed in (1978),

indeed, children from single-parent families are at greater risk than children in two parent

families; even when they have the same academic abilities.

Thiessen (1997) posited that, children from single-parent families are three times

more likely to drop out of high school than children from two-parent families. Likewise,

Amato and Keith (1991) and Lauer and Lauer (1991) found that, children in single-parent

families may be at greater risk than children of two-parent families.

Because they are the primary and frequently sole source of financial support for

the family, single parents have less time to help children with homework, are less likely

to use consistent discipline, and have less parental control, and all of these conditions

may lead to lower academic achievement (Astone & McLanahan, 1991; Mulkey et al.,

1992). The implication of this theory to the present study lies on the fact that students’

performance in school is mediated by their upbringing, which perhaps is influenced by

their family background.

According to Amato and Keith (1991), the theory suggests that secure attachment

between a parent and child makes parenting easier and supports parent/child intimacy,

which enhances the child's sense of worth. Lack of interaction between the children of

single-parent families and their parents can result in attachment issues that can

compromise the effectiveness of parenting strategies, and result an overwhelming amount

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of stress on custodial parents as they endeavor to carry out their parenting

responsibilities. A close relationship that exists the single parent and the child fosters the

child's social-emotional development and decreases behavioral concern (Bowlby, (1982).

Sigmund Freud suggests that the human psyche is by nature pleasure seeking. Single-

parents who are experiencing the pain of separation is likely to resort to behaviors, that

may be risky, yet provides them with the gratification they may need to deal with the

stressors that they encounter. B.F. Skinner's theory of operant conditioning (1938)

suggests that, individuals tend to repeat behaviors that lead to favorable results. Many

single parents struggle with self-reliance because their dependency on external supports

is reinforced. For example, those who are welfare dependent may be better off financially

that those who wor (Mulkey et al., 1992).

Erick Erickson's theory of psychosocial developmental developed (1963) suggests

if the caregiver is available, consistent, supportive and reliable children achieve

developmental milestones which ultimately supports their trust, independence, self-

awareness and desire to succeed. Children raised in single-parent households have the

same developmental needs as other children. Therefore, if the single parent is consistent,

supportive and reliable, they too should acquire attitudes of trust, independence, self-

awareness and the desire to succeed (Hart, 1992).

The Resiliency theory (1973) suggests that using inborn coping mechanisms

individuals are able to overcome adversities in their lives. By appropriate resources and

the application of coping strategies single parent families can overcome the challenges

that they encounter. Carl Rogers' self-actualization perspective proposes that the
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fundamental goal of all individuals is to maximize their potential and be the best they

could be. It is not the intention or goal of single-parent families to be problematic and

dysfunctional. Like other families, the desire of the members of single-parent families is

to achieve family cohesion and to support the growth and development of each other

(Taiwo, 1993). Therefore, cognitive development theory is relevant to this study as

children observe and behave the way the parents do. Development of children from single

parenting families may different from those who have both parents.

Based on the research of Barajas (2011), single parenthood continues to be a

reality for many adults and almost 50% of children born today spend significant time

living with only one parent. A large body of research has documented the disadvantages

of children raised in a single parent homes relative to children raised in two parent

homes. Lower high school graduation rates, lower general weighted averages, and greater

rate for drug abuse are only some of the negative outcomes associated with growing up in

a single-parent home. However, despite the statistics, many children from single-parent

homes do attain academic success.

On the other hand, the study of Kwon (2010) revealed that the emotional

challenges of raising a family alone may be even tougher for men. They concluded that

single dads generally don’t have as much confidence as single moms that they’re doing a

good job, and they’re likely to be less stable and more discouraged because they have a

hard time managing their frustration, anger and loneliness. Daily routines including

sending kids to school create a tremendous amount of stress.

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In the Philippines, Republic Act 8972 provides programs, services, benefits and

privileges for solo parents. A person is qualified to be called and given the privileges if: a

woman gives birth as a result of rape, left alone with the responsibility due to death of

spouse, spouse is detained, spouse is mentally incapacitated, legally separated or

annulled.

In year 2000, Republic Act (RA) 8972, the Act Providing for Benefits and

Privileges to Solo Parents and Their Children, Appropriating Funds Therefore and for

Other Purposes (also known as the Solo Parents’ Welfare Act of 2000) was enacted in

order to address issues concerning single parents in general, and single mothers in

particular. In correspondence with the Research Directorate, Carina Javier, the President

of the United Solo Parents of the Philippines and President of the Department of Social

Welfare and Development's (DSWD) Central Office Solo Parent Employees

Organization, stated that RA 8972 specifies the development of a comprehensive package

of social services for solo parents, including, among others, trainings on livelihood skills,

basic business management, value orientation and the provision of seed capital or job

placement, counselling, parent effectiveness service, behavior management, health care

(Javier, 2017). According to the same source, for working solo parents, the law provides

further measures, including: a flexible work schedule adapted to the needs of solo

parents, protection against work discrimination, an additional seven-day annual parental

leave, scholarship programs, allocation in housing projects and liberal terms of payment

on government low-cost housing projects, and medical assistance. The same source

indicated that RA 8972 does not include penalties for those who violate the law.
 19

In addition, Sec. 13 (c) of RA 9710, the Act Providing for the Magna Carta of

Women, states the following: Sec. 13 (c) Expulsion and non-readmission of women

faculty due to pregnancy outside of marriage shall be outlawed. No school shall turn out

or refuse admission to a female student solely on the account of her having contracted

pregnancy outside of marriage during her term in school. In correspondence with the

Research Directorate, the National Chair of the Democratic Socialist Women of the

Philippines (DSWP), a federation of 157 women’s organizations totaling 40,000

members that implements programs to address women-related issues in the Philippines,

stated that because there is no divorce law (in the Philippines), it is usually the case that

women hardly get financial assistance from the father of their children.

The number of solo-parent families in the Philippines has grown rapidly as

society continues to grow and change through time. Based on the 2000 survey of the

National Census and Statistics Office, there are at least three million single parents in the

Philippines or 4 percent of the country’s total 76.5 million population. The growing

numbers of solo-parent families are now so prominent in society that they become

important subculture and need to be accepted as a legitimate and valid unit of society

(Simbulan; 2008).

Related Studies

A. Foreign

In the dissertation of Natujwa Josiah Mrinde (2014) entitled “Challenges that

Single Parented Students Face in Attaining Secondary School Education in Kinondoni

Municipal Dar-Es-Salaam”, the difficulties that single parented students face in attaining
 20

secondary school education was investigated. The study was conducted in five

government secondary schools in Kinondoni municipality. It had three objectives with

related tasks and questions. It investigated the challenges encountered by single parented

students in secondary school, how the challenges affected their education attainment and

possible solution to the identified challenges.

Findings revealed that the hindrances that single parented students face in

attaining secondary education are not only multiple but also complex. They are complex

because no single challenge that stand on its own and be able to explain the challenge

without connecting to the other. Therefore, the challenges revealed are economic

hardship, lack of parental care, lack of supervision and monitoring, lack of guidance and

counselling and socialization. It was also revealed that these have affected single

parented students’ education attainment as they have poor academic performance, poor

attendance, dropped out of school, and engaged in bad behaviors. In the view of the

findings it was recommended that single parent students who are living in economic

hardship must be identified so as to be helped by the government in the payment of their

fees. Also community, media, school administration are encouraged to offer guidance and

counselling services to single parent students in order to encourage them to work hard

and accept single parenthood and also to their parent on how best to rear these children.

Nokali, Bachman and Votruba-Drzal (2010) in their research entitled, “Parent

Involvement and Children's Academic and Social Development in Elementary School”

discussed the benefits of parent involvement in their child’s academic and social

development in elementary school. Cross-sectional designs and attention to the processes

 21

during middle childhood was on point. The results of the between-child analyses

suggested that higher parent involvement, as reported by mothers and teachers, promotes

better social skills, fewer problem behaviors, and is unrelated to average achievement

across elementary school. However, between-child variation in the average levels of

parent involvement was generally not predictive of growth in achievement and socio-

emotional functioning across elementary school. The exception was a finding that

increases in average levels of teacher-reported parent involvement are related to less

growth in reading scores. The within-child analyses linked increases in maternal-rated

parent involvement to improved teacher-rated social skills and declines in maternal- and

teacher-rated problem behaviors. Increases in teacher-rated parent involvement were also

related to enhancements in teacher rated social skills and declines in problem behaviors.

In contrast, within-child growth in achievement was not related to changes in either

measure of parent involvement.

Furthermore, the results from the study suggest that both maternal- and teacher-

reported parent involvements have predictive value for children's social development.

Although the patterns in associations across reporters were remarkably similar, there

were several instances in which either parent or teacher-reports predicted an outcome that

the other report did not. Such findings lend support to the practice of triangulation in

collecting parent involvement data. Overall, the present findings suggest that parents

continue to wield considerable influence on children's development as children progress

through school. It is important for future work to explore parent behaviors that support

children's achievement. In addition, further exploration of how parents and teachers may
 22

be jointly responding to children's social and behavioral skills could help to elucidate the

potential benefits of parent involvement for social development. Investigation of the

possible selection factors that motivate parent involvement would also be useful to

inform policies and interventions.

A study was conducted by Malima and Akech in 2016 entitled “The Effect of

Single Parenting on Students’ Academic Performance in Secondary Schools in Arusha

City, Tanzania” concluded that single parenting is caused by divorce, death, separation

and not married. Also, it confirms that, single parenting hinders students’ academic

performance in secondary schools. The study recommended that, single parents should

buy all school requirements for their children and spend time for academic issues related

to their children. It also recommends that, head teachers should pay more attention to

single parenting students and provide counseling to them to encourage them. Also, the

government should identify the needs of single parenting students and act accordingly.

The above research findings reveal that single parenting challenges can be solved

through providing the basic necessities to students as well as encouraging their children

to study hard. It was also realized that, single parenting leads to economic hardships

among students, lack of support from parents, lack of school resources, life stress and

instability and anxiety and depression.

Stack and Meredith (2017) in their study entitled, “The Impact of Financial

Hardship on Single Parents: An Exploration of the Journey from Social Distress to

Seeking Help”, the impact of financial hardship on well-being on single parents was

explored. Single parent participants suggested that financial hardship had a negative
 23

impact on their social interactions. Social isolation, loneliness and withdrawal were

advocated to corrode their psychological well-being and mental health. Not having

enough money to participate in social activities was considered to be a physical barrier;

however, the embarrassment of having little money was a social and psychological

barrier which was suggested to underlie their tendency to withdraw socially. This meant

that social withdrawal and social isolation were often associated with financial stress and

financial hardship.

This qualitative study has explored a number of important issues in a small

sample of single parents and it is limited in its generalist ability to wider single parent

populations, however, the findings have formulated the basis to quantify and identify

predictive patterns between financial hardship, mental health, and help-seeking attitude in

single parents. Results highlighted that the stresses of parenting alone appear to heighten

feelings of stress, uncertainty, and depression associated with finances. Therefore, it is

vital that health and mental health services recognize this distress, and understand the

impact that financial difficulties have upon single parents. It is important to consider the

sources of help available to single parents particularly help related to mental health and

help focused on helping long parents cope with financial hardship. A focus on mental

health support for single parents in need may have an additional impact upon the

adjustment and well-being of children growing up in single parent households.

In a study entitled “Growing up with a single mother and life satisfaction in

adulthood: A test of mediating and moderating factors”, Ritcher and Lemola (2017)

examined whether general life satisfaction is lower among adults raised by a single
 24

mother than for adults raised in two-parent families. The general life satisfaction of adults

reared by their single mothers with respondents who grew up with both parents was

compared. As single parenthood and parental divorce are associated with parental socio-

economic background and education, control for parents’ education and occupational

prestige along with the respondents’ age and sex was explored.

Findings of the study shows that growing up with a single mother (in particular if

the father is absent for the entire childhood) predicts a small but stable decrease in life

satisfaction across adulthood that is partly explained by lower socio-economic status and

educational achievement, inferior physical health, poor social integration, and lower

likelihood of romantic relationship success in adulthood. Contrary to expectations, this

effect was not moderated by sex, age, or the societal system in which the childhood was

spent. Thus, the differences in life satisfaction were similar for younger and older, male

and female, as well as participants who spent their childhood. Likewise, the results

further show that the very nature of the scheme which is loath to confront parental issues,

paints a bleak picture for the long-term solution of the problems in financial support,

moral support and emotional support, and the necessary shift towards a more parental

involvement of the single parent to develop purposeful learning of their children.

B. Local

The study of Zabala (2016) entitled “The Phenomenological Make - Up of Solo

Parents' Dependents in Regions 2 and 3 in the Philippines”, focused on the two sections

of the law that give emphasis on the whole picture of a solo parent dependent who is
 25

innocent of the cause among their parents parted ways, "a parent who was left alone with

the responsibility of parenthood due to death of spouse" (paragraph2 (a) Section3, RA

8972) and "parent left solo or alone with the responsibility of parenthood due to

abandonment of spouse for at least one year, " (paragraph 7 (a) Section 3, RA 8972).

These dependents are pondering why their parent abandoned them. Solo parenting is

often a result of annulment of marriages as decreed by a court or by a church as long as

she/he is entrusted with the custody of the children, or the spouse is in jail or is serving

sentence for a criminal conviction for at least one year, or due to physical and or mental

incapacity of spouse as certified by a public medical practitioner; legal separation or any

family member who assumes the responsibility of head of family as a result of the death,

abandonment, disappearance or prolonged absence of the parents or solo parents. As a

result to this study, it was found that solo parent dependents are looking and longing for

both care and strong parental love.

Research outcome proved that with the children longing for strong parental

involvement both in their social life and education, single parents should make time with

their dependents and be granted benefits that is stipulated in the government law. The

many consideration in their working hours, leave credits, allowances and etc., will be of

great contribution not only to the working mother but to their children as well especially

in instances it is needed the most like COVID-19 pandemic.

On the other hand, in the research of Diez (2018) entitled, “The Academic

Performance of Students from Solo Parent Families of Jesus F. Magsaysay High School-

Iba”, the level of parental involvement of solo parents to the education process of their
 26

children in the facets of school work support, financial support and moral support, as

perceived by their children, and the relationship of these to the academic performance of

the students was studied. As a result majority of the children of solo parents are female,

and are in secondary level, living in a solo parent household that are headed by single

mothers who reached or finished secondary education. The students who are children

of these solo parents perceived that the degree of their parents’ involvement in their

education in the aspect of school work support is more often financially. Majority of the

students who are children of solo parents do well in school. Yet, there is no significant

relationship between the level of parental involvement in the aspects of school work

support, financial support and moral support to the academic performance of the

students from solo parent households.

Results of the said study showed that there are solo parent households who can

raise responsible children who can do well in their school learning. It is undeniable that

some of them are achievers and relates well with school teachers and classmates. Yet,

parental involvement may do them better when strengthened. Likewise, school work and

moral support should be provided.

In the research made by Garcia and Alampay (2012) entitled “Parental Efficacy,

Experience of Stressful Life Events, and Child Externalizing Behavior as Predictors of

Filipino Mothers’ and Fathers’ Parental Hostility and Aggression”, relations of parental

efficacy, experience of stressful life events, and child externalizing behavior to Filipino

mothers and fathers’ parental hostility and aggression was assessed. Path analyses

showed that mothers’ report of child externalizing behavior predicted subsequent parental
 27

hostility and aggression. For fathers, child externalizing behavior and experience of

stressful life events predicted parental hostility and aggression.

Additionally, fathers’ parental efficacy was found to moderate the relationship

between experience of stressful life events and parental hostility and aggression.

Common and distinct relationships in the predictors of mothers’ and fathers’ parental

hostility and aggression were identified. First, the path from child externalizing behavior

to parental hostility and aggression was confirmed. The path from experience of stressful

life events was also significant, but only for fathers.

Results of the study suggest that child externalizing behavior and experience of

stressful life events have direct relations to parental hostility and aggression, while

parental efficacy has a moderating effect to it. The differences between the results for

fathers and mothers are explained in the context of distinct parenting roles and parenting

in the local context. Although mothers’ and fathers’ reported experience of stressful life

events did not significantly differ in this study, distinct parenting roles in the Philippine

context may account for why experience of stressful life events demonstrated different

patterns of results for fathers and mothers. Fathers’ experience of stressful life events

predicted parental hostility and aggression, and this is consistent with the assertion that

parents in stressful conditions become more hostile toward the child.

Agero and Guhao (2016) in their paper entitled “Single Parents of School

Children: Tales of Survival”, the realities faced by single mothers with school aged

children was discussed. It also described the nature and scope of what single parents have

experienced. It involved different schools, with the intent of gaining a better

 28

understanding of the single parent family in terms of both strengths and weaknesses. It

also envisioned documenting the traumatic experiences, demands, issues of single parents

and how these affect their relationship with their school children. Results were significant

in education to understand the students with single parents and to the community to know

the struggles of every single parent.

From the findings of the study, how single parenting is a very challenging role

and how their experiences affected the participants of the study were observed. This is

related to the academic performance of their school age children and how single

parenting affects their performance at school as well as their social, emotional and mental

well-being. They are less likely to use consistent discipline, and have less parental

control. These conditions may lead to lower academic achievement. Among children in

single-parent families, those from mother-absent households earn lower grades than

children from father-absent homes. No matter which parent is missing, children from

single-parent families generally find it more difficult to connect with school.

Furthermore, it was also asserted that single parents need more support from the

community where they belong and from the schools their children are enrolled. Both the

single parents and their school children must be given assistance and support. Parent

support acts as a protective factor countering some of the risk factors these children

encounter.

The study of Guhao, Haudar and Rodriguez (2016) that is entitled “The Journey

of Solo-Male Parents of Public Elementary School Children: Challenges and Prospects”,

the experiences of the solo-male parents in raising their children in the public elementary
 29

schools of Sarangani Province revealing their journey, challenges and prospects was

scrutinized. Based on the responses of the participants as reflected in this study, the solo

male parents were overwhelmed by the responsibilities that went with the loss of their

wives. Working double time to meet their children’s needs was done. They have shown

flexibility in handling the demands of being both the mother and the father to their

children. Those who were not used to doing household chores have learned it. They were

able to assume both the responsibility of becoming the financial provider and the

household pillar which is the main task of a mother and a wife.

This study revealed that the solo parents hope to see their children live a

successful family life. They do not want their children to follow the malady that they

have experience in their married life. Thus, they want them to build their own complete

and happy family. With their aspirations, the solo male parents make their children’s

welfare their top priority. Based on the data gathered, the main purpose of their hard

work and toil is the very future of their children because they wanted them to seek own

happiness after theirs. It also revealed that the solo male parents hope for the success and

progress of their life. They aspire that their children could finish their studies and that

they too could handle the demands of the fast changing world of work and as they

become old, they could secure a good job or to have stable source of income.

Moreover, the experience of the solo male parents reflected in this study showed

that their hesitant to share their fears, concerns and responsibilities in raising their

children to other people, it would be better to assume that they need help since it has been

revealed to be legitimate in this study. Parents must be called by the school guidance
 30

counselor to keep them abreast with the school performance of their children, so as to be

given advice by proper authorities to prioritize the needs of children especially their

education.

The study entitled “Home Management Practices of Solo Parents in Samar,

Philippines” by Delmonte, Dacula, Dela Cruz (2014), home management practices and

problems met by the solo parents of selected rural areas in Samar along child rearing

practices, household chores and routine, time management, and financial management

was determined.

In a home where there is only one parent, the shared set of challenges included on

learning how to manage finances and making quality time for children and oneself. In the

study conducted, many of the single parent households were female-headed, and their

economic struggle was much greater because single mothers earned alone and did not

earn the same income as single fathers. A consequence of this economic burden was the

balance of work and family duties. Single parents particularly those of mothers often

worked overtime to compensate for the low salaries, thus taking time away from their

children and other domestic chores. These compound disadvantages experienced by solo

parents need public interventions. Remedial policies must be reinforced and various

measures must be provided to reduce and eventually prevent economic and psychological

vulnerability of single parents.

 31

Conceptual Framework

Children who are being raised with both parents present in a home are largely

living an advantaged life economic wise than those who are growing up in a different

living arrangements (Fields, 2003). They are more financially secured and are

receiving sufficient amount of parental time and support, they are more likely to be

involved in extra-curricular activities, maintain a steady school progress, and have more

support and guidance in their decisions and actions.

When there is only one parent who is consistently present in the household, this

usually equates to being the only economic and parenting provider, and must be hard-

pressed to fulfil both ends, resulting to multiple problems such as vulnerability to mental

health problems like anxiety and depression, and physical fatigue from trying to balance

time and resources hoping to accomplish all the responsibilities. This often results to less

time spent with the children (Garfield, 2009). Children from solo parent homes are

receiving lesser parental participation in their education than those who are living with

both parents. This is the negative gap being created in the life of the child as the family

breaks.

This study is an attempt to identify the challenges encountered by single parents

who are currently working and raising a school-age child during this time of COVID-19

pandemic. It is based on the concept that the difficulties they are experiencing in terms

of working schedule, nature of job, child’s educational structure, cost of learning module,

hours of supervised learning needed by school-age children with distance learning,

leisure time and self-care will be discussed. In addition, corresponding strategies will be
 32

proposed to find easier solution to their problems and this will be considered a list of plan

of action or additional reference in the implementation of the Solo Parents’ Welfare Act

of 2000 in all public and private agencies.

Third, the implications of this study to social work practice were cited.

INPUTS PROCESS OUTPUT

 Demographic profile of
respondent in terms of
age, sex, religion,
educational attainment,  Social Case Work  Identified strategies or
number of family list of plans to address
members, length of the challenges
being a single parent and encountered by the
 Problem Solving working single parents
salary range.
Model with school-aged
 Challenges encountered children.
by single parents in
terms of working
schedule, nature of job,  Implications of the
child’s educational study to Social Work
structure, cost of Practice.
learning module, hours
of supervised learning
needed by school-age
children with distance
learning, leisure time
and self-care.

Figure 1. Paradigm of the Study

 33

Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
Presented in this chapter are the research design used with regard to presentation,

respondents, methods of gathering data, instrumentation and the statistical treatment used

in this research.

The Research Design

The nature of this study was basically descriptive. In a descriptive research,

variables are studied as they exist in the setting. No experimental variables were

manipulated and the main concerns were to describe the status, profile, incidences or

occurrences of the variables (Sicat, 2009). Therefore, the researcher adopted the

descriptive design not only for the purpose of ease in gathering data but rather there were

no experimental variables to be manipulated. Describing the challenges encountered by

single parents who are working and raising school-age children at the same time was its

main focus. Specifically, this research identified the challenges in terms of working

schedule, nature of job, child’s educational structure, cost of learning module, hours of

supervised learning needed by school-age children with distance learning, leisure time

and self-care.

The result of this study served as a basis for a proposal of a plan to address the

working single parents’ issues and concerns in ensuring the quality of learning and

development that their school-age children experienced during this time of COVID-19

pandemic.
 34

Respondents of the Study

The respondents of this study involved the single parents with school-age children

who are currently rendering public service in the different departments of the City

Government of Tarlac. A request letter was addressed to the head of the City Social

Welfare and Develpoment of the said Local Government Unit to conduct data gathering

method. This research considered a total of twenty-five (25) respondents from the

different departments of the City Government of Tarlac. The respondents were given

questionnaires and interviewed during the process of data collection and solicitation of

recommendations.

Sample Population

This research used purposive sampling which is a form of non-probability

sampling. The researcher relied on her own judgement when choosing members of the

population to participate in the study. Twenty-five (25) working single parents were

selected from the different departments of the City Government of Tarlac.

Methods of Gathering Data

The methods of distributing questionnaire and conduct of personal interview was

consumed to facilitate data acquisition needed for the identification of the challenges

encountered by single parents with learning school-age children working in the different

City Local Government Unit departments. Strict observation of the COVID-19 safety

protocols was ensured. Questionnaires was accomplished in terms of working schedule,

 35

nature of job, child’s educational structure, cost of learning module, hours of supervised

learning needed by school-age children with distance learning, leisure time and self-care.

Questionnaire. Devised questionnaires capturing data on the challenges

experienced by the single parents working in the City Government of Tarlac in the

learning and development of their school-age children during COVID-19 pandemic was

utilized. Prior interview to the respondents was conducted to complete the checklist

questionnaire for the listing of challenges met and also in soliciting recommendations in

addressing these problems.

Interview. In this study, the researcher also conducted informal personal

interviews with the respondents to enable collection of supplemental data to responses.

Strict observation of the COVID-19 safety protocols was done in compliance to the

existing protection policies of the City Government of Tarlac.

Instrumentation

A questionnaire was used to gather data from the respondents. He or she has the

right not to disclose personal identity. It has three sections. First part was the

demographic data of the participants. Second part was about the challenges encountered

by working single parents with school-age children during this time of COVID-19

pandemic. The statements or questions focused on working schedule, nature of job,

child’s educational structure, cost of learning module, hours of supervised learning

needed by school-age children with distance learning, leisure time and self-care. Lastly,
 36

the third part was their recommendation to address the struggles they encountered

especially during this time of pandemic.

Furthermore, the result of the of this study will be useful in considering the

implementation of the Solo Parents’ Welfare Act of 2000 in all public and private

agencies. Also, it may propose list of plans that may useful to other single parents as they

encounter the same challenges while raising their school-age child. It may also push

greater benefits for the single parents as they are both the breadwinners and caregivers of

their families, and they should be acknowledged appropriately. As the law now stands,

the privileges and benefits awarded to them are insufficient and show a lack of

understanding for the complexity of their needs. Thus, consideration of the challenges

they are experiencing may lead to amendments being included in the existing law to cater

to as many solo parents as possible, to help them build a stronger family despite their

situation, and to support them as productive members of society.

To interpret the challenges met by the working single parents with school-age

children, they answered yes or no to a set of statements or questions. A yes means it was

a difficulty to them and no means not a struggle at all.

Statistical Treatment

Collected data was organized in tabular forms which are considered appropriate to

facilitate better presentation and understanding. Statistical techniques were applied in the

acquired data to facilitate drawing of analysis and interpretation.

 37

Frequency count, percentage and ranking were used to present the identified

challenges met by the working single parents in the learning of their school-age children.

These were tallied and ranked to establish which among the challenges were met more

often by the respondents.

Frequency. In statistics, the frequency (or absolute frequency) of an event is the

number of times the event occurred in an experiment or study.

Percentage. It simply means “per hundred”. It is calculated by dividing the total

number by 100.

This can be expressed through the following formula:

% = r/b x 100

Where:

% = Percentage

r = Number of respondents in the group

b = Total number of respondents in the population

Ranking. This referred to establishing the order in which people or things should

be ranked according to importance or ability. This was applied in the study to describe

how an item is related to the group. Data was arranged from the highest to the lowest

numerical data.
 38

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

This chapter deals with the analysis of data gathered through questionnaires and

interviews. The interpretation of findings based on the research questions on the

challenges encountered by working single parents in the learning of their school-age

children during this time of pandemic are presented in this chapter.

1. Profile of the Working Single Parents in the City Local

Government of Tarlac

The tables below show the distribution of the respondents according to selected

variables. It is vital in this study to consider the age, gender, position/designation,

educational attainment, number of family members, length of being a single parent and

salary range of the working single parents in the City Local Government of Tarlac. These

variables will help present and interpret the results and thereby produce effective plan of

actions that can be suggested to assist the working single parents ensure quality learning

and development of their school-age children.

There was a total of twenty-five (25) respondents personally provided with the

research questionnaire. They were also asked a few questions to clarify their actions

taken to address their difficulties.

1.1 Age

Table 1 shows the age bracket where the respondent belongs. It started with early

adulthood (20-35 years old), middle adulthood (36-55 years old) and late adulthood (56-

65 years old). It is believed that the ability to handle life challenges also comes with age.
 39

It affects a single parent’s understanding of the current situation and how they respond to

address it. Also, cognitive changes or development is even more active as one becomes

older.

Table 1

Age

Age group F Percentage

20-35 7 28%
36-55 18 72%
Total 25 100%

Out of the twenty-five (25) respondents, seventy-two percent (72%) or eighteen

(18) belong to middle adulthood stage and twenty-eight percent (28%) or seven (7) are

young adults. In this study, participants belonging to middle adulthood stage have gained

life experiences and knowledge that guided their decision making in the learning of their

school-aged children. They easily acknowledged the difficulties they encountered as part

of parenthood and they made compromises to adapt to the new normal way of school-age

learning. They also faced declines in working memory and some long-term memory. Yet,

other members of their family help them. The combination of gains and losses may have

lead older people to use different strategies in decision making. It might have even

resulted in neural adaptations that helped older adults compensate for declines in

memory. The young adults, on the other hand, struggled especially their school-age

children are younger and needed more assistance compared to the older adults. However,

they have adapted easily to the new normal way of online learning because they are well-

versed in surfing and technology handling than older adults.

 40

1.2 Sex

Table 2 presents the frequency distribution of sex among the participants of this

study. Considering the qualities, abilities and nature of work that men and women

possess, the challenges that working single parents may differ as to extent or degree. How

male and female single parent plan to address their situation have also been identified.

Table 2 shows the number of male and female participants.

Table 2

Sex

Sex F Percentage
Female 18 72%
Male 7 28%
Total 25 100%

There are seventy-two percent (72%) or eighteen (18) females and twenty-eight

percent (28%) or seven (7) males who responded to the questionnaires provided. The

study of Kwon (2010) revealed that the emotional challenges of raising a family alone

may be even tougher for men. They concluded that single dads generally don’t have as

much confidence as single moms that they’re doing a good job, and they’re likely to be

less stable and more discouraged because they have a hard time managing their

frustration, anger and loneliness. Daily routines including sending kids to school create a

tremendous amount of stress.

According to Guhao, Haudar and Rodriguez (2016), the experiences of the solo-

male parents in raising their children in the public elementary schools of Sarangani

Province revealing their journey, challenges and prospects was scrutinized. Solo male
 41

parents were overwhelmed by the responsibilities that went with the loss of their wives.

Working double time to meet their children’s needs was done. They have shown

flexibility in handling the demands of being both the mother and the father to their

children. Those who were not used to doing household chores have learned it. They were

able to assume both the responsibility of becoming the financial provider and the

household pillar which is the main task of a mother and a wife.

1.3 Educational Attainment

The educational attainment of working single parents is very important especially

in the new normal setting of learning and development during this time of pandemic.

Online and modular type of learning demanded on the capacity of the school-age child’s

parents. The table below reflects the number of participants who are high school

graduate, college undergraduate and college graduate respectively.

Table 3

Educational Attainment

Educational Attainment F Percentage

High School Graduate 1 4%
College Undergraduate 10 40%
College Graduate 14 56%
Total 25 100%

This study has fifty-six percent (56%) or fourteen (14) respondents who graduated

from college. This was followed by forty percent (40%) or ten (10) participants who

reached at least college level and four percent (4%) or one (1) who is a high school

graduate.
 42

The implication that students’ performance in school is mediated by their

upbringing, which perhaps is influenced by their family background (Astone &

McLanahan, 1991; Mulkey et al., 1992) identified that the educational attainment of the

working single parent may have affected the learning and development of their school-

age child especially the mode of learning during this time of pandemic includes online

learning and completion of modules. It also required them to review their child on their

day’s topic and requirements. Thus, the knowledge and skills on handling technology and

teaching was greatly challenged for the ones who are not familiar to the current trend of

schooling.

1.4 Position/Designation in the Office

The nature of work as to position or designation in the office entitles one to

certain benefits and number of privileges. Leave credits, like for instance, is one good

and important factor to consider for working single parents. This and other benefits help

them assume their responsibilities in assisting their school-age children with their

learning and development. Table 4 presents the data on the number of working single

parents considering their position or designation.

Table 4

Position/Designation in the Office

Position/Designation in the Office F Percentage

Support Staff 2 8%
Administrative Assistant 20 80%
Project Development Officer II 2 8%
Head of Office 1 4%
Total 25 100%
 43

The result above shows that there are eighty percent (80%) or twenty (20)

respondents who are Administrative Assistant (AA) and four percent (4%) or one (1) is

head of office. Eight percent (8%) or two (2) participants are support staff and Project

Development Officer II (PDO II) respectively.

Agero and Guhao (2016) envisioned documenting the traumatic experiences,

demands at work, issues of single parents and how these affect their relationship with

their school children. Results were significant in the academic performance of their

school age children and how single parenting affects their performance at school as well

as their social, emotional and mental well-being.

Moreover, this time of pandemic has placed an even greater task to working

single parents since their school-age child are learning at home while they need to report

at work. Support staffs and AAs usually have no one to do their job in their absence thus

they simply choose to go to work and attend to their child’s learning needs afterwards. As

a result, they are fatigued and is less likely to teach their school-age child effectively.

Head of office, on the other hand, may designate tasks to her Officer-in-Charge (OIC)

while on leave, hence, can be present when needed in the learning of her school-age

child.

1.5 Number of Family Members

Table 5 presents the number of family members living with the working single

parents. This data help to relate the possibility of augmentation with regards to caregiving

the school-age children while at work. During this time when school-age children are
 44

learning from home, having someone to assist them with their online classes and modules

will be less taxing for single parents.

Table 5

Number of Family Members

Number of Family
F Percentage
Members (at home)
2-5 20 80%
6-10 4 16%
11-15 1 4%
Total 25 100%

A total of eighty percent (80%) or twenty (20) respondents have at least two (2) to

five (5) family members living with them, there are sixteen percent (16%) or four (4) who

have six (6) to ten (10) family members and four percent (4%) or one (1) with eleven (11)

– fifteen (15) members in their household.

Case (2009) in her research study sited family size and parent child relationship as

other contributing factors to single parent challenges for provision of their children’s

quality learning and development. The size of the family contributed to single parent

challenges in the provision of children’s education needs. Also, parents with many

children find it difficult to adequately provide for their children’s education hence they

tend to seek assistance elsewhere. It then follows that the smaller the size of the family,

the more affordable for the single parents to provide for their children’s education needs.

Respondents who have less family members at home spend less compared to the

ones who have more. Yet, they have higher incidence of difficulty at having a member of

the family to watch over their school age children while they are working. Caregivers are
 45

more likely available to families with more members in their household but their daily

expenses usually exceed their daily income.

1.6 Length of being a Single Parent

The length of being a single parent helps to identify the current adjustment of the

respondents on how they dealt with the new normal setting of school-age learning and

development. Their experiences differ and the way they have handled the pandemic

situation reflect their ability and capacity in addressing their difficulties. Table 6 shows

the respondents’ length of being a single parent in years.

Table 6

Length of being a Single Parent

Length of being a Single

F Percentage
Parent (in years)
2-5 15 60%
6-10 6 24%
11-15 4 16%
Total 25 100%

The data gathered presents that there are sixty percent (60%) or fifteen (15)

participants who have been a single parent for five (5) to ten (10) years already. There are

twenty-four percent (24%) or six (6) respondents who have been alone taking care of

their children for six (6) to ten (10) years already. While sixteen percent (16%) or four (4)

have been a single parent for at least eleven (11) to fifteen (15) years.

Single parenting is a very challenging role and how the experiences of it affected

the participants of the study were identified. This is related to the academic performance

of their school age children and how single parenting affects their performance at school
 46

as well as to their social, emotional and mental well-being. Those who have been single

parents for at least six (6) years and above have adjusted to their responsibilities. They

usually have learned to discern their problems and find solutions to act on them.

However, those who became single parents for not quite so long between two (2) to five

(5) years the most still have struggles in doing all parental jobs at once. They are trying

hard to adapt to their situation and balance work with the learning of their school-age

children.

1.7 Salary Range

The last table in the demographic data is salary range. It is considered to be a very

important consideration in the learning and development of school-age children

especially for working single parents. Education usually entails expenditure and the

ability of the working single parent to shoulder all expenses without support from

previous partner can greatly affect child’s opportunity for learning. Table 7 shows the

salary range of working single parents.

Table 7

Salary Range

1.8 Salary Range F Percentage

Php 5,000 – 10, 000 7 28%
Php 11,000 – 15,000 10 40%
Php 16,000 – 20,000 3 12%
Php 16,000 – 20,000 0 0%
Php 21,000 – 25,000 2 8%
Php 26,000 – 30,000 2 8%
Others 1 4%
Total 25 100%
 47

There are forty percent (40%) or ten (10) respondents who earn Php 11,000 –

15,000 and twenty-eight percent (28%) or seven (7) have monthly income of Php 5,000 –

10,000. This is followed by a twelve percent (12%) or three (3) participants earning Php

16,000 – 20,000 and eight percent (8%) or two (2) with a salary range between Php

21,000 – 25,000 and Php 26,000 – 30,000 respectively. The highest earner falls in the

salary of Php 30,000 and above.

Natujwa Josiah Mrinde (2014) revealed that the hindrances that single parented

students face in attaining secondary education are not only multiple but also complex.

They are complex because no single challenge that stand on its own and be able to

explain the challenge without connecting to the other. Therefore, the challenges revealed

are economic hardship, lack of parental care, lack of supervision and monitoring, lack of

guidance and counselling and socialization. Most of the time, the economic hardship

leads to less opportunity for a quality education for school-age children especially the

new normal setting requires good internet connection and a gadget to support their online

learning.

Furthermore, financial difficulty threatened the quality of education of school-age

children. Most of the respondents prioritized basic consumption as the first and foremost

in their list. A consequence of this economic burden was the balance of work and family

duties. Single parents particularly those of mothers often worked overtime to compensate

for the low salaries, thus taking time away from their children and other domestic chores.

These compound disadvantages experienced by solo parents are common to all.

 48

2. Challenges Encountered by Working Single Parents in the Learning of their

School-Age Children during the COVID-19 Pandemic

2.1 Working Schedule

Table 8 illustrates the frequency distribution of working schedule. It is a factor

known to greatly affect the working single parents’ involvement in the learning and

development of their school-age children. Flexible and tight working hours is a challenge

especially for parents who solely look after their children’s needs in school while

learning at home during this time of pandemic. For children who needs assistance in the

use of technology and in answering their modules, the presence of their parent is a must.

Table 8

Working Schedule

Yes No Rank
Statement
f % f % Yes No

I have flexible working hours that allow me to

supervise my school-age child/children in 10 40% 15 60% 4 2
their learning during this time of pandemic.
I am allowed some time to be late for work. 5 20% 20 80% 7 1
I am allowed to go out from the office during
instances like getting my child’s module for 15 60% 10 40% 3 5
learning.
I have ample time during work to call my
child and assist her while he/she is having 10 40% 15 60% 4 2
online class.
I can be home early sometimes as needed for
the learning of school-age child/children 16 64% 9 36% 2 6
during this time of pandemic.
Due to additional tasks this time of pandemic,
20 80% 5 20% 1 7
I work after duty hours.
I am working on a skeletal pattern of duty. 10 40% 15 60% 4 2
 49

As to the working schedule of the respondents, eighty percent (80%) or twenty

(20) of the solo parents have worked after duty hours due to additional tasks required of

them this time of pandemic. Sixty-four percent (64%) or sixteen (16) can be home early

and can assist their school-age child in their learning. Other sixty percent (60%) or fifteen

(15) participants can go out from the office during instances like getting their child’s

module for learning. Then there are forty percent (40%) or ten (10) respondents who have

flexible working hours, ample time to call their school-age child even at work and work

on skeletal pattern of duty. However, twenty percent (20%) or five (5) single parents only

are allowed to be late for work.

With the data gathered, the tight schedule in the Local City Government of Tarlac

did not allow working single parents to be late for work with eighty percent (80%) or

twenty (20) of the single parents. Sixty percent (60%) or fifteen (15) do not have flexible

hours, ample time during work to communicate with their school-age child and are

working on a skeletal workforce respectively. Forty percent (40%) or ten (10)

respondents cannot go out from work to do some parental responsibilities and only (20%)

or five (5) solo parents did not receive any additional task.

The additional tasks provided for accomplishment by the working single parents

took a lot of time in their working schedule. As a result, they cannot be late for work,

they do not have time to check their school-age children’s learning during working hours

and they do not work on a skeletal workforce. Accordingly, the participants are allowed

to be home as early as 4 o’clock in the afternoon yet the added deliverables at work put

bulk and cause them working after duty hours resulting to less time in attending to their
 50

school-age children’s needs. The less time they spend in the learning of their children is a

challenge especially they are considered as the home-based facilitator in maintaining the

quality of education their children receives during this time of new normal education

setting.

2.2 Nature of Job

Table 9 presents the nature of job of the working single parents who participated

in this study. It is essential to consider this factor as it also challenges the time and ability

of the working single parents to do their responsibilities in the learning of their school-

age children. The working single parents’ nature of job also predicts the stress level they

are experiencing. This may affect their capacity to teach their school-age after work.

Table 9

Nature of Job

Yes No Rank
Statement
f % f % Yes No

My job demands a lot of time for paper works

and reports so I leave my child’s learning to a 14 56% 11 44% 3 3
tutor or someone I trust to teach her.
I need to be at work every day because my
20 80% 5 20% 2 6
duties are specific to my job.
Someone can assume my responsibilities at
work when I need to stay at home to assist my
14 56% 11 44% 3 3
school-age child/children in her mode of
learning during this time of pandemic.
I can do work from home. 14 56% 11 44% 3 3
I can bring my school-age child/children with
me because there is a safe place for him/her at 7 28% 18 72% 6 1
work.
My job is regular in nature and I can file a
22 88% 3 12% 1 7
leave from work as needed.
 51

I do not have leave privileges at work due to

7 28% 18 72% 6 1
my job status.

The above results show that there are eighty-eight percent (88%) or twenty-two

(22) respondents who can file a leave as needed, meaning they have leave benefits while

eighty percent (80%) needs to work every day because their duties are specific to their

job. Fifty-six percent (56%) or fourteen (14) participants have a lot of paper works and

has a private tutor, does work at home and have a family member to take care of their

school-age children’s learning. The rest of twenty-eight percent (28%) or seven (7) solo

parents can bring their school-age child/children at work and do not have leave privileges

at work due to job status.

Moreover, the data above has seventy-two percent (72%) or eighteen (18)

working single parents that have leave privileges but cannot bring their school-age

child/children at work. Forty-four percent (44%) or eleven (11) of the respondents does

not deal with paper works and do have private tutors, has no help from family members

in attending to the learning needs of their school-age children, and cannot work at home.

Twenty percent (20%) or five (5) single parents do not need to report to work every day

because their work can be delegated to other staff in the office and the rest of the twelve

percent (12%) or three (3) respondents are on temporary status at work, thus, has no leave

credits.

The nature of a working single parents’ job placed a great deal of benefits that

they can enjoy. The working privileges for solo parents as stipulated in the Republic Act

8972 when added with their local benefits at work can provide them with more time to
 52

deal with the demands of the current school arrangement. Yet, due to the added paper

works, tasks and restrictions of the pandemic situation, they work every day in the office

instead. Some working single parents hired private tutors and exerted extra effort in the

learning of their school-age children by staying late at night and not getting enough rest.

Having private tutors caused additional expenses which in turn sacrificed their intended

budget for basic needs. Being stressed and fatigued at work and at home lessened their

effectivity in assisting their school-age child/children’s learning and development. It also

resulted to less time for themselves and other related personal needs. Thus, depending on

others to do it for them.

Nonetheless, the many consideration in the regularly employed working single

parents in terms of working hours, leave credits, allowances and etc., did great

contribution not only to the working mother but to their school-age child/children’s

learning and development. Aside from these benefits, proper delegation of tasks may be

done to avoid overworking some solo parents.

2.3 Child’s Mode of Learning

The child’s mode of learning whether online or modular can put a challenge to

working single parents. Their ability to assist their school-age child/children can leave

them stressed and fatigued. Also, the single parents who are in the middle adulthood

stage may have difficulties in online learning as well as in modular type of learning. The

table below illustrates the response of the participants in the child’s mode of learning and

development.

Table 10
 53

Child’s Mode of Learning

Yes No Rank
Statement
f % f % Yes No

We have internet connection at home and it

allows my child to have uninterrupted 16 64% 9 36% 3 5
online classes or online surfing.
I know some online application which
allows me to assist my school-age 17 68% 8 32% 2 6
child/children even at work.
My school-age child/children need more
15 60% 10 40% 4 4
supervision than ideal.
Most of the time, I do not have idea how to
teach my school-age child/children on their 7 28% 18 72% 6 2
module.
Most of the topics discussed online or in the
module are understood by my school-age 14 56% 11 44% 5 3
child/children.
I review my school-age child/children on
21 84% 4 16% 1 7
their lesson.
My school-age child/children have private
4 16% 21 84% 7 1
tutors.

Eighty-four percent (84%) or twenty-one (21) of the participants review their

child/children on their lesson. This is followed by sixty-eight percent (68%) or seventeen

(17) and sixty-four percent (64%) or sixteen (16) of solo parents who are familiar of

online application and has internet connection to assist their school-age child/children.

With this, helping their child/children is easier and efficient. Sixty percent (60%) or

fifteen (15) of the respondents, however, has school-age child/children who needs more

supervision than ideal. This is another difficulty that working single parents face. On the

contrary, fifty-six percent (56%) or fourteen single parents has school-age child/children
 54

who can manage their online class and modules on their own. Yet, the most of the

participants still review them when they can. Other twenty-eight percent (28%) or seven

(7) solo parents do not have time to teach their children resulting to some of the sixteen

percent (16%) or four respondents having private tutors to assist in their child/children’s

learning.

On the other hand, (84%) or twenty-one (21) of the participants do not have

private tutors. They try hard in balancing work and assisting their child/children’s

learning to avoid additional cost of a private tutor. Seventy-two percent (72%) have idea

on how to teach their school-age child/children in their module and forty-four percent

(44%) or eleven (11) of the solo parents has school-age child/children who understands

their mode of their learning. However, there are forty percent (40%) or ten of the

participants that has school-age child/children who need more supervision than the ideal

and thirty-six percent (36%) or nine (9) who do not have stable internet connection. This

challenges greatly threatens the learning and development of the school-age

child/children. There are only thirty-two percent (32%) or eight (8) who do not know

some online application to assist their school-age child/children even at work and sixteen

percent (16%) or seven (7) working single parents who do not review their school-age

child/children.

The results in the table show that working single parents are familiar of online and

modular type of learning and there are school-age child/children who are able to manage

their tasks while their parents are at work. Also, working solo parents still try to review

their school-age child/children especially having a private tutor means additional

 55

expenses. The internet connection has also become a necessity, thus, they have secured

their line for the continuous online learning of their child/children. Yet, while there are

still school-age child/children who needs assistance in their mode of learning, working

single parents are expected to teach, guide and provide time for them to ensure quality

learning and development. As result, working single parents struggles to rest and are

fatigued most of the time.

2.4 Academic Cost

Academic cost is a great impact to the working single parents’ financial ability. It

causes a great deal of difficulty especially the solo parent earns alone to support the needs

of their school-age child/children. Marther (2009) states that economic hardships and low

income earner single parents fail to provide their children’s educational material needs,

for their children to acquire academic and skills competence during their childhood

development period. Thus, academic cost needs to be affordable.

Table 11 illustrates acadmeic cost.

Table 11

Academic Cost

Yes No Rank
Statement
f % f % Yes No

I pay for my school-age child/children’s tutor

which is additional cost to me and my family. 4 16% 21 84% 5 1
Having internet connection during this time of
pandemic for their online classes or surfing 21 84% 4 16% 2 4
added to our expenses.
My school-age child/children’s fees in school
17 68% 8 32% 4 2
are less than usual.
 56

The bills (e.g. electricity) and other

consumption at home doubled since the kids
20 80% 5 20% 3 3
are at home learning during this time of
pandemic.
I needed another tablet, cellular phone, laptop
or personal computer because I have more 23 92% 2 8% 1 5
than one school-age child/children learning.

The outcome above presents that there are ninety-two percent (92%) or twenty-

three (23) respondents who needed another tablet, cellular phone, laptop or personal

computer because they have more than one school-age child/children learning. Eighty-

four percent (84%) or twenty-one (21) subscribed to internet connection during this time

of pandemic for their school age child/children online classes or surfing which is

additional to the usual expenses of the household and eighty percent (80%) or twenty (20)

have increased bills (e.g. electricity) and other consumption at home since the kids are at

home learning during this time of pandemic. Sixty-eight percent (68%) or seventeen (17)

have their child/children’s school fees less than usual. This are especially true for those

who have one (1) child to support. Sixteen (16%) or four (4) working single parents have

private tutors for their school age child/children which is definitely another expenditure

for them.

Moreover, there are eighty-four percent (84%) or twenty-one (21) participants

who do not have private tutors for their children. They teach their child/children at night

to save additional cost. Thirty-Two percent (32%) or eight (8) have lesser school fees

compared to the dues before the pandemic situation. Most of them transferred their

child/children to public school and spent less on allowances. The bills and other
 57

consumption remained the same or less to twenty percent (20%) or five (5) solo parents,

sixteen percent (16%) or four (4) already had previous internet connection, hence, it was

not an added expenditure for them and eight percent (8%) or two of the respondents did

not buy any new gadget because they provided their own for their school-age

child/children’s use.

Marther (2009) revealed in her research findings that some single parents may fail

to provide their children’s basic needs because of unemployment or low income. It also

sited that some single parents may not have the opportunity to take their children to

various education sites such as museums, zoos, educational centre and other places to

equip their child/children with various educational concepts they learn at school. Marther

(2009) also supports Tassoni (2002) that because of economic hardships and

unemployment some single parents fail to provide their children’s educational material

needs.

This study have also identified that acdemic cost and financial difficulty as one of

the challenges greatly encountered by the working single especially they do not have any

financial augmentation and they needed to spend more on gadgets, subscriptions, bills

and other consumptions that takes so much of their salary. Also, their need for caregiver

and private tutors were less prioritized because their basic necessities came first hand.

They chose to review their children instead because it will save them from spending

more. In turn, they are fatigued and stressed not only financially but also physically.

2.5 Hours of Supervised Learning needed by School-Age Children with

Distance Learning
 58

The school-age child/children usually require time for supervised learning

especially this time of pandemic. Craig (2005) explains that quality child care means

consistent response to children’s signals, being available for communication, stress

alleviation and creating a base for attachment bond with child. Quality child care enables

the child to have confidence in the parent as well as other care givers as teachers whom

the child interacts with during school time. The table 12 below demonstrates the hours

needed by school-age child/children with distance learning.

Table 12

Hours of Supervised Learning needed by School-Age Children with Distance

Learning

Yes No Rank
Statement
f % f % Yes No

I assist my school-age child/children during

their online classes or in answering their 10 40% 15 60% 4 1
modules.
I spend more time than usual in the learning
of my school-age child/children because they 18 72% 7 28% 3 3
needed to be supervised.
The hours of supervised learning I spend with
my school-age child/children leave me more 19 76% 6 24% 1 4
fatigued especially this time of pandemic.
I do not have time to supervise my school-age
10 40% 15 60% 4 1
child/children.
I have some family members who can help
my school-age child/children when I am not 19 76% 6 24% 1 4
around.

The gathered data explains that there are seventy-six percent (76%) or nineteen

(19) solo parents who are fatigued after spending hours of supervised learning on their
 59

school-age child/children during this new normal setting of distance learning. The same

percentage and number of working single parents were identified to depend on some

family members to help their school-age child/children because they do not have the time

to supervise their school-age child/children after work. Seventy-two percent (72%) or

eighteen (18) spend more time than usual in the learning of their school-age

child/children because they needed to be supervised and forty percent (40%) or ten (10)

respondents assist their school-age child/children during their online classes or in

answering their modules after working hours.

On the other note, sixty percent (60%) or fifteen (15) working single parents do

not assist their school-age child/children in their mode of learning and do not have time

to supervise their kid/s. Twenty-eight percent (28%) or seven (7) respondents do not

spend more time than the usual in the learning of their school-age child/children even

when they needed to be supervised because they depend on some family members to

assist in the learning of their child/children. Because of this, there are only twenty-four

percent (24%) or six (6) solo parents who are fatigued from supervising the distance

learning of their school age child/children.

Single parents have less time to help children with homework, are less likely to

use consistent discipline, and have less parental control, and all of these conditions may

lead to lower academic achievement (Astone & McLanahan, 1991; Mulkey et al., 1992).

Therefore, children with less involvement form their parent may be performing poorly in

their current learning and development especially online and modular type of learning

demands great assistance.

 60

The above outcome suggests that the academic performance may not be properly

monitored because most of the working single parents are fatigued enough to teach and

be involved in the mode of learning of their school age child/children. Thee depended on

other family members to take part in the learning of their kids and some have sought the

service of a private tutor. According to Amato and Keith (1991), this lack of interaction

between the children of single-parent families and their parents can result in attachment

issues that can compromise the effectiveness of parenting strategies, and result an

overwhelming amount of stress on custodial parents as they endeavor to carry out their

parenting responsibilities.

2.6 Leisure Time

Working single parents as the sole provider of their child/children may have

affected leisure time activities. It was suggested by Stack and Meredith (2017) in their

study that financial hardship had a negative impact on their social interactions. Thus, they

have stayed at home to do chores on weekends and do not even have enough money to

spend on activities that comfort or release their stress. As a consequence, social isolation,

loneliness and withdrawal were advocated to corrode their psychological well-being and

mental health. Not having enough money to participate in social activities was considered

to be a physical barrier; however, the embarrassment of having little money was a social

and psychological barrier which was suggested to underlie their tendency to withdraw

socially. This meant that social withdrawal and social isolation were often associated

with financial stress and financial hardship.

 61

Table 13 below illustrates the leisure time of the working single parents with

school age child/children.

Table 13

Leisure Time

Yes No Rank
Statement
f % f % Yes No

I do not have time to go out with some friends

or any other activity because I need to assist
17 68% 8 32% 2 2
my school-age child/children in their learning
at home.
My vacant time and weekends are spent on
their modules, unit/quarterly examinations 15 60% 10 40% 5 1
and activities.
The new normal way of learning gave us less
17 68% 8 32% 2 2
time to have family activities.
My leisure time was narrowed to online
activities (e.g. social media) during this time 19 76% 6 24% 1 5
of pandemic.
I have more time with my school-age
17 68% 8 32% 2 2
child/children since school has begun.

There are seventy-six percent (76%) or nineteen (19) working single parents as

shown above who has narrowed leisure time to online activities (e.g. social media) during

this time of pandemic. Sixty percent (60%) or fifteen (15) participants do not have time

to go out with some friends or any other activity and spend it on their school-age

child/children’s modules, unit/quarterly examinations and activities instead. Yet, there are

also sixty percent (60%) or fifteen (15) participants who have spent more time with their

school-age child/children since school has begun.

 62

Furthermore, forty percent (40%) or ten (10) participants still spend time on

leisure activities every weekend. There are thirty-two percent (32%) or eight solo parents

who did not gain more time with their kids and had less family activities this time of

pandemic because they still go out with their friends when they have time. Therefore,

only twenty-four percent (24%) or six (6) working single parents who have leisure time

other than online activities.

Given the data that seventy-six percent (76%) have less leisure time during this

time of pandemic, the psychosocial well-being and mental health of the working single

parents may have been challenged to some extent. The results above highlighted that the

stresses of parenting alone appear to heighten feelings of stress, uncertainty, and

depression associated with leisure activities. Therefore, it is vital that health and mental

health services recognize this distress, and understand the impact that absence of leisure

comfort have upon single parents. It is important to consider the sources of help available

to single parents particularly help related to mental health and help focused on helping

long parents cope with spending some time out of their households.

2.7 Self-Care

In a home where there is only one parent, the shared set of challenges included on

learning how to manage finances and making quality time for children and oneself. Self-

care is deemed important as it will fill in the needs of the parent to perform well in their

work and at the same time in assuming their household responsibilities. This time of

pandemic, most solo parents have admitted being challenged as to taking of themselves
 63

especially their responsibilities doubled when the new mode of learning was introduced

as distance learning where parents play a vital part in providing it.

Table 14 presents the challenges encountered by working single parents as their

ability for self-care during this time of pandemic.

Table 14

Self-Care

Yes No Rank
Statement
f % f % Yes No

I feel sick and stressed most of the time.

19 76% 6 24% 3 3
I do not spend money for my usual activities
17 68% 8 32% 5 2
anymore (e.g. hair treatment, nail care, etc.).
I do not have new clothes, shoes or any other
15 60% 10 40% 6 1
things.
I have sleep that is less than six (6) hours
20 80% 5 20% 1 5
since this new mode of learning has begun.
I feel fulfilled every time I teach my school-
20 80% 5 20% 1 5
age child/children.
I receive appreciation from my school-age
child/children for being active in their 19 76% 6 24% 3 3
learning.

There are eighty percent (80%) or twenty (20) respondents who have sleep that is

less than six (6) hours since this new mode of learning has begun. Yet, the same

percentage and number feel fulfilled every time they teach their school-age

child/children. There are seventy-six percent (76%) or nineteen solo parents who feel sick

and stressed most of the time and at the same time receive appreciation from their school-

age child/children for being active in their learning while sixty-eight percent (68%) or
 64

seventeen (17) do not spend money for their usual activities anymore (e.g. hair treatment,

nail care, etc.) and do not have new clothes, shoes or any other things.

On the other hand, forty percent (40%) or ten (10) still spend on new clothes,

shoes or any other things and thirty-two percent (32%) or eight (8) participants still

include their usual activities (e.g. hair treatment, nail care, etc.) in their budget. There are

twenty-four percent (24%) or six (6) who feel fine and healthy even after staying late to

assist their kids in their learning activities. Those who do not feel appreciated are twenty-

four percent (24%) or six (6) solo parents because their school-age child is still so young

to portray these feelings, and twenty percent (20%) or five who do not feel fulfilled due

to excessive fatigue and stress. Thus, they tend to release stress by sleeping and resting.

A consequence of this new normal mode of learning was the balance of work and

parental duties in assisting their school-age child/children in their school requirements.

Single parents particularly those of mothers often worked overtime due to work demand

and to compensate for the low salaries, thus taking time away from their children and

other domestic chores as well as self-care. These compound disadvantages experienced

by solo parents also affects their health and mental health. It follows that when a solo

parent is not physically and mentally healthy, their ability to do their other social

functions are affected.

Nevetheless, Carl Rogers' self-actualization perspective proposes that the

fundamental goal of all individuals is to maximize their potential and be the best they

could be which can be related to self-care. It is not the intention or goal of single-parent

families to be problematic and dysfunctional. Like other families, the desire of the
 65

members of single-parent families is to achieve family cohesion and to support the

growth and development of each other (Taiwo, 1993). Likewise, in the learning of their

school-age child/children especially this time of pandemic.

3. What are the plan of actions that can be done to help the working single parents

ensure quality learning and development of their school-age children?

After office visit, survey, and personal interview with the single parents working in

the City Local Government of Tarlac, the table below shows the plan of actions to help

them ensure quality learning and development of their school-age children was proposed.

Table 15

Plan of Actions to Ensure Quality Learning and Development of their School-Age

Children

Expected
Problems Objectives Strategy Output
Insufficient To explore Consideration of small Additional income
income to possibility of scale business such as was generated or
afford learning additional source online selling sufficient family
needs of income income was attained
Nature of job To facilitate To enroll in graduate Working single
(e.g. Cost of regular school for promotion parent enrolled in a
Service Staff) employment and application in other related course or in
with less position with good graduate school
compensation compensation and
and benefits benefits
Tight working To create daily Encourage participation Working and family
schedule schedule that of the solo parent and schedule is not
accommodates family members in compromised
work and family problem solution
duties including through counselling
learning activities of a professional
Overtime work To lessen if not Time management and Less or no work
avoid the work prioritization done overtime or at
 66

incidence of home
working overtime
Work Solo parent Good working Work demand is
demands/work positively handles condition and tolerable to the solo
load work demands environment; time parent’s ability and
management and work capacity
prioritization
Stress and To identify Encourage participation Solo parent
fatigue activities that of the solo parent and personally identified
eliminates feeling family members in new activities like
of stress and problem solution sports and exercise
fatigue through counselling or family oriented
of a professional activities
Adjustment to Solo parent adapts Encourage participation New mode of
the new mode to the new normal of the solo parent and learning do not
of learning education setting family members in cause difficulty in
problem solution adjustment and daily
through counselling activities
of a professional
Lack of leisure To restore leisure Encourage participation Time for leisure is
time time and activities of the solo parent and included both in the
usually performed family members in solo parent’s
problem solution finances and regular
through counselling schedule
of a professional
Hours of Solo parent Encourage participation Quality time is
supervised efficiently handles of the solo parent and ensured when solo
learning needed time in the family members in parent supervise the
by the school- learning of their problem solution learning of their
age school-age through counselling school-age
child/children child/children of a professional child/children
Lack of self- To restore self- Encourage participation Activities for self-
care activities care activities of the solo parent and care are included
usually performed family members in both in the solo
problem solution parent’s finances
through counselling and regular schedule
of a professional

4. What are the implications of the study to social work practice?

 67

This study is an attempt to identify the challenges encountered by single parents

who are currently working and raising a school-age child during this time of COVID-19

pandemic. The current findings agreed with those of Kail (2002) who attributed parental

stress at work place to inhibiting single parents’ monitoring of their children’s learning

and development talents. The difficulties on working schedule, insufficient income,

nature of job, leisure time, feeling of stress and fatigue, work demand, new mode of

distance learning, hours of supervised learning needed by school-age child/children,

adjustment and self-care concludes affected social functioning of the working single

parents.

Nevertheless, the results of this study implies that new trends in Social Work

practice may be applied to address the identified problems of working solo parents.

Enhancement of the counselling abilities by further study or training may be required

among Registered Social Workers in the Local City Social Welfare and Development

Office to assist the single parents working in other departments of their local unit. The

City Social Welfare and Development Officer (CSWDO) may also refer the identified

struggles of the working solo parents to Human Resource Department so they may look

into the possibility of strengthening the provision of the solo parents’ benefits under the

Republic Act (RA) 8972, the Act Providing for Benefits and Privileges to Solo Parents

and Their Children, Appropriating Funds Therefore and for Other Purposes (also known

as the Solo Parents’ Welfare Act of 2000).

 68

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Conclusions and recommendations based on the results and analysis of data

obtained are presented in this chapter.

Summary of Findings

1. There were eighty percent (80%) or twenty (20) of the solo parents have worked

after duty hours due to additional tasks required of them this time of pandemic.

2. The tight schedule in the Local City Government of Tarlac did not allow working

single parents to be late for work with eighty percent (80%) or twenty (20) of the

single parents.

3. The less time they spend in the learning of their children is a challenge especially

they are considered as the home-based facilitator in maintaining the quality of

education their children receives during this time of new normal education setting.

4. The above results show that there are eighty-eight percent (88%) or twenty-two

(22) respondents who can file a leave as needed, meaning they have leave benefits

while eighty percent (80%) needs to work every day because their duties are

specific to their job.

5. Also there are seventy-two percent (72%) or eighteen (18) working single parents

that have leave privileges but cannot bring their school-age child/children at work.
 69

6. Due to the added paper works, tasks and restrictions of the pandemic situation,

solo parents in the City Local Government Unit work almost every day in the

office instead.

7. Some working single parents hired private tutors and exerted extra effort in the

learning of their school-age children by staying late at night and not getting

enough rest.

8. Eighty-four percent (84%) or twenty-one (21) of the participants review their

child/children on their lesson.

9. Working single parents are familiar of online and modular type of learning and

there are school-age child/children who are able to manage their tasks while their

parents are at work.

10. There are ninety-two percent (92%) or twenty-three (23) respondents who needed

another tablet, cellular phone, laptop or personal computer because they have

more than one school-age child/children learning.

11. Academic cost and financial difficulty is one of the challenges greatly

encountered by the working single especially they do not have any financial

augmentation and they needed to spend more on gadgets, subscriptions, bills and

other consumptions that takes so much of their salary.

12. Seventy-six percent (76%) or nineteen (19) solo parents who are fatigued after

spending hours of supervised learning on their school-age child/children during

this new normal setting of distance learning.

 70

13. Sixty percent (60%) or fifteen (15) working single parents do not assist their

school-age child/children in their mode of learning and do not have time to

supervise their kid/s.

14. There are seventy-six percent (76%) or nineteen (19) working single parents as

shown above who has narrowed leisure time to online activities (e.g. social

media) during this time of pandemic.

15. Only forty percent (40%) or ten (10) participants still spend time on leisure

activities every weekend.

16. The stresses of parenting alone appear to heighten feelings of stress, uncertainty,

and depression associated with leisure activities.

17. There are eighty percent (80%) or twenty (20) respondents who have sleep that is

less than six (6) hours since this new mode of learning has begun.

18. Forty percent (40%) or ten (10) still spend on new clothes, shoes or any other

things and thirty-two percent (32%) or eight (8) participants still include their

usual activities (e.g. hair treatment, nail care, etc.) in their budget.

19. The compound disadvantages experienced by solo parents also affects their health

and mental health. It follows that when a solo parent is not physically and

mentally healthy, their ability to do their other social functions are affected.

Conclusions

Based on the findings of the study, the solo parents working in the City

Government of Tarlac have encountered many challenges in terms of their working

 71

schedule, nature of job, child’s educational structure, cost of learning module, hours of

supervised learning needed by school-age children with distance learning, leisure time

and self-care.

The results also showed that most had difficulty in their financial ability

especially the expenses have doubled in terms of basic necessities. There are some solo

parents who needed a private tutor and new gadgets to adjust to the current mode of

learning. Some of their family members have lost their job during this time of pandemic.

Thus, the household income was below their needed financial support.

Moreover, the additional tasks brought about by the pandemic took a lot of the

working single parent’s energy and time. They were left with a stressful and fatigued

physical, mental and emotional system. As a result, they were not able to provide the

necessary attention to their school-age child/children’s education and mode of learning.

The members of the household have also been threatened by the existing social

crisis. Their health was put at stake as they needed to work every day. The anxiety

brought by the current situation also placed great pressure especially the leisure and self-

care activities of the working single parents were limited to social media and online

surfing.

On the other hand, there are parents who cannot do time with assisting with their

school-age child/children’s mode of learning and hours needed for supervised learning. It

was difficult for them especially they are working at day time. The help they get from
 72

private tutors, caregivers and other family members were greatly maximized to ensure

quality in learning and development.

The role of a single parent is very demanding and challenging. The most evident

challenge faced by a single parent is to be the sole provider for his/her children.

Commonly, a single parent is the only bread earner of the entire household and is,

therefore, unable to give more time to the children due to work pressure. On the other

hand, other families having both parents taking responsibility of their family not only

earn dual income but also are able to manage their time such that one of the parents, at

least, is always available to take care and monitor the children. Single parents are

deprived of this privilege.

Due to these challenges and issues, single parents are unable to have real family

fun and entertainment. So, for the welfare of these families, it may be requested to the

employers of these working single parents to come forward and arrange a week-end

program where the parents and the children, who particularly belong to the single

parenting system, can come along and have fun through various exciting activities

without worrying much about the entertainment expenses. Also, it may be planned to

have a welfare service for helping out the single parents in maintaining a healthy

balanced diet for their children and for themselves by asking people, who are able to take

out some of their spare time, to prepare a few healthy meals for such parents at low cost.
 73

Nevertheless, the individual effort of the working single parent to balance work

and family was also derived from this study. Time and stress management came in

different forms like spending leisure activities mostly at home. However, the current

pandemic situation have encouraged hope and strength that they have recommended

some remedial actions to address their situation.

Recommendations

Based from the findings and conclusions of the study, the following

recommendations were derived:

1. Strict compliance on the benefits for working single parents as stipulated under

the Republic Act (RA) 8972, the Act Providing for Benefits and Privileges to Solo

Parents and Their Children, Appropriating Funds Therefore and for Other

Purposes (also known as the Solo Parents’ Welfare Act of 2000) should be at all

times ensured by the City Local Government Unit.

2. Prioritization of the working single parents in the skeletal workforce assignment.

3. Flexible but reasonable working hours may be implemented for the single parents

to allow them to assume their parental obligations.

4. One of the challenges greatly encountered by working single parents was

insufficient income to afford learning needs and other necessities, small scale

business programs may be included by the City Local Government Unit in their

Employee Enhancement Program.

 74

5. Prioritization of the deserving single parents working as casual workers in the

Education Program of the City Local Government Unit. They can enroll for

further education and qualification for promotion.

6. Skills training and livelihood projects may also include the working solo parents

to improve their qualification and financial capacity.

7. Regular employee fatigue and stress level check to identify working single parent

needing professional help for counselling.

8. Eligible children of the working single parents in the City Local Government Unit

may be prioritized in the Day Care Service.

9. The City Government of Tarlac can provide exclusive discount on programs and

services available.

10. Enhancement of the counselling abilities by further study or training may be

required among Registered Social Workers in the Local City Social Welfare and

Development Office to assist the single parents working in other departments of

their local unit to aid struggling employees especially the working single parents.

11. Counseling of City Local Government Unit’s working solo parents needing

assistance in problem solving.

12. Educate time and financial management through conduct of regular session to

develop capabilities in resolving family problems.

13. Provision of mental, physical and emotional health break especially among the

solo parents through a productive activity like Zumba, regular exercise and

workout, etc.
 75

14. Retreat and moral recovery programs may be conducted as necessary to help

realize decision making on their existing difficulties in maintaining social

functioning.

15. Involve the family in the counseling activities as necessary.

16. Creation of a Working Solo Parents’ Group in the City Local Government Unit

which allows the members to develop self-awareness by listening to others with

similar issues. Thereby resolving some challenges altogether.

 76

BIBLIOGRAPHY

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Anthony, L., Anthony, B., Glanvile, D., Naaman, D., Waander, Q. and Shafer, S.
(2005). Relationship Between Parenting Stress and Pre-Scholar Social
Competence. USA.

Barajas, M.S. (2011). Academic Achievement of Children in Single Parent

Homes: A Critical Review. Michigan.

Borgers, A. (1996). Children from Single Families. Netherlands. Biblatz and

Rafley.

Bruce, T. and Maggit, C. (2005). Child Care and Education. London. Hodder and
Shoughten.

Case, C. (2003). Explaining Trends in Child Support Demography: New York.

Sage.

Casey, A.E. (2002). Foundation Kids Count Data Centre. New York. Sage.

Chingovo, L. and Manyati, M. (2012). Family Health and Life Skills. Harare.
Zimbabwe Open University.

Cook, R, and Aunert, T (2006). Adopting Early Childhood Curriculum for

Children in Inclusive Settings. Englewood.

Craig, L. (2005). The Money or Care: A Comparison of Couple and Sole Parent
Household. Australian Journal. Australia.

Creswell, J.W (2009). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research. Boston. Pearson.
Gillham, B. (2008). Developing a Questionnaire. London. Continuum.

Griggs, B. (2006). Introduction to Research Methods. Sydney. Longman.

Kail, R. (2002). Children Care. New Jersey.

 77

Katz, L. (2003). Development Care and Education for Young Children.

Missouri. Pearson.

Kauffman, J.M. (2001). Characteristics of Emotional and Behavior Disorders of

Children and Youth. Upper Saddle. Merrill.

Sicat, L. (2009). Worktext in Reasearch Writing. 1st ed. Tarlac City: Tarlac State
University.

Lee-Mendoza, T. (2008). Social Welfare and Social Work. 3rd ed. Quezon City:
Central Books.

Nunez, C. (2010). Case Management. Philippine Encyclopedia of Social Work

(2000 Edition). Quezon City: Megabooks Co.

Sheafor, B. and Horejsi, C. (2006). Techniques and Guidelines for Social Work
Practice. 7th edition. Boston, MA: Pearson Education Inc.

B. Journals

Herman, Chris. 2013. The Evolving Context of Social Work Case Management:
NASW Releases Revised Standards of Practice. Practice Perspectives, Winter
Issue.

National Association of Social Workers: NASW Standards for Social Work Case
Management. Washington DC, NASW, 2013.

National Center for Cost Containment, Department of Veterans Affairs: Social Work
Service Practice Guidelines, Number 2: Social Work Case Management.
Milwaukee, WI, Department of Veterans Affairs, September, 1995.

C. Unpublished Materials

Natujwa Josiah Mrinde, 2014. Challenges that Single Parented Students Face in
Attaining Secondary School Education in Kinondoni Municipal Dar-Es-
Salaam.

Nokali, Bachman and Votruba-Drzal, 2010. Parent Involvement and Children's

Academic and Social Development in Elementary School.

Malima and Akech, 2016. The Effect of Single Parenting on Students’ Academic
Performance in Secondary Schools in Arusha City, Tanzania.
 78

Stack and Meredith, 2017. The Impact of Financial Hardship on Single Parents:
An Exploration of the Journey from Social Distress to Seeking Help.

Ritcher and Lemola, 2017. Growing up with a single mother and life satisfaction
in adulthood: A test of mediating and moderating factors.

Zabala, 2016. The Phenomenological Make - Up of Solo Parents' Dependents in

Regions 2 and 3 in the Philippines.

Diez, 2018. The Academic Performance of Students from Solo Parent Families of
Jesus F. Magsaysay High School- Iba.

Garcia and Alampay, 2012. Parental Efficacy, Experience of Stressful Life Events,
and Child Externalizing Behavior as Predictors of Filipino Mothers’ and
Fathers’ Parental Hostility and Aggression.

Agero and Guhao, 2016. Single Parents of School Children: Tales of Survival.

Guhao, Haudar and Rodriguez, 2016. The Journey of Solo-Male Parents of Public
Elementary School Children: Challenges and Prospects.

Delmonte, Dacula, Dela Cruz, 2014. Home Management Practices of Solo Parents
in Samar, Philippines.

Capuno, Joseph J. 2009. A Case Study of Decentralization of Health and

Education Servicees in the Philippines.

D. Internet Materials

http://www.dswd.gov.ph
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https://pantawid.dswd.gov.ph
https:// theglobalnetwork.net
 79

APPENDICES

Appendix A

Questionnaire

Dear Respondent

Good day!

This survey questionnaire is solely intended for the collection of data for the study
entitled “Challenges encountered by Working Single Parents in the Learning of their
School-Age Children during the COVID-19 Pandemic”. This is a requirement in the
course Bachelor of Science in Social Work. Your answers to this survey will be of great
help in the completion of this research.

Thank very much for your time and recommendations.

Sabran A. Padilla, RN, MPA

The Researcher

Part I: Demographic Data

Name: _______________________________Age: _______ Sex: _______ Religion:

_________

Contact Number: _____________ Position: _________________________

Educational Attainment: ________________________

Number of Family Members: 2 – 5 6 – 10 11 – 15 16 and above

Length of being a Single Parent: 2 – 5 6 – 10 11 – 15 16 and above

Monthly Salary: Php 5,000 – 10, 000 Php 11,000 – 15,000

Php 16,000 – 20,000 Php 16,000 – 20,000

Php 21,000 – 25,000 Php 26,000 – 30,000

 80

Others, please specify: _________________________

Part I: What are the challenges you encountered in the learning of your school-age
child?

Direction: Mark all the challenges met in the course of your work.

No. CHALLENGES ENCOUNTERED

a. Working Schedule YES NO

1. I have flexible working hours that allow me to

supervise my school-age child/children in their
learning during this time of pandemic.
2. I am allowed some time to be late for work.
3. I am allowed to go out from the office during
instances like getting my child’s module for
learning.
4. I have ample time during work to call my child and
assist her while he/she is having online class.
5. I can be home early sometimes as needed for the
learning of school-age child/children during this
time of pandemic.
6. Due to additional tasks this time of pandemic, I
work after duty hours.
7. I am working on a skeletal pattern of duty.
b. Nature of Job YES NO
1. My job demands a lot of time for paper works and
reports so I leave my child’s learning to a tutor or
someone I trust to teach her.
2. I need to be at work every day because my duties
are specific to my job.
3. Someone can assume my responsibilities at work
when I need to stay at home to assist my school-age
 81

child/children in her mode of learning during this

time of pandemic.
4. I can do work from home.
5. I can bring my school-age child/children with me
because there is a safe place for him/her at work.
6. My job is regular in nature and I can file a leave
from work as needed.
7. I do not have leave privileges at work due to my job
status.
c. Child’s Mode of Learning YES NO
1. We have internet connection at home and it allows
my child to have uninterrupted online classes or
online surfing.
2. I know some online application which allows me to
assist my school-age child/children even at work.
3. My school-age child/children need more
supervision than ideal.
4. Most of the time, I do not have idea how to teach
my school-age child/children on their module.
5. Most of the topics discussed online or in the module
are understood by my school-age child/children.
6. I review my school-age child/children on their
lesson.
7. My school-age child/children have private tutors.
d. Academic Cost YES NO
1. I pay for my school-age child/children’s tutor which
is additional cost to me and my family.
2. Having internet connection during this time of
pandemic for their online classes or surfing added to
our expenses.
3. My school-age child/children’s fees in school are
less than usual.
4. The bills (e.g. electricity) and other consumption at
home doubled since the kids are at home learning
during this time of pandemic.
5. I needed another tablet, cellular phone, laptop or
personal computer because I have more than one
school-age child/children learning.
e. Hours of Supervised Learning needed by YES NO
School-Age Children with Distance
Learning
1. I assist my school-age child/children during their
 82

online classes or in answering their modules.

2. I spend more time than usual in the learning of my
school-age child/children because they needed to be
supervised.
3. The hours of supervised learning I spend with my
school-age child/children leave me more fatigued
especially this time of pandemic.
4. I do not have time to supervise my school-age
child/children.
5. I have some family members who can help my
school-age child/children when I am not around.
f. Leisure Time YES NO
1. I do not have time to go out with some friends or
any other activity because I need to assist my
school-age child/children in their learning at home.
2. My vacant time and weekends are spent on their
modules, unit/quarterly examinations and activities.
3. The new normal way of learning gave us less time
to have family activities.
4. My leisure time was narrowed to online activities
(e.g. social media) during this time of pandemic.
5. I have more time with my school-age child/children
since school has begun.
g. Self-Care YES NO
1. I feel sick and stressed most of the time.
2. I do not spend money for my usual activities
anymore (e.g. hair treatment, nail care, etc.).
3. I do not have new clothes, shoes or any other things.
4. I have sleep that is less than six (6) hours since this
new mode of learning has begun.
5. I feel fulfilled every time I teach my school-age
child/children.
6. I receive appreciation from my school-age
child/children for being active in their learning.

***Please feel free to write other problems encountered but not included in the
list.
 83

Other problems and issues:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________

***Please feel free to write any suggestion or recommendation to address the

challenges you have encountered in the learning of your school-age children
during this time of pandemic.

Recommendations: (Use separate sheet if necessary)

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
 84

Appendix B

Expert Validation Form

Dear Expert:
May I request your expertise in validating my questionnaire. Please accept item if it is
relevant or if it represents the item. Kindly write X for your corresponding answer.
Reconstruct or reject if it does not and revise if a revision will make you accept.
The study is entitled “Challenges encountered by Working Single Parents in the
Learning of their School-Age Children during the COVID-19 Pandemic”. This is a
requirement in the course Bachelor of Science in Social Work. The purpose of this
research is to give an overview of the challenges encountered by single parents who are
currently working and raising a school-age child. Their key issues will be identified and
summarized as they try to ensure that their school-age children are safe, supervised, and
able to engage in quality distance learning while they are working during the COVID-
19 pandemic. It then lists corresponding strategies that may be helpful to working single
parent families with school-age children during the current crisis.
Sabran A. Padilla
The Researcher

SOP NUMBER 1: What is the profile of the respondents?

PROFILE OF
NO. ACCEPT REJECT REVISE REMARKS
RESPONDENTS
1 Name
2 Age
3 Sex
4 Religion
5 Address
6 Contact Number
Educational
7 Attainment
8 Position
Number of Family
9 Members
10 Length of being a
 85

Single Parent
11 Monthly Salary

SOP NUMBER 2: What are the challenges you encountered in the learning of your
school-age child?

NO. WORKING SCHEDULE ACCEPT REJECT REVISE REMARKS

I have flexible working
hours that allow me to
supervise my school-age
1
child/children in their
learning during this time of
pandemic.
I am allowed some time to
2
be late for work.
I am allowed to go out from
the office during instances
3
like getting my child’s
module for learning.
I have ample time during
work to call my child and
4
assist her while he/she is
having online class.
I can be home early
sometimes as needed for the
5 learning of school-age
child/children during this
time of pandemic.
Due to additional tasks this
6 time of pandemic, I work
after duty hours.
I am working on a skeletal
7
pattern of duty.
NO. NATURE OF JOB ACCEPT REJECT REVISE REMARKS
My job demands a lot of
time for paper works and
1 reports so I leave my child’s
learning to a tutor or
someone I trust to teach her.
 86

I need to be at work every

2 day because my duties are
specific to my job.
Someone can assume my
responsibilities at work
when I need to stay at home
3 to assist my school-age
child/children in her mode
of learning during this time
of pandemic.
4 I can do work from home.
I can bring my school-age
child/children with me
5
because there is a safe place
for him/her at work.
My job is regular in nature
6 and I can file a leave from
work as needed.
I do not have leave
7 privileges at work due to
my job status.
CHILD'S MODE OF
NO. ACCEPT REJECT REVISE REMARKS
LEARNING
We have internet
connection at home and it
1 allows my child to have
uninterrupted online classes
or online surfing.
I know some online
application which allows
2
me to assist my school-age
child/children even at work.
My school-age
3 child/children need more
supervision than ideal.
Most of the time, I do not
have idea how to teach my
4
school-age child/children on
their module.
Most of the topics discussed
5 online or in the module are
understood by my school-
 87

age child/children.
I review my school-age
6
children on their lesson.
My school-age
7 child/children have private
tutors.
NO. ACADEMIC COST ACCEPT REJECT REVISE REMARKS
I pay for my school-age
child/children’s tutor which
1
is additional cost to me and
my family.
Having internet connection
during this time of
2 pandemic for their online
classes or surfing added to
our expenses.
My school-age
3 child/children’s fees in
school are less than usual.
The bills (e.g. electricity)
and other consumption at
4 home doubled since the kids
are at home learning during
this time of pandemic.
I needed another tablet,
cellular phone, laptop or
5 personal computer because I
have more than one school-
age child/children learning.
HOURS OF SUPERVISED
LEARNING NEEDED BY
NO. THE SCHOOL-AGE ACCEPT REJECT REVISE REMARKS
CHILDREN WITH
DISTANCE LEARNING
I assist my school-age
child/children during their
1
online classes or in
answering their modules.
I spend more time than
usual in the learning of my
2
school-age child/children
because they needed to be
 88

supervised.
The hours of supervised
learning I spend with my
school-age child/children
3
leave me more fatigued
especially this time of
pandemic.
I do not have time to
4 supervise my school-age
child/children.
I have some family
members who can help my
5
school-age child/children
when I am not around.
NO. LEISURE TIME ACCEPT REJECT REVISE REMARKS
I do not have time to go out
with some friends or any
other activity because I
1
need to assist my school-
age child/children in their
learning at home.
My vacant time and
weekends are spent on their
2
modules, unit/quarterly
examinations and activities.
The new normal way of
3 learning gave us less time to
have family activities.
My leisure time was
narrowed to online activities
4
(e.g. social media) during
this time of pandemic.
I have more time with my
5 school-age child/children
since school has begun.
NO. SELF-CARE ACCEPT REJECT REVISE REMARKS
I feel sick and stressed most
1
of the time.
 89

I do not spend money for

2 my usual activities anymore
(e.g. hair and nail care).
I do not have new clothes,
3
shoes or any other things.
I have sleep that is less than
4 six (6) hours since this new
mode of learning has begun.
I feel fulfilled every time I
5 teach my school-age
child/children.
I receive appreciation from
my school-age
6
child/children for being
active in their learning.

SOP NUMBER 3: What are the plan of actions that can be done to help the working
single parents ensure quality learning and development of their school-age
children?

NO. PLAN OF ACTIONS ACCEPT REJECT REVISE REMARKS

Write any suggestion or
recommendation to address
the challenges you have
1 encountered in the learning
of your school-age children
during this time of
pandemic.

This is to certify that I have validated the questionnaire of SABRAN A. PADILLA.

____________________
__
Name and signature
 90

Appendix C

Letter of Request to Conduct Study

USST COLLEGES
BS Social Work Department
Medical Social Worker

February 1, 2021

CAROLYN M. SERRANO, RSW

City Social Welfare and Development Officer
City of Tarlac
Province of Tarlac

Madam:

Greetings!

I am currently having my research in completion of the degree in Bachelor of Science in

Social Work (BSSW) at the United School of Science and Technology (USST). The title
of my study is “Challenges encountered by Working Single Parents in the Learning of
their School-Age Children during the COVID-19 Pandemic”. The purpose of the study
are the following: (1) To give an overview of the challenges encountered by single
parents who are currently working and raising a school-age child. (2) To identify and
summarize key issues as they try to ensure that their school-age children are safe,
supervised, and able to engage in quality distance learning while they are working during
the COVID-19 pandemic. (3) To list corresponding strategies that may be helpful to
working single parent families with school-age children during the current crisis.

With this, may I humbly request permission from your good office to conduct the said
study among the working single parents with school aged children of the City Hall.

Thank you very much for your positive response to this request and God bless.
 91

Respectfully Yours,

SABRAN A. PADILLA
Researcher

Appendix D

Consent to Participate

Research Title: Challenges encountered by Working Single Parents in the Learning of their
School-Age Children during the COVID-19 Pandemic

Purpose of the Study: (1) To give an overview of the challenges encountered by single parents
who are currently working and raising a school-age child. (2) To identify and summarize key
issues as they try to ensure that their school-age children are safe, supervised, and able to engage
in quality distance learning while they are working during the COVID-19 pandemic. (3) To list
corresponding strategies that may be helpful to working single parent families with school-age
children during the current crisis.

Benefits and Compensation: There will be no direct compensation for your participation in this
study. However, the study will list corresponding strategies that may be helpful to you as a
working single parent.

Personal Information to Collect: Name (optional), gender, civil status, age, monthly salary,
educational attainment, address, contact number, number of family members and other necessary
data will be gathered.

Purpose of collecting personal information: The purpose of collecting personal information is

for research purposes.

Confidentiality: Your identity will not be revealed. Your responses to this study will be
anonymous. All information collected will be coded and kept confidential. We will not be
sharing the individual information. The sharing will be done collectively.

Retention: The researcher will keep the personal information until the paper is successfully
defended to the panelist and the paper is published or presented in a convention. The answered
questionnaire will be shredded to avoid other people to gain access to your personal information.

Voluntary Participation: Your participation in this study is voluntary. It is up to you to decide

whether or not to take part in this study.

Rights: In case there is violation of the use of your personal information, you can exercise your
rights as stated in Republic Act 10173 or the Data Privacy Act of 2012.
 92

Consent

I have read and understand the provided information and have had the opportunity to ask
questions. I understand that my participation is voluntary and that I am free to withdraw at any
time, without giving a reason without cost. I understand that I will be given a copy of this
consent form. I voluntarily agree to take part in this study.

Participant’s Name: ________________________ Age: ______

Signature: ________________________________ Date: ______

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CURRICULUM VITAE

SABRAN AHMAD PADILLA

Garcia Street, Brgy. Burot, Tarlac City,
Philippines 2300
MOBILE # (0063) 917 – 815 – 3553
E – MAIL: danzahmad@yahoo.com

I. PERSONAL DATA

Gender : Female
Age : 36 yrs. old
Civil Status : Married
Date of Birth : June 22, 1984
Place of Birth : Zamboanga City
Religion : Islam
Height : 5’5”
Weight : 60 kg
Contact Person : Gladisse V. Bautista
Relationship : Social Welfare Officer III
Contact No. : 0917 – 140 – 8913

II. EDUCATIONAL BACKGROUND

Tertiary Level: Ateneo de Zamboanga University

La Purisima Street, Zamboanga City, Philippines
Bachelor of Science in Nursing
2001 – 2005

Secondary Level: Pilar College

R.T. Lim Boulevard, Zamboanga City, Philippines
1997 – 2001

Primary Level: Pilar College

R.T. Lim Boulevard, Zamboanga City, Philippines
1991 – 1997

III. HIGHLIGHTS OF QUALIFICATIONS

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 Registered Nurse with Project Development Officer II (City Action

Team Leader) experience in Department of Social Welfare and
Development, Tarlac City, Tarlac (August 2012 to Present --- 6 years
and 2 months)

 Currently taking Masters in Public Administration at Tarlac State

University.

 Present Internal Convergence City Action Team Leader of Pantawid

Pamilyang Pilipino Program – Tarlac City, Tarlac

 Best Team Leader – Year 2014, 2015, 2017, 2018

 With Outstanding Performance – Year 2013 – 2017

 Graduated with Academic Excellence on Certificate Course in

Personal Efficacy and Leadership – Development Academy of the
Philippines

 CGFNS passer and Visascreen holder

 Registered Nurse with License No: 0369890, issued by the

Professional Regulation Commission, Manila, Philippines

 Cum Laude-Batch 2005, Ateneo de Zamboanga University

 Registered Nurse with 3 and a half years nursing experience

 Specialty area in Renal Nursing in King Fahad Armed Forces, Jeddah,

Kingdom of Saudi Arabia

 Specialty area in Medical Surgical Nursing in Hera General Hospital,

Kingdom Saudi Arabia

 Specialized training in Post Graduate Course (Basic and Critical Skills

training including Peritoneal Dialysis and Hemodialysis) in National
Kidney and Transplant Institute Philippines