<![CDATA[Children’s social-emotional development is an essential aspect of their ability to interact, regulate emotions, and adapt to their environment. However, successful social-emotional development is influenced not only by schools but also by parental involvement, which is perceived differently by teachers as partners. This study aimed to analyze and evaluate elementary school teachers’ perceptions of the role of parents in children’s social-emotional development and to interpret these perceptions based on teachers’ years of service and gender. This research employed a quantitative descriptive design. The participants consisted of 36 teachers. Data were collected using a questionnaire covering teachers’ understanding, feelings, and actions regarding the role of parents. Data were analyzed using descriptive statistics through mean and percentage calculations. The findings revealed that teachers’ perceptions of parents’ role in children’s social-emotional development were classified as high, with a mean score of 2.72 and a percentage of 68%. Based on years of service, teachers with less than 5 years of experience obtained 69%, those with 5–10 years obtained 66%, those with 11–20 years obtained 69%, and those with more than 20 years obtained 69%, all categorized as high. Based on gender, male teachers obtained 72% and female teachers 68%, both within the high category. In conclusion, teachers demonstrated positive perceptions of parental involvement in children’s social-emotional development regardless of differences in years of service and gender. The study implies the need to strengthen school–family partnerships through communication and collaboration to strongly support students’ social-emotional development.]]>
