This study explored the lived experiences of Batang Saytek students at Santa Rosa Science and Technology High School raised in tiger parenting households. As an output of the study, a program aimed to assist both students and parents is suggested to address the unique challenges and emotional dynamics uncovered in the study was proposed.
The research design used was qualitative with phenomenology as an approach. Using the interpretative phenomenological approach, the study generated ten emerging themes which were (1) Academic Pressure and Workload, (2) Parental Control over Hobbies, (3) Influence of Parental Expectations on Personal Choices, (4) Pressure and Internalized Expectations, (5) Sense of Fulfillment vs. Disappointment, (6) Parental Restrictions Affecting Social Interactions, (7) Parental Acknowledgment of Success, (8) Constraints and Structure from Parental Rules, (9) Coping Mechanisms for Academic and Parental Expectations, and (10) Long-Lasting Effects of Parental Discipline and Behavior.
These themes collectively highlight the intricate challenges faced by students raised in tiger parenting households, including the emotional strain and limited autonomy resulting from high parental expectations and strict rules. Recognizing the dual role of tiger parenting as both a source of guidance and a challenge, the study underscores the necessity for interventions that promote understanding and foster a healthier parent-child dynamic. The findings emphasize how these pressures influence students' academic performance, social interactions, and coping mechanisms, shaping their emotional resilience and long-term development. This study underscores the importance of understanding the nuanced impact of tiger parenting on adolescent well-being and calls for initiatives that foster healthy communication and mutual understanding between parents and children.