The Influence of Parental Participation on the Academic Success of Elementary School Pupils at Talipao District, Division of Sulu: Teacher’s Perspectives

April Joy Avenido; Masnona Asiri

doi:10.62596/bzem1d91

Authors

April Joy A. Avenido School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/bzem1d91

Keywords:

Influence, Parental, Participation, Academic, Success

Abstract

This study examined the impact of parental participation on the academic success of elementary school pupils as perceived by teachers in Talipao District, Division of Sulu. A quantitative, descriptive, correlational, and comparative research design was utilized to gather and analyze numerical data, determine relationships among variables, and explain the present condition of parental involvement as well as its effect on the academic performance of pupils. The study was conducted in public elementary schools within Talipao District under the Philippine Department of Education (DepEd). A total of 100 public school teachers participated as respondents in the study, chosen through purposive sampling to guarantee representation across age, gender, years of service and level of education. Findings revealed that most teachers are female, aged 31 and above, with moderate teaching experience and college-level qualifications. Parental participation was rated consistently very high, particularly in school-related activities and the provision of educational resources, indicating strong home–school collaboration. Significant variations in teachers’ perceptions were noted according to age and years of service, whereas no differences were identified when grouped by gender and educational attainment. Overall, parental involvement demonstrated a strong and interconnected influence across domains, contributing positively to pupils’ academic success.

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