Parental Participation In Enhancing Pupils’ Academic Success Among Public Elementary Schools In Jolo-I District, Division of Sulu: Teachers’ Perspectives

Jhonnalyn Amaca; Abdel Amilhamja

doi:10.62596/kvy7we04

Authors

Jhonnalyn S. Amaca School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Abdel J. Amilhamja School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/kvy7we04

Keywords:

Parental Participation, Academic Success, Home-Based Support, School-Based Involvement, Parent–Teacher Communication, Teachers’ Perspectives

Abstract

This study assessed the extent of parental participation in enhancing pupils’ academic success among public elementary schools in Jolo–I District, Division of Sulu. It employed a descriptive-correlational research design involving 100 teacher-respondents selected through purposive sampling. Data were treated using frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. Parental participation was examined in terms of home-based support, school-based involvement, and communication with teachers, alongside respondents’ demographic profiles, including age, gender, civil status, length of service, and educational attainment. Findings revealed that most respondents were 36 years old and above, predominantly female, mostly married, with 5 years or below in service, and holding bachelor’s degrees. Results indicated that parental participation across all domains was consistently perceived as favorable, garnering an “Agree” rating. No significant differences were found in perceptions across demographic groups, suggesting uniformity in views among respondents. A very high positive significant correlation was observed among the sub-levels of parental participation, indicating strong interrelationships. These findings support Bronfenbrenner’s Ecological Systems Theory (1979), which emphasizes the importance of harmonious interaction between home and school, as well as Vygotsky’s (1978) and Bandura’s (1986) theories, highlighting the role of social support in learning. The study underscores the need to institutionalize structured, digital, and physical platforms to strengthen parent-teacher collaboration.

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