Parenting Styles and Involvement in Relation to Grade 1 Learners’ Academic Performance In Selected Elementary Schools A Basis for A Partnership Program

Abstract

This study assessed the parenting styles and parental involvement among parents of Grade 1 learners in selected elementary schools of Amulung West District for the School Year 2024-2025, aiming to inform the development of a partnership program. Using a descriptive-correlational research design, data were collected from 135 parent respondents through questionnaires covering demographic profiles, parenting styles, and levels of parental involvement, as well as the academic performance of their children. The findings revealed that the authoritative parenting style was most prevalent among respondents. Parents reported consistently high involvement across all domains, including parenting, communicating, volunteering, learning at home, decision-making, and community collaboration. Most learners achieved outstanding academic performance. Significant correlations were found between parenting styles and the variables of age, civil status, and highest educational attainment, while decision-making was significantly associated with marital status, and communication with occupation. Parenting style was also correlated with learners’ academic performance, but no significant relationship was observed between parental involvement and academic outcomes. Issues and concerns regarding parenting were seldom encountered by parents. The study concludes that strong parental involvement and authoritative parenting contribute to positive educational outcomes and recommends the establishment of structured partnership programs to further enhance collaboration between parents and schools.