Implications of Parents` Support on the Educational Development of the Pupils in Mataasnakahoy District, Division of Batangas and its Impact on School-Home Relationship

Abstract

INTRODUCTION

Parent partnerships in schools have evolved as parent's expectations of the school have increased with the changing world. The global climate means that parents have to demand more for their children: greater learning, further education, a higher level of literacy and greater competence in technology. To achieve these goals, parents must become more involved in their children's education so that they will acquire a better understanding of the complexities of the educational system. This study aims to determine the implications of parents' support on the educational development of pupils in Mataasnakahoy District and its impact on the school-home relationship.

METHODS

The researcher utilized the descriptive method of research with the survey questionnaire as the primary data gathering instrument which was validated and administered to 146 pupils of the public elementary schools in Mataasnakahoy District. The gathered data were interpreted through the use of Weighted Mean, Spearman-Brown Formula, Pearson Product Moment Correlation Coefficient and Regression/Correlation for the testing of the hypothesis of relationship.

RESULTS

The findings of the study imply the need for a stronger school-home and school-community relationship through regular conferences between teachers and parents so that they could collaborate more often for the purpose of helping the children in their educational pursuits and also to minimize problems that affect instruction, improve pupils' academic performance through quality instruction and help promote school programs and projects that would otherwise lead to better school and classroom conditions for the benefit of the pupils.

DISCUSSIONS

Parents are generally supportive of the educational needs of their children and they do so in terms of spiritual formation, attitudinal/moral supports, provision for recreational activities, maintenance of desirable habits and preferences, financial, material supports and educational supports. The pupil’s manifest adequate improvement of their cognitive, affective and psychomotor competencies as aresult of their parents' support on their children's educational activities. Parents should continue enriching their knowledge, developing their skills and enhancing their desirable values through various means they are capable so that they could be of more help in the education of their children cognitively, skillfully and attitudinally.