Parental Support and School-Community Involvement: Developing Competencies among Pupils

Abstract

INTRODUCTION

Parents are among the most important people in the lives of young children. Parental support is a crucial force in children's development, learning, and success in school and in life. Parental support researchers supported the simple fact that children of involved parents have a much greater chance to develop into responsible and knowledgeable persons in the future. This study measured the extent of parental support and school-community involvement that provides programs and services as perceived by pupils and parents.

METHODS

Descriptive design was used. Data and information were obtained from the Grade 5 pupils of S.Y. 2016-2017. The survey questionnaire was adapted from the Joyce Epstein framework. T-Test and Pearson Correlation were used to determine the significant difference between parents and pupils’ perceptions and correlations between parental support factors and school-community involvement and pupils’ competencies.

RESULTS

Pupil and parent respondents have positive perception towards parenting, learning at home, decision-making, and time management. In terms of school-community factors, respondents perceived the perception as generally positive. No significant correlation exists between parental support factors and pupils’ competencies in English, Mathematics and Science and Health.

DISCUSSIONS

Parents may become more effective influence by providing enough to their children's educational experiences which can help improve their learning. Local Government Units (LGU'S) and other community stakeholders may develop a comprehensive partnership program with the school concerning the improvement of academic performance.