Parenting Styles and Parental Educational Participation in Recto Memorial National High School

Abstract

INTRODUCTION

Educators have increasingly identified parental involvement as the primary vehicle by which to elevate academic achievement from current levels. It has been assumed that the academic achievement of students may not only depend on the quality of schools and the teachers but also on the extent of parental involvement.

METHODS

A descriptive method of research was used in this study to primarily survey parenting style and parental involvement among 100 students in Recto Memorial National High School.

RESULTS

As regards the perceived parenting style of the parents, the authoritative parenting style ranked 1. These were followed by authoritarian, permissive, and authoritative. When perceptions of the respondents on the involvement of their parents in their education were surveyed, parenting was found to be high. They are perceived to be supportive of the school activities. Parents supported their children's projects and subject requirements. However, parents are perceived to be moderately involved in volunteering activities.

DISCUSSIONS

The majority of the respondents regard their parents' parenting style as authoritative. Parental participation is found to be high in the areas of parenting, learning at home, communicating, volunteering and decision-making. It is found to be moderate only in collaborating with the community. The authoritative parenting style is highly and significantly related to the educational participation of parents in terms of parenting, communicating, volunteering, learning at home and collaborating with the community.