The Role of Parents in the Development of Values of Grade Six Pupils at Home: A Proposed Capacity Building Program


  • Armylen M. Nachor


behavior, nurturing, stimulation, role, values, development program


This study specifically sought to identify the respondents' demographic profile, determine the parents' perceived role in the development of values of the pupils at home, and identify problems encountered by the parents and the significant difference between the perceived roles when grouped to profile variables. The study proposes a capacity-building program by identifying its acceptability level using the qualitative-quantitative method with triangulation of validated self-made questionnaires and semi-structured interviews among the 338 sampling number of respondents in the 4th District of Quezon. Using percentage weighted average mean and ANOVA, the results were analyzed and presented through the tables and graphs. The research respondents were 31 to 40 years old, female, married, and high school graduates. Based on the findings, the parents strongly agreed that their roles are modeling (3.76), nurturing (3.69), socialization and communication (3.63), home structure and security (3.73), and support and responsiveness (3.55). Parents also agree that stimulation and motivation (3.38) are their roles. The parents’ encountered the following difficulties: being irritable, lack of time for family because of work, the wide generation gap between parents and students, and gadget regulation. Therefore, the parents strongly accepted the proposed capacity-building program. Based on the results, the contextual discussion on the issue of parenting and dealing with children’s behavior should be emphasized. Engaging both mothers and fathers in the values development program is better. The role of the parents must focus on children’s stimulation and motivation through sharing experiences and be developed by the parents at home. The parents' participation in the program is required to deal with the problems based on the research, and a generalized approach to the nature of children in the 21st century should be addressed. The study recommends that the program be integrated into the parent orientation programs and in-service training of the teachers to address pupils’ behavioral issues collaboratively.