LINKING HOME AND SCHOOL: EFFECTS OF PARENTAL SUPPORT ON THE ACADEMIC PERFORMANCE AND SOCIAL ADJUSTMENT OF GRADE ONE LEARNERS

This study investigated the extent of parental involvement and its relationship to the academic and psychosocial development of Grade One learners at Mulao Elementary School, Cebu, Philippines. Guided by Epstein’s Model of Parental Involvement, Self-Determination Theory, and Erikson’s Psychosocial Theory, the research examined how autonomy-supportive, controlling, structured, responsive, and home–school involvement behaviors of parents predict children’s academic performance and socio-emotional growth. Employing a descriptive–correlational design, data were collected from 100 parent-respondents using researcher-developed and validated questionnaires. Descriptive statistics and Pearson’s correlation were utilized to analyze the data. Results revealed that parents exhibited a generally high level of involvement, particularly in autonomy-supportive and responsive practices. Learners demonstrated correspondingly high levels of academic and psychosocial development. A significant positive relationship was found between the level of parental involvement and both the learners’ academic achievement and psychosocial adjustment. These findings underscore the critical role of parents as partners in early education and support the implementation of the Department of Education’s ARAL Program in strengthening home–school collaboration. The study concludes with a proposed action plan—Project SIKAP—to enhance effective parental engagement and foster holistic learner development.